A3 Book section, Chapters in research books
Student experiences of critical multilingual and intercultural communication competence assessment in higher education (2023)

Kokkonen, L., & Natri, T. (2023). Student experiences of critical multilingual and intercultural communication competence assessment in higher education. In M. Sommier, A. Roiha, & M. Lahti (Eds.), Interculturality in Higher Education : Putting Critical Approaches into Practice (pp. 60-76). Routledge. https://doi.org/10.4324/9781003322702-5

JYU authors or editors

Publication details

All authors or editors: Kokkonen, Lotta; Natri, Teija

Parent publication: Interculturality in Higher Education : Putting Critical Approaches into Practice

Parent publication editors: Sommier, Melodine; Roiha, Anssi; Lahti, Malgorzata

ISBN: 978-1-032-34539-0

eISBN: 978-1-003-32270-2

Publication year: 2023

Publication date: 26/10/2022

Pages range: 60-76

Number of pages in the book: 153

Publisher: Routledge

Place of Publication: Abingdon

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.4324/9781003322702-5

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/84596

Abstract

In this chapter, we present multilingual and intercultural communication competence (MICC) as a situational and contextual process. The aim of this qualitative, empirical study is to understand the students’ perceptions of assessing MICC as a holistic phenomenon that does not represent an ethnocentric world view and considers the role of language use in interaction. We look at assessing MICC as a process of giving and receiving feedback rather than as a summative assessment. The data consist of 74 texts on assessments written by university students. The understanding of the contextual and situational nature of MICC was enhanced through a process that the participants considered as ‘lengthy and at times challenging’. The combination of self- and peer feedback enabled the students to see MICC as both situational and a life-long process. The interpretative nature of MICC became evident through peer assessment, providing the students with a view of the situation through other’s eyes. The students faced challenges in developing understanding of multilingual and intercultural communication as well as in seeing formative assessment as a tool for learning. For higher education contexts, we suggest developing MICC as a part of the whole curriculum.

Keywords: intercultural communication; cultural competence; multilingualism; language skills; self-evaluation; peer review (assessment methods); studies in an institution of higher education

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023

Preliminary JUFO rating: 3