Erasmus Language students in a British University – a case study

Students’ assessment of their academic experience is actively sought by Higher Education institutions, as evidenced in the National Student Survey introduced in 2005. Erasmus students, despite their growing numbers, tend to be excluded from these satisfaction surveys, even though they, too, are primary customers of a University. This study aims to present results from bespoke questionnaires and semi-structured interviews with a sample of Erasmus students studying languages in a British University. These methods allow us insight into the experience of these students and their assessment as a primary customer, with a focus on language learning and teaching, university facilities and student support. It investigates to what extent these factors influence their levels of satisfaction and what costs of adaptation if any, they encounter. Although excellent levels of satisfaction were found, some costs affect their experience. They relate to difficulties in adapting to a learning methodology based on a low number of hours and independent learning and to a guidance and support system seen as too stifling. The results portray this cohort’s British University as a well-equipped and well-meaning but ultimately overbearing institution, which may indicate that minimising costs can eliminate some sources of dissatisfaction

Developing general cultural awareness in a monocultural English as a foreign language context in a Mexican university: a wiki-based critical incident approach

© 2013 Association for Language Learning. This article explores what the ‘intercultural turn’ might mean in the case of teaching English to speakers of other languages (TESOL). The discussion is contextualised in what has been termed the ‘expanding circle’ of English and focuses on an English as a foreign language (EFL) class in a Mexican university, a context where the full implications of a shift from EFL to English as a lingua franca (ELF) have yet to be addressed. We consider how the intercultural turn might be understood in this Mexican context and then present the rationale for, and design of, a technology-based (wiki) extra-curricular pilot project which adopted less of an EFL/cultural and more of an ELF/intercultural approach. We evaluate the evidence from this small-scale project in terms of students\u27 developing general cultural awareness and suggest that this type of project, an example of the intercultural turn, might be more widely applicable in similar ‘expanding circle’ EFL contexts

Radiographic joint space narrowing in osteoarthritis of the knee: relationship to meniscal tears and duration of pain

[[abstract]]Objective The objective of this study was to assess, with knee radiography, joint space narrowing (JSN) and its relationship to meniscal tears, anterior cruciate ligament (ACL) ruptures, articular cartilage erosion, and duration of pain in patients with knee osteoarthritis. Materials and methods A total of 140 patients who had knee osteoarthritis and underwent primary total knee replacement (TKR) surgery, with unicompartmental medial tibiofemoral JSN (grade 1 or greater) and normal lateral compartments, were recruited. Polytomous logistic regression was used to assess the relationship between JSN and risk factors. Results All patients with JSN were categorized as grade 1 (n = 14, 10.0%), grade 2 (n = 64, 45.7%), or grade 3 (n = 62, 44.3%). Women presented with indications for a TKR at a younger age than men (mean age, 69 vs 73 years, P < 0.05). There were 123 (87.9%) meniscal tears and 58 (41.4%) partial (insufficient or attenuated ACL fibers) and 10 (7.1%) complete ACL ruptures; 115 of 134 (85.8%) patients had moderate to severe cartilage erosion. A higher grade of JSN was correlated with a higher frequency of meniscal tears [odds ratio (OR) 6.00, 95% CI 1.29–27.96 for grade 2 vs grade 1 JSN] and duration of knee pain (OR 1.25, 95% CI 1.01–1.53 for grade 3 vs grade 1 JSN). A higher grade of JSN was not correlated with a higher frequency of ACL rupture or articular cartilage erosion. Conclusion A higher grade of JSN is associated with a higher frequency of meniscal tears and long duration of knee pain in patients with knee osteoarthritis.[[incitationindex]]SCI[[booktype]]紙

(Un)becoming tourist-teachers: Unveiling white racial identity in cross-cultural teaching programmes

The importance of cross-cultural experiences in teacher education has become more pressing than ever. The composition of schools across Australia is increasingly more diverse, therefore it is pertinent to examine and develop pre-service teachers’ worldview and culturally sensitive dispositions critical for teaching in predominantly multicultural classrooms. This paper examines whiteness and otherness within the notion of tourist gaze and its implication in the development of racially aware teachers in cross-cultural teaching programmes and mostly in retrospect, a programme that could dismantle the naturalisation of privilege identities and structures. It presents students’ dispositions and observations about cultural and pedagogical practices different from their own. The fragmented journal accounts of participants were juxtaposed using the active methodology of bricolage and represented through critical reflection and racial understandings. This enacts a provocative stance between the personal and analytical towards becoming white teachers by turning one’s gaze of the non-white other towards the self-as-white

