Speakers
Abstract section 5: References
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Jackson, J. (2018). Interculturality in International Education (1st ed.). Routledge.
MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05537.x
Abstract section 3: Content/method
Attendees will be guided through the provider's framework for managing Japanese cohorts and shown how we leverage Melbourne’s multiculturalism to challenge monocultural mindsets. The session will demonstrate:
-Specific teacher engagement strategies and teaching methods that facilitate meaningful cross-cultural interaction among Japanese and international cohorts.
-How to empower Japanese learners to share their perspectives within high-stakes, diverse environments by centering the student voice.
-The use of specific collaborative tasks and digital tools to bridge linguistic gaps.
Abstract section 1: Relevance
This presentation addresses the challenge of transitioning Japanese study tour participants from cultural spectators to global communicators. To counter Jackson’s (2018) ‘sojourner bubble’, where students retreat into mono-national groups for psychological security, inadvertently limiting their intercultural growth, our framework strategically leverages Melbourne’s multiculturalism. Based on Byram’s (1997) Model of Intercultural Communicative Competence, we prioritise ‘intercultural mediation’, equipping learners to bridge cultural gaps. To achieve this, our strategies focus on increasing a student’s ‘Willingness to Communicate’ (MacIntyre et al., 1998) while managing these groups to move beyond the classroom, transitioning from isolated local learning to active global interaction.
Abstract section 2: Contribution/research questions
To outline a replicable framework for managing large mono-national cohorts within multicultural environments in order to transform passive study tours into active global interactions. It addresses how institutions can leverage local multiculturalism to foster internationalism and bridge the gap between local participation and global impact.
Abstract section 4: Outcomes/results
By the end of this session, participants will have a roadmap for fostering globalism in their own contexts. Specifically, attendees will be able to:
-Design Intercultural Scaffolding -implement structured peer-to-peer learning tasks that bridge the gap between mono-national cohorts and the broader international student body.
-Facilitate High-Stakes Interaction -apply strategies to empower Japanese learners to contribute their unique perspectives in multi-voiced, diverse English-speaking environments.
-Mitigate the ‘Bubble’ Effect -utilize specific management techniques to minimize linguistic isolation and maximize cross-cultural idea exchange.
-Create a sustainable, adaptable framework -to integrate global citizenship goals into their existing local curriculum and study tour logistics.
| Title | Bridging Japanese Study Tours & Global Agency |
|---|---|
| Teaching Context | College and university education |