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Doing Liberal Arts Education pp 61–74Cite as

Technology-Enhanced Approaches to the Development of Intercultural Sensitivity in a Collaborative Language Program: A Japanese-Korean Case

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Abstract

Accelerated globalization due to immigration as well as the development of Internet technology greatly complicates sociolinguistic issues today. This complexity is especially striking in view of refugee discussions or other issues as wearing a hijab in a public place. In the era of sometimes aggravated confusion and complexity, a liberal arts education (LAE) needs to empower and prepare individuals to grow as competent and mature world citizens who deal with complicated issues arising from diversity and change (Association of American Colleges & Universities, n.d.). In particular, with a sharp increase in the number of multicultural and multilingual environments on- and offline, the fostering of intercultural communicative competence (ICC) has become a crucial factor in foreign language education (FLE).

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Notes

  1. 1.

    Intercultural communicative competence is used interchangeably with intercultural competence, cross-cultural competence, global competence, intercultural sensitivity, or global citizenship competence as pointed out in Deardorff (2004, 2006) though some scholars distinguish intercultural competence and intercultural communicative competence in terms of the emphasis on foreign language proficiency (Moller & Nugent, 2014).

  2. 2.

    Online intercultural collaboration is used interchangeably with online intercultural exchange, virtual exchange, collaborative online international learning, and tele-collaboration (O’Dowd, 2015).

  3. 3.

    Instructors need to make efforts to prepare the most suitable environments in advance by minimizing the limitations and reducing challenges that can occur in the online intercultural collaboration with regard to implementing this pedagogy (Furstenberg, 2010; O’Dowd, 2007; Schenker, 2012). It seems, however, to be favorable for instructors to play a minimized role during the class so that learners could place themselves as an active agent.

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Acknowledgments

I am grateful to Tomomi Takabayashi and Jisoo Lim, research assistants, who helped the reflections of the ICU students. I’d also like to add my special gratitude to Mary Brooks for her proofreading as well as her very useful comments.

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  1. International Christian University, Tokyo, Japan

    Hye-Gyeong Ohe

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Correspondence to Hye-Gyeong Ohe .

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  1. International Christian University, Mitaka-shi, Tokyo, Japan

    Mikiko Nishimura  & Toshiaki Sasao  & 

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Ohe, HG. (2019). Technology-Enhanced Approaches to the Development of Intercultural Sensitivity in a Collaborative Language Program: A Japanese-Korean Case. In: Nishimura, M., Sasao, T. (eds) Doing Liberal Arts Education. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-13-2877-0_6

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