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Journal articles on the topic 'Intercultural environments'
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Ricardo Barreto, Carmen Tulia, and Jorge Miguel Mizuno Haydar. "La docencia en entornos virtuales interculturales." Zona Próxima, no. 12 (May 18, 2022): 62–75. http://dx.doi.org/10.14482/zp.12.193.54.
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Este artículo presenta algunos de los resultados del diseño de la asignatura virtual E-learning, realizada con un enfoque intercultural, utilizando la teoría constructivista y sociocognitiva y algunos elementos de la teoría artística y sociocomunicativa. El objetivo es analizar si el diseño guarda coherencia con el modelo didáctico propuesto por el profesor. En esta asignatura, el docente recrea situaciones didácticas en el ambiente virtual del curso, convirtiéndose en un guía y orientador del proceso de enseñanzaaprendizaje, siendo el estudiante el centro de este proceso. Como metodología se tuvieron en cuenta los aspectos esenciales de la investigación etnográfica utilizando como estrategias cualitativas el análisis de contenido y entrevistas a estudiantes, complementadas con un pretest y un postest que estima el dominio de las competencias de los estudiantes en su proceso de formación. Los resultados del estudio muestran que el componente intercultural se encuentra estructurado dentro del currículo y ayuda al desarrollo del pensamiento crítico y de las competencias de los estudiantes, y a una mejor afectividad en el desarrollo del curso. La investigación señala que el componente intercultural es un elemento clave dentro del currículo de cualquier asignatura especialmente las virtuales, donde participan personas de diferentes culturas y contextos.
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Girik Allo, Markus Deli. "Intercultural Communication in EFL Classrooms." Ethical Lingua: Journal of Language Teaching and Literature 5, no. 2 (September 8, 2018): 159–70. http://dx.doi.org/10.30605/ethicallingua.v5i2.1036.
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Intercultural communication is an important aspect in EFL classrooms since EFL classrooms are one of the learners’ environments to learn the culture and intercultural communication. The researcher employed the quantitative research with survey design. This study investigated the place of culture and intercultural communication in Torajan EFL classrooms and Torajan students’ perceptions on Imperatives for studying Intercultural Communication. It is found that: Students needed for the new cultural and intercultural knowledge in EFL classrooms and hoped that curriculum can meet their needs on intercultural communication competence, and students are aware and hope to institutional and EFL lecturers to create intercultural environment and encourage effective intercultural dialogue in EFL classrooms in order to achieve: pedagogical, personal development, peace, economic, demographic, and ethical imperatives of intercultural communication.
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Tomé, María, Lucía Herrera, and Sonia Lozano. "Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence." Sustainability 11, no. 16 (August 18, 2019): 4475. http://dx.doi.org/10.3390/su11164475.
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Background: The aim of the present study was to evaluate teachers’ opinions on the use of Personal Learning Environments (PLE) for the development of students’ intercultural competences. Methods: This investigation carried out a thematic analysis of semi-structured interviews applied to a sample of n = 100 Compulsory Secondary Education teachers in Andalusia (Spain) with an average teaching experience of 13.13 years (SD = 6.63). The interview shows excellent content validity (Content Validity Index for the interview overall, S-CVI = 0.94). The concordant codes and sub-codes were established in the analysis with the participation of two researchers and an external expert. Then, the data was analyzed using NVivo software. Results: The results show the opinions of the teachers grouped into six separate codes: intercultural learning communities, learning improvement, intercultural development of the student, disinformation, inapplicability, and inappropriate use. Conclusions: In general, it is concluded that the teachers consider the benefits of using PLE in the development of students’ intercultural competences. Despite this, some opinions reveal a lack of training and motivation, or the lack of ability teachers have on the subject, as well as in their classrooms, with the result that the PLE is not applicable for intercultural education.
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Cuevas Álvarez, María Cruz, Marco Pérez Mendoza, and Gerardo Ulises Arias Moguel. "INTERNACIONALIZACIÓN DEL CURRÍCULUM PARA DESARROLLAR LA COMPETENCIA INTERCULTURAL EN ESTUDIANTES DE NEGOCIOS." Investigación & Negocios 14, no. 23 (May 31, 2021): 196. http://dx.doi.org/10.38147/invneg.v14i23.136.