Effective peer-to-peer support for young people with end-stage renal disease: a mixed methods evaluation of Camp COOL

__Abstract__ __Background__ The Camp COOL programme aims to help young Dutch people with end-stage renal disease (ESRD) develop self-management skills. Fellow patients already treated in adult care (hereafter referred to as ‘buddies’) organise the day-to-day program, run the camp, counsel the attendees, and also participate in the activities. The attendees are young people who still have to transfer to adult care. This study aimed to explore the effects of this specific form of peer-to-peer support on the self-management of young people (16–25 years) with ESRD who participated in Camp COOL (CC) (hereafter referred to as ‘participants’). __Methods__ A mixed methods research design was employed. Semi-structured interviews (n = 19) with initiators/staff, participants, and healthcare professionals were conducted. These were combined with retrospective and pre-post surveys among participants (n = 62), and observations during two camp weeks. __Results__ Self-reported effects of participants were: increased self-confidence, more disease-related knowledge, feeling capable of being more responsible and open towards others, and daring to stand up for yourself. According to participants, being a buddy or having one positively affected them. Self-efficacy of attendees and independence of buddies increased, while attendees’ sense of social inclusion decreased (measured as domains of health-related quality of life). The buddy role was a pro-active combination of being supervisor, advisor, and leader. __Conclusions__ Camp COOL allowed young people to support each other in adjusting to everyday life with ESRD. Participating in the camp positively influenced self-management in this group. Peerto- peer support through buddies was much appreciated. Support from young adults was not only beneficial for adolescent attendees, but also for young adult buddies. Paediatric nephrologists are encouraged to refer patients to CC and to facilitate such initiatives. Together with nephrologists in adult care, they could take on a role in selecting buddies

Pathways to teacher education for intercultural communicative competence: teachers’ perceptions

Intercultural and plurilingual encounters have become increasingly frequent due to Information and Communication Technologies (ICT) developments, mobility (real/ virtual) and migration. To face the challenges inherent in such encounters, the development of intercultural communicative competence (ICC) is crucial. ICC development may start in the home but should also be a commitment in school curricula, in particular in language classrooms. To facilitate this, language teachers require training in order to integrate the intercultural dimension into their professional practice. In such a context, we implemented a training programme entitled The Intercultural Teacher with an experimental group of language teachers from secondary schools in the Aveiro district (Portugal). In this article, we describe teachers’ social perceptions of ICC and explore the following questions: (a) what does ICC mean for language teachers?; and (b) what are teachers’ views on the development of ICC? The findings of this analysis enabled us, firstly, to design a heuristic model of ICC, based on teachers’ views and perceptions. We were then able to identify some pathways for developing ICC through teacher education, which were validated by teachers themselves

Explaining cross-cultural service interactions in tourism with Shenkar’s Cultural Friction

In this paper, we commence a new dialogue on cross-cultural research in tourism. Using Shenkar’s (2001) metaphor of cultural friction as the analytical framework, we examine crosscultural service interactions between guests and service-providers in a luxury hotel. Cultural friction departs from, and extends, the notion of ‘cultural distance’, as it recognises asymmetry in social-economic conditions and considers the goals and the influence of control and power between the interacting parties. We use the Critical Incident Technique and Narrative Inquiry as the data collection technique and analytical approach respectively. The findings reveal that guests and service-providers use a number of strategies to exert power and gain control during their interactions, including subjective essentialism and stereotyping, to achieve their goals. The implications for tourism and hospitality management include providing cross-cultural sensitivity training to service-providers, ensuring a cultural-diverse employee composition, and to foster cross-cultural understanding amongst employees. We further suggest to develop strategies to facilitate effective cross-cultural service interactions based on evidence about cultural norms, expectations and behaviours from specific cultural groups. Further research is recommended to connect specific interactions between the interacting parties to examine whether the various strategies used leads to effective cross-cultural communication