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|標題:||A Study of the Relationship between School Internationalization and the Fostering of Intercultural Literacy in Taiwan's
Institutions of Higher Education
高等教育國際化與跨文化素養之關係研究 － 以臺灣為例
|關鍵字:||Intercultural literacy;multiculturalism;internationalization of higher education;Taiwan;跨文化素養;多元文化;高等教育國際化;臺灣||引用:||References 1. Chinese references 王玉崙（2003）。美國多元文化教育－理論 與實際。淡江大?美國研究所碩士論文，未出版。 何青蓉（2003）。從多元與差異到相互的理解與認同。兩性平等教育季刊，24，106?114。 梁福鎮 (2007)。德國高等教育人才培育國際化的措施。比較教育期刊，(62)，107-138。 陳伯璋 （2009）。當前多元文化教育實踐與省思 － 兼論新多元文化教育的可能。 教育與多元文化研究，1,1－15。 陳炫任 （2013）。多元文化 課程設計與教學實踐之行動研究。 教育與多元文化研究。 張建成（2000）。多元文化教育：我們的經驗與別人的經驗。台北：師大書院。 楊艾俐（2003）。新台灣之子。天下雜誌，271。2005/6/28 取自：http://www.cw.com.tw/Files/article/frontend/sub.asp?key＝2333&SubjectId＝1002 莊勝義 （2009）。 從多元文化觀點省思「弱勢者」的教育「問題」與「對策」。教育多元文化研究期刊。 劉美慧 (2007)。多元文化教育研究的反思與前瞻 簡成熙（2003）。多元文化教育的論證、爭議與實踐：從自由主義與社群主義論起。載於但昭偉、蘇永明（主編）「文化、多元文化與教育」（81?132）。台北：五南。 2. English references 2.1 Books Abdallah-Pretceille, M. (1990). Vers une p?dagogie interculturelle. La Sorbonne, INRP, Paris. Adler, P. S. et al,. (1986). Culture shock and the cross-cultural learning experience: towards internationalism: readings in cross-cultural communication, 2nd ed. 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The impact of international students on domestic students and host institutions: a literature review. Prepared for the Export Education Policy Project, Ministry of Education. Wellington: Ministry of Education. [Online] http://www.minedu.govt.nz/goto/ international [2003, November 12] 2.4 Others Huang, Y. H. (2007). A preliminary investigation on the status, causes, and coping strategies for learning anxiety of foreign Chinese learners. (Unpublished thesis). National Taiwan Normal University, Taiwandia Kordes, H. (1991). Intercultural learning at school: limits and possibilities, in Dieter Butjes and Michael Byram (eds) Mediating languages and cultures: towards an intercultural theory of Foreign Language Education. Lo, Y. W., & Weng, F. Y. (2005). Taiwan's responses to globalization: Internationalization of higher education. In Mok, K. H. & James, R. (Eds.), Globalization and higher education in East Asia. Singapore: Marshall Cavendish Academic.||摘要:||
Most schools are so concerned with diversifying their demographics that they fail to make of internationalization a participatory, engaging, and inclusive construction for their staff, student, and faculty population. This study looked into the current internationalization practices and policies of the Taiwanese universities with the goal to understand whether they contribute or not to multicultural awareness and intercultural learning. Data of this study were collected using surveys and the qualitative inquiry methods, and were analyzed using a thematic method. The results, which were looked across through the lens of the theoretical framework of Allport's intergroup contact hypothesis, indicate that the Taiwanese institutional environments are highly multicultural and constitute an ideal place for fostering intercultural literacy. However, many factors were found to handicapped not only the schools' walk toward internationalization, but also their ability to transform their multicultural and multiethnic campuses into real hubs for intercultural learning. These factors included the following: (1) westernized internationalization policies and practices; (2) lack of strong faculty and staff commitment; (3) lack of proper institutional support for students and faculties; (4) Low interaction between international and local students. Based on those findings, a number of suggestions are made for teachers, educational practitioners and policy makers, as well as future researchers in the field of intercultural literacy and internationalization.
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