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El objetivo del presente trabajo es presentar como a través de la Internacionalización del Currículo se desarrolla la Competencia Intercultural por medio de una plataforma educativa como una opción de capacitación para estudiantes, profesores o interesados en búsqueda de su futura aceptación e inserción en diferentes contextos interculturales, como medio alternativo a la movilidad. Este estudio cualitativo transversal exploratorio se llevó a cabo con 20 informantes. En los hallazgos se muestra cómo los participantes desarrollaron la Competencia Intercultural a través de ejercicios de autorreflexión, de interacciones y de diversas actividades, donde los temas culturales cotidianos y de negocios eran prioritarios; se incluyeron imágenes, videos cortos, audios de personas con diferentes acentos y ejercicios de autorreflexión sobre temas provistos. En otros hallazgos, también se desarrolló: curiosidad, motivación y compromiso para continuar aprendiendo. La Competencia Intercultural deja de ser una habilidad deseable y se convierte en una habilidad necesaria del siglo XXI, así como para todo aquel que busque insertarse en un entorno laboral intercultural y por último, que esta competencia se puede desarrollar a través de un curso virtual.
Palabras clave: Internacionalización, Internacionalización del Currículum, Competencias, Competencia Intercultural, plataforma educativa, estudiantes de negocios
AstractThe objective of this study is to present how Intercultural Competence can be developed through the Internationalization of the Curriculum strategy through an educational platform as a training option for students, faculty, staff or any interested party in their future insertion in different intercultural environments, as an alternative to mobility. This is a cross-sectional exploratory qualitative study was carried out with 20 informants. In the findings, participants show how they developed Intercultural Competence through self-reflection exercises, interactions and other type of activities where culture and business were a priority. Activities included images, short videos, listenings with people with different accents and self-reflection exercises on reviewed topics. In other findings, curiosity, motivation, and engagement to continue learning.Intercultural Competence is no longer a desirable ability but a necessary one in the XXI century, thus for those seeking to be accepted in a working intercultural environment, and also, this competence can be developed through a virtual course.
Key words:Internationalization, Internationalized Curriculum, Competences, Intercultural Competence, educational platform, business students
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Knap-Stefaniuk, Agnieszka, and Joan Sorribes. "Intercultural Management as an Important Aspect of Modern Managers’ Work: Educational Challenges." Studia Paedagogica Ignatiana 25, no. 1 (March 31, 2022): 155–73. http://dx.doi.org/10.12775/spi.2022.1.008.
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The issue of intercultural management has become particularly pertinent because of globalization and the internationalization of economic activity undertaken by contemporary companies. Intercultural management and its challenges are extensively analysed in numerous Polish and foreign publications. The significant role played by intercultural management primarily stems from the tremendous impact it exerts on the efficient functioning of multicultural teams, the relationships between the people in these teams, and their communication and motivation. Moreover, at present it is a crucial aspect of the everyday work of managers operating in culturally diverse work environments. The article is of a theoretical nature. The first part describes the role and importance of manager values in the context of cultural diversity in their work environments, followed by the presentation of the concept and meaning of intercultural management. Next, the impact managers exert on the management of culturally diverse teams in modern organizations is analysed. The final part describes selected challenges connected to educating and training modern managers to work in intercultural work environments. The aim of the article is to demonstrate the role and importance of intercultural management as a vital aspect of modern managers’ work and to identify educational challenges related to this area.
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Susilo, Susilo. "PRE-SERVICE TEACHERS’ TEACHING SKILLS, ENGLISH PROFICIENCY, INTERCULTURAL SENSITIVITY, EXPOSURE TO FOREIGN CULTURE ACROSS L2 ENVIRONMENTS." International Journal of Language Education 1, no. 1 (March 5, 2019): 55. http://dx.doi.org/10.26858/ijole.v1i1.6929.
