Educational Linguistics
Leading Language Programs with Intercultural Competence
Publication
, Chapter
Hiller, KE
January 1, 2023
In this chapter, language programs are viewed as “contact zones” in which skilled language-program administrators (LPAs) leverage the advantages of diversity in their programs to deftly resolve conflicts. The key to achieving these two interrelated goals—leveraging diversity and resolving conflict—is intercultural competence (IC). The chapter summarizes three contemporary models of IC and introduces several strategies that LPAs can use to develop their own IC and foster IC in language-program personnel and students to create an inclusive organizational culture.
Duke Scholars
DOI
Publication Date
January 1, 2023
Volume
59
Start / End Page
119 / 135
Citation
APA
Chicago
ICMJE
MLA
NLM
Hiller, K. E. (2023). Leading Language Programs with Intercultural Competence. In Educational Linguistics (Vol. 59, pp. 119–135). https://doi.org/10.1007/978-3-031-28601-8_8
Hiller, K. E. “Leading Language Programs with Intercultural Competence.” In Educational Linguistics, 59:119–35, 2023. https://doi.org/10.1007/978-3-031-28601-8_8.
Hiller KE. Leading Language Programs with Intercultural Competence. In: Educational Linguistics. 2023. p. 119–35.
Hiller, K. E. “Leading Language Programs with Intercultural Competence.” Educational Linguistics, vol. 59, 2023, pp. 119–35. Scopus, doi:10.1007/978-3-031-28601-8_8.
Hiller KE. Leading Language Programs with Intercultural Competence. Educational Linguistics. 2023. p. 119–135.
DOI
Publication Date
January 1, 2023
Volume
59
Start / End Page
119 / 135