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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-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Kokkonen, Lotta; Natri, Teija

Emojulkaisu: Interculturality in Higher Education : Putting Critical Approaches into Practice

Emojulkaisun toimittajat: Sommier, Melodine; Roiha, Anssi; Lahti, Malgorzata

ISBN: 978-1-032-34539-0

eISBN: 978-1-003-32270-2

Julkaisuvuosi: 2023

Ilmestymispäivä: 26.10.2022

Artikkelin sivunumerot: 60-76

Kirjan kokonaissivumäärä: 153

Kustantaja: Routledge

Kustannuspaikka: Abingdon

Julkaisumaa: Britannia

Julkaisun kieli: englanti

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

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus: 

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/84596

Tiivistelmä

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.

YSO-asiasanat: kulttuurienvälinen viestintä; kulttuuriosaaminen; monikielisyys; kielitaito; itsearviointi; vertaisarviointi (arviointimenetelmät); korkeakouluopiskelu

Liittyvät organisaatiot

OKM-raportointi: Kyllä

Raportointivuosi: 2023

Alustava JUFO-taso: 3