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This was a survey study involving 156 pre-service teachers taken from three local universities in Indonesia, investigating whether or not different L2 learning environment of English teacher education affect the NNES pre-service teachers’ teaching skills, intercultural sensitivity, exposure to foreign culture, and English proficiency. The data were collected through observation scaling checklist, and 2) questionnaire. Descriptive analysis and a series of one-way ANOVA were used to analyze the data. The results showed that: 1) the effect of L2 learning environments on teaching skills was not significant F (2) = 2.831., p = 0.062; 2) the effect of L2 learning environments on intercultural sensitivity was not significant F (2) = 4.991, p = 0.008; 3) the effect of L2 learning environments on exposure to foreign culture was not significant F (2) = 1.577, p = 0.210., and 4) the effect of L2 learning environments on English proficiency was significant F (2) = 56.153, p = 0.000.
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Abid, Nadia, Asma Moalla, and Iraj Omidvar. "The Use of a Blog for the Development of Intercultural Communicative Competence: the case of Tunisian and American Students." SHS Web of Conferences 88 (2020): 02011. http://dx.doi.org/10.1051/shsconf/20208802011.
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This paper is a report on a three-month telecollaboration between two groups of students studying in ISEAH of Sbeitla in Tunisia and SPSU, Atlanta, GA, in the USA. By bringing together students from two culturally and linguistically different environments, the telecollaboration aims at helping them communicate interculturally and raise their intercultural awareness and understanding. By means of a blog, students exchanged, discussed, and compared information about their cultures in the form of stories of which they are the main characters. The telecollaboration was evaluated by means of a questionnaire inquiring about students’ satisfaction with the use of the blog, the knowledge they gained of the foreign culture, their attitudes toward it, and the intercultural communicative skills acquired. The findings revealed participants’ satisfaction with the use of the blog as a means of communication and intercultural learning. It was also found out that students’ development of intercultural communicative competence manifested in their knowledge of the other culture and people, a change in their attitudes towards them, an ability to communicate with culturally different people, and an increased awareness of themselves and the other group.
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Luo, Xinjie, Chubai Liu, and Qingsheng Lu. "A Case Study of Intercultural Sensitivity of Junior School Students in an International School." English Language Teaching 15, no. 1 (December 23, 2021): 69. http://dx.doi.org/10.5539/elt.v15n1p69.
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The process of internationalization requires people to have higher intercultural communicative competence, which refers to a person's ability to successfully communicate in different cultural environments. It consists of cognition, emotion, and behavior. The study of intercultural sensitivity actually focuses on the emotional factor in intercultural communication competence. Based on the concept of intercultural sensitivity and English teaching practice, this article intends to contribute a little to the intercultural communication teaching and relevant study by analyzing the current level of intercultural sensitivity of junior high school students and interviewing English teachers about the implementation of intercultural teaching strategies.
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LEPRATTI, Raffaello, and Petra KOEPPEL. "INTERCULTURAL AND INTERDISCIPLINARY ISSUES ON VIRTUAL CO-OPERATIVE ENVIRONMENTS." IFAC Proceedings Volumes 38, no. 1 (2005): 13–18. http://dx.doi.org/10.3182/20050703-6-cz-1902.01385.
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A Straka, Douglas. "Intercultural Communication Between International Military Organizations: How Do You Turn a ‘No’ Into a ‘Yes’?" Muma Business Review 3 (2019): 071–74. http://dx.doi.org/10.28945/4397.
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Government, private business, and academia have been placing increasing emphasis on collaboration in multi-stakeholder, multicultural environments. Persons working within the Department of Defense Theater Security Cooperation environment must regularly interact with others coming from cultures that are dissimilar to their own. They must adapt to these different cultural environments.
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Yelubayeva, Perizat, and Aliya Mustafina. "Developing Kazakh students’ intercultural awareness and communication through collaborative technologies." European Journal of Language Policy: Volume 12, Issue 2 12, no. 2 (October 1, 2020): 235–55. http://dx.doi.org/10.3828/ejlp.2020.12.
