Fostering Intercultural Competencies in a Language Instruction for Newcomers to Canada Program

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dc.contributor.advisorRoy, Sylvie, 1963 January 6-
dc.contributor.advisorBhowmik, Subrata Kumar
dc.contributor.authorAmery, Erica Lynn
dc.contributor.committeememberKawalilak, Colleen A.
dc.contributor.committeememberCallaghan, Tonya D.
dc.date2020-06
dc.date.accessioned2020-04-23T18:43:50Z
dc.date.available2020-04-23T18:43:50Z
dc.date.issued2020-02-10
dc.description.abstractThis research aims to add to the scholarly discourse on the topic of fostering intercultural competencies (IC) in Language Instruction for Newcomers to Canada (LINC) programs. This single qualitative case study explored how IC are perceived and fostered in a LINC program and sought to understand the challenges associated with fostering IC. The study’s data sources were: (a) Semi-structured interviews with program administrators, instructors, and students; (b) In-depth analysis of program documents, and (c) Field notes from classroom observations. Findings from the study indicated that students, instructors, and program administrators perceived IC as attitudes, skills, and knowledge. Social interactions were a significant finding; all three groups of participants perceived social interactions as IC. In addition, classroom and out of class activities offered opportunities to foster dialogue and increase cultural awareness, respect, and curiosity, but fostering IC was not a specific objective in the LINC program. The main challenge that students faced in fostering IC was language, while instructors and program administrators reported time, resources, and knowledge as challenges. Stakeholders in the LINC program, as well as researchers, and practitioners and policymakers of LINC programs may find these findings and recommendations useful in developing a curriculum that embeds intercultural education approaches.en_US
dc.identifier.citationAmery, E. L. (2020). Fostering Intercultural Competencies in a Language Instruction for Newcomers to Canada Program (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/37716
dc.identifier.urihttp://hdl.handle.net/1880/111868
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectintercultural competencies, intercultural praxis, Language Instruction for Newcomers to Canada Programen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.titleFostering Intercultural Competencies in a Language Instruction for Newcomers to Canada Programen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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