Speaker
Description
This study explores how intercultural understanding develops through role-based discussions in a multicultural, multilingual university EFL content-based learning course. It examines student interactions with particular attention to moments when assumptions, values, and perspectives become visible and influence interpretation. The findings indicate that students reconsidered and expanded their perspectives through collaborative meaning-making, especially when clarifying and resolving misunderstandings. The study suggests that these co-learning processes, supported by shared leadership, are central to the development of intercultural communication.
Special scheduling requests
If possible, I would like to present on Saturday morning or early afternoon.
References
Krajewski, S. (2011). Developing intercultural competence in multilingual and multicultural student groups. Journal of Research in International Education, 10(2), 137–153. https://doi.org/10.1177/1475240911408563
Mahoney, S. L., & Schamber, J. F. (2004). Exploring the Application of a Developmental Model of Intercultural Sensitivity to a General Education Curriculum on Diversity. The Journal of General Education, 53(3), 311–334. https://doi.org/10.1353/jge.2005.0007
Short summary
This study examines how intercultural understanding emerges through role-based discussions in multicultural, multilingual communities. In a university EFL CBL course, it analyzes students’ discussion points, focusing on moments when assumptions and values become visible and shape interpretations. Findings show students updated their perspectives through collaborative meaning-making (e.g., clarifying and resolving misunderstandings). These co-learning interactions, supported by shared leadership, appear key to developing intercultural communication.
Keywords
Intercultural communication
Literature circles
Multilingual co-learning
Shared leadership
Abstract
Intercultural understanding in EFL classrooms is often seen as learning about cultural differences. This study shows how it develops through dialogue and shared meaning-making in multilingual co-learning settings (Krajewski, 2011). Using role-based literature circle discussions in a university EFL course, the study examines how students initially notice different perspectives and assumptions, then change their interpretations, and finally negotiate meaning together.
After literature circle activities, semi-structured interviews were conducted. Key discussion points were qualitatively coded for (a) intercultural awareness (e.g., recognizing assumptions, values, or social meanings), (b) perspective updating (e.g., reframing interpretations or value judgments), and (c) interactional processes that supported these changes. The results show that students missed hidden social assumptions when reading alone, but changed their views after peers suggested alternative interpretations. Perspective updating was supported by clarification, paraphrasing, use of textual evidence, and translanguaging when communication problems occurred in English (Mahoney & Schamber, 2004).
The analysis also shows shared leadership behaviors that emerged organically, even without an official leader, as students collaboratively managed interaction and meaning-making. Students supported discussions by encouraging quiet members, rephrasing ideas to aid group understanding, and managing different opinions. Through these co-learning interactions, values and assumptions became more visible and open to reconsideration. This study contributes to language education practice by showing how role-based Literature Circles build learning communities that foster intercultural understanding and shared leadership through interaction, rather than solely through learning cultural facts.
| Scheduling preference | Anytime on Saturday |
|---|---|
| Title | Intercultural Understanding Through Literature Circles in Multilingual EFL |