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Intercultural communication is a fundamental aspect in EFL classrooms since language teaching (LT) classrooms have tended to provide learners with environments to improve their cultural awareness and intercultural communication in the academic discourses. Researches of both spoken and written discourses have demonstrated that linguistic phenomena are related to their society and culture. The present paper is concerned with the impact of using collaborative technologies to create a relaxed and open atmosphere for language learning, increase retention of cultural background knowledge and stimulate both creative and critical thinking during language classrooms at Kazakh Ablai Khan University of International Relations and World Languages. This paper outlines the culture-aware collaborative technologies founded on task-based approach within a discourse view of language, culture and communication, and presents the findings on how those culturally sensitive communication tasks in foreign-language teaching can influence people to succeed in collaboration with the target language users in a sociocultural context. The initiatives to create an intercultural environment and encourage effective intercultural collaboration in EFL classrooms has a positive impact on language learners’ personal and professional development, with greater understanding of social and cultural issues, ethical awareness and intercultural communication.
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Ortiz-Marcos, José Manuel, María Tomé-Fernández, and Christian Fernández-Leyva. "Cyberbullying Analysis in Intercultural Educational Environments Using Binary Logistic Regressions." Future Internet 13, no. 1 (January 9, 2021): 15. http://dx.doi.org/10.3390/fi13010015.
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The goal of this study is to analyze how religion, ethnic group, and race influence the likelihood of becoming either a cybervictim or cyberbully in intercultural educational environments. In the research, 755 students in secondary education were analyzed in the south of Spain through the Cyberbullying Scale for students with Cultural and Religious Diversity (CSCRD). The analyses were carried out using the Statistical Package SPSS and the STATA software. The results obtained from the Kruskal–Wallis H test showed significant differences according to these aspects, for both the cybervictim and cyberbully parameters. The results stemming from binary logistic regressions confirmed such differences and regarded those students who belong to the Muslim religion, the gypsy ethnic group and the Asian race as being more likely to become cybervictims. Furthermore, these analyses showed that Gypsy and Asian students were also more likely to be cyberbullies than other groups. The main conclusions state that minority groups are more likely to suffer cyberbullying in intercultural educational environments, and that students from these groups are also more likely to become cyberbullies.
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Ortiz-Marcos, José Manuel, María Tomé-Fernández, and Christian Fernández-Leyva. "Cyberbullying Analysis in Intercultural Educational Environments Using Binary Logistic Regressions." Future Internet 13, no. 1 (January 9, 2021): 15. http://dx.doi.org/10.3390/fi13010015.
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The goal of this study is to analyze how religion, ethnic group, and race influence the likelihood of becoming either a cybervictim or cyberbully in intercultural educational environments. In the research, 755 students in secondary education were analyzed in the south of Spain through the Cyberbullying Scale for students with Cultural and Religious Diversity (CSCRD). The analyses were carried out using the Statistical Package SPSS and the STATA software. The results obtained from the Kruskal–Wallis H test showed significant differences according to these aspects, for both the cybervictim and cyberbully parameters. The results stemming from binary logistic regressions confirmed such differences and regarded those students who belong to the Muslim religion, the gypsy ethnic group and the Asian race as being more likely to become cybervictims. Furthermore, these analyses showed that Gypsy and Asian students were also more likely to be cyberbullies than other groups. The main conclusions state that minority groups are more likely to suffer cyberbullying in intercultural educational environments, and that students from these groups are also more likely to become cyberbullies.
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Di Crosta, Marida, and Anita Leandro. "Story, History and Intercultural Memory." Non-fiction Transmedia 5, no. 10 (December 31, 2016): 4. http://dx.doi.org/10.18146/2213-0969.2016.jethc109.
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How can transmedia storytelling benefit to a documentary production in order to give historical archives a second life? Could it possibly help updating official archives, adding to the them amateur’s contributions? We will try to answer the question by recalling some recent European experiences of Web-documentaries linked to television series. This will allows us to extrapolate a few theoretical fundamentals underlying the design of our transcontinental transmedia collaborative project of archive-based documentary – Histories of Brazil. Our aim is to show how a transmedia approach to archive-based content, intervening in contemporary digital interconnected environments, can work as a dynamic complementary tool for developing and sharing historical knowledge.
