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Integrating a 3-D Tool of Assessing Intercultural Competence in Teacher Education

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Changing Language Assessment

Abstract

The chapter addresses the issue of building and assessing intercultural competence (ICC) of Ukrainian student teachers as mediators of interculturality to their prospective learners. The authors present a tool to assess ICC based on a three-dimensional model proposed by Lussier. Teaching ICC was integrated in a language syllabus via a project based on English language feature films. The dimensions of ICC were assessed in feasible ways consistent with the nature of each component. The study therefore proved that ICC was teachable, observable, and assessable. The teaching materials developed by the authors equipped practitioners with implementable methods to cope with new challenges of assessing the three dimensions of ICC.

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Notes

  1. 1.

    In this chapter, we will follow Byram’s tradition of capitalizing such ICC-related words as: Self, Own, Other, Otherness.

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Authors and Affiliations

  1. Taras Shevchenko University of Kyiv, Kiev, Ukraine

    Olga Kvasova & Yuliia Trykashna

Authors
  1. Olga Kvasova
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  2. Yuliia Trykashna
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Editor information

Editors and Affiliations

  1. English Department, Faculty of Human and Social Sciences, Tunis, Tunisia

    Sahbi Hidri

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Kvasova, O., Trykashna, Y. (2020). Integrating a 3-D Tool of Assessing Intercultural Competence in Teacher Education. In: Hidri, S. (eds) Changing Language Assessment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-42269-1_12

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  • DOI: https://doi.org/10.1007/978-3-030-42269-1_12

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-42268-4

  • Online ISBN: 978-3-030-42269-1

  • eBook Packages: Social SciencesSocial Sciences (R0)

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