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Horváth Futó, Hargita, and Éva Hózsa. "Divergent Cultural Environment – Translator Authenticity." Acta Universitatis Sapientiae, Philologica 8, no. 2 (December 1, 2016): 7–20. http://dx.doi.org/10.1515/ausp-2016-0014.
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Abstract People and communities living geographically far from each other and originating from culturally different environments establish contact with each other by means of the sudden spread of information and communication technologies. Knowledge of world languages no longer suffices for engaging in successful social interaction, it has to be accompanied by intercultural competence. Intercultural communication occurs when interlocutors belonging to different cultures understand each other. The translator’s work can be also understood as intercultural communication since in addition to translating linguistic material, the translator also transcodes the culture of the source language into the target language. (Inter)cultural competence is therefore one of the basic requirements for a translator. There is an ever-increasing emphasis on mediation between different cultures in translation, and according to new interpretations of translation this mediation represents the keystone of translation. The present study examines how elements of Hungarian culture are rendered in Serbian and German by analysing translations of Hungarian authors’ works into these two languages.
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Çiftçi, Emrullah Yasin, and Perihan Savaş. "The role of telecollaboration in language and intercultural learning: A synthesis of studies published between 2010 and 2015." ReCALL 30, no. 3 (November 27, 2017): 278–98. http://dx.doi.org/10.1017/s0958344017000313.
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AbstractIn today’s globalized world, learning languages and developing intercultural skills are of paramount importance due to dynamic and complex global interdependencies. However, not every language student around the world has a chance to engage in face-to-face intercultural communication with people from different backgrounds. Telecollaboration offers a worthwhile opportunity by creating digital environments for language learners to communicate with people from diverse backgrounds. This qualitative meta-synthesis therefore aimed to investigate the research papers that were published between 2010 and 2015 in respect to language and intercultural learning within telecollaborative environments. Besides reporting emerging research trends among the studies, this synthesis study scrutinized recent emerging issues and observable patterns under five main themes: (1) the participants’ overall views on their telecollaborative experiences, (2) language learning through telecollaboration, (3) intercultural learning through telecollaboration, (4) the challenges experienced within the telecollaborative projects, and (5) the needs for further effective telecollaboration. Finally, this study synthesizes key emerging issues in telecollaborative projects and offers further research and practice directions in line with the current observable patterns.
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Markey, Kathleen, Margaret Efua Sackey, and Richard Oppong-Gyan. "Maximising intercultural learning opportunities: learning with, from and about students from different cultures." British Journal of Nursing 29, no. 18 (October 8, 2020): 1074–77. http://dx.doi.org/10.12968/bjon.2020.29.18.1074.
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Nurses continue to experience challenges when caring for culturally diverse patients and while working with staff from different cultural, ethnic and linguistic backgrounds. The widening landscape of cultural diversity in the nursing classroom provides a vehicle for intercultural learning, supporting intercultural competence development. However, students must embrace culturally diverse learning environments and maximise opportunities to learn with, from and about students from different cultural backgrounds. This requires developing the courage, curiosity and commitment to maximise all intercultural learning opportunities. Drawing on experiences of international students studying in culturally diverse classrooms, this article presents some practical suggestions for meaningfully engaging and capitalising on intercultural learning opportunities.
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Mansouri, Fethi, and Amanuel Elias. "The Intercultural Dialogue Index (ICDI): An Index for Assessing Intercultural Relations." Social Indicators Research 155, no. 2 (January 28, 2021): 411–53. http://dx.doi.org/10.1007/s11205-021-02616-8.
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AbstractIntercultural dialogue (ICD) refers to a process of contact, interaction and exchange of views on the basis of equality, respect, and mutual understanding between individuals or groups from diverse backgrounds. A large body of research has discussed ICD and its potential value for fostering social cohesion and peaceful coexistence across difference. However, there is a lack of robust benchmark data that precludes researchers and practitioners from empirically testing assumptions and hypotheses pertaining to ICD. This article discusses the development of the Intercultural Dialogue Index (ICDI), a proposed composite index for measuring the extent to which ICD is being pursued and implemented as a diversity management tool within different countries. The index builds on the conceptual assumptions underpinning ICD, uses publicly accessible data, and applies methods that allow for replication, upgrading and comparability with relevant indices. This article assesses ICD prevalence for 51 countries based on three interrelated dimensions covering legislative and structural environments as well as opportunities for intercultural encounters. Altogether, 31 indicators across the three dimensions are identified and grouped under 10 broad components to capture both macro- and micro-level factors affecting ICD and intergroup relationships nationally and globally. The article briefly summarises some preliminary ICDI findings and discusses key methodological constraints and conceptual challenges. Theoretical and practical implications of ICDI are also provided.
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Bennett, Milton J. "The Intercultural ViabilityTM Indicator: Constructivist Assessment of Organizational Intercultural Competence1." Journal of Intercultural Communication & Interactions Research 1, no. 1 (January 1, 2021): 55–82. http://dx.doi.org/10.3726/jicir.2021.1.0005.
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Abstract: Current assessments of intercultural communication competence are mostly positivist measurements at an individual level of analysis. This article describes the development of a group-level assessment that uses constructivist methodology and “quantum measurement” to indicate Intercultural Viability—the probability that a group can adapt to unknown future changes in social environments, changes that will include new forms of diversity and otherness. The IVI incorporates scales based on the DMIS to generate interaction between subjects’ perception of themselves and their perception of group behavior in terms of intercultural sensitivity, yielding a measurement of adaptive potential relative to a baseline of organizations. In initial testing, Intercultural Viability does not show any association with gender, but it does increase with age, indicating that life experience may be an important factor in how individuals relate with groups vis-à-vis intercultural issues. The score is also significantly influenced by living abroad and intercultural training. Based on preliminary findings, the Intercultural Viability Indicator is shown to be a discriminating measure of how groups coordinate individual competence to create future adaptive potential.
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Półtorak, Ewa, and Jarosław Krajka. "E-LEARNING W KSZTAŁCENIU KOMPETENCJI MIĘDZYKULTUROWYCH NA POZIOMIE UNIWERSYTECKIM – W STRONĘ KODEKSU DOBREJ PRAKTYKI." Neofilolog, no. 46/2 (September 24, 2018): 199–219. http://dx.doi.org/10.14746/n.2016.46.2.05.
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The purpose of the present paper is to describe selected self-study learning environments focused on target language culture for university students. After reviewing introductory concepts of intercultural competence, the results of the external audit of a corpus of e-learning courses will be presented. Conclusions reached may pave the way for future development of interactive materials for intercultural instruction.
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Alexiadou, Nafsika, Zoi Kefala, and Linda Rönnberg. "Preparing Education Students for an International Future? Connecting Students’ Experience to Institutional Contexts." Journal of Studies in International Education 25, no. 4 (March 10, 2021): 443–60. http://dx.doi.org/10.1177/1028315321998498.
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This article focuses on “internationalization at home” (IaH) for education students in Swedish Universities and its significance for their professional formation and future practice. We draw on research in two large institutions and explore the perceptions and experiences of internationalization of home students in education. We find that while the “intercultural” understanding of students is well developed, the international and intercultural dimensions of experiencing IaH are limited, due to several institutional and learning environment contexts. This has consequences for the social dimensions of future teaching practice. In addition, the perception of the discipline as “national” is significant in shaping the outlook of students toward international questions and their own future personal and professional mobility. We contextualize these findings using documentary analysis and staff interviews, and argue that to achieve intercultural and international learning environments of quality, social relevance, and long-term social benefit, we need to rethink how internationalization perspectives are integrated in teacher education courses.
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Jokikokko, Katri. "Challenges and possibilities for creating genuinely intercultural higher education learning communities." Journal of Praxis in Higher Education 3, no. 2 (October 29, 2021): 26–51. http://dx.doi.org/10.47989/kpdc111.
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This article synthesises and analyses the existing research and literature that has discussed the challenges and possibilities of providing intercultural learning environments for diverse students in the context of higher education. A genuinely intercultural learning community provides equitable learning possibilities for all, is characterised by social justice, and allows all participants to feel a strong sense of belonging. Based on this review, the main challenges in creating equitable learning communities in higher education relate to institutional barriers, such as institutional racism and discrimination, monolingual higher education policies, and neoliberal educational agendas that contradict the principles of social justice. Interpersonal challenges (such as lack of intercultural competence) also exist, as do challenges related to acknowledging intercultural perspectives in curricula and pedagogy. The conditions that the existing literature suggests will create genuinely intercultural learning communities include rethinking the strategies, policies, and curricula of higher education institutions; supporting students’ and staff’s intercultural competences; and developing pedagogical approaches for acknowledging social justice and diverse learners. Based on the literature reviewed for this article, it is obvious that there are no easy tricks that can ‘fix’ the situation and create genuinely intercultural learning communities, but intercultural approaches and aspects ......
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Bui, Tram Anh. "Becoming an Intercultural Doctoral Student." Journal of International Students 11, no. 1 (January 15, 2021): 257–65. http://dx.doi.org/10.32674/jis.v11i1.1272.
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International students experience both challenges and possibilities when they situate themselves in new sociocultural environments. The process of intercultural learning affects their self-formation and construction of their multiple identities. This self-reflective paper examines my experience as an international doctoral student transitioning from a Vietnamese cultural background to Canadian culture. By using concentric storying to deconstruct my journal entries, I found recurrent themes of conflicts and tensions emerging through different dialectical processes in my journey of becoming an intercultural doctoral student. My intercultural learning exposed my vulnerable self while I searched for my core values and beliefs. This journey has brought profound changes in making meaning of my adventure in transnational space. My story may shed light on the understanding of life in transition and provide direction for other international doctoral students seeking to enhance their intercultural competence in a similar educational landscape.
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Kim, Hyung Nam. "Model of blogging structure for intercultural communication environments in higher education." Interactive Learning Environments 20, no. 6 (June 3, 2011): 533–46. http://dx.doi.org/10.1080/10494820.2010.539897.
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Kyurova, Vyara, and Teodora Kiryakova-Dineva. "SUSTAINABILITY IN THE BUSINESS ENVIRONMENT THROUGH INTERCULTURAL DIALOGUE." CBU International Conference Proceedings 7 (September 30, 2019): 360–69. http://dx.doi.org/10.12955/cbup.v7.1482.
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In the contexts of global economy and the increasing necessity for sustainable development of the business connections all over the world, the relations between the partners often involves not only the foreign language communication but also the dialogue between their cultures. International economic activity takes place in a set of business environments (business arrangements, timelines, quality output, sales, cash flows) which are also largely determined by additional cultural business conditions (culture as communication, attitude towards power, organizational hierarchy, interpersonal relations, etc.). In this sense, intercultural dialogue is a particularly important tool for achieving excellence and sustainable business relations between economic partners from different countries.
In this paper, we suggest that intercultural dialogue in the international business environment is an indispensable tool for achieving economic effectiveness and goals, and can be assessed on the same scale as business performance. In order to identify the need of awareness-raising concerning the importance of intercultural dialogue as a business environment facilitator, a survey regarding the sewing industry in southwestern Bulgaria was conducted. The survey involved 16 small enterprises (participating with professionals from four different positions) working with firms from Greece. The evaluation of the business relations was actualized at two levels: the level of assessing the ability of professional communication and the level of assessing the ability of intercultural dialogue. Following the results obtained, the authors suggest a more active inclusion of intercultural dialogue in business practices and in negotiation. This recommendation fully corresponds to the Global goals of sustainable development because it contributes to the improvement of global partnership.
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Tomé-Fernández, María, Elvira Curiel-Marín, and Elisabet Caraballo. "Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks." Electronics 9, no. 5 (May 25, 2020): 876. http://dx.doi.org/10.3390/electronics9050876.
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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.
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Maher, Amro A., and Tamer H. Elsharnouby. "Foreigner service orientation: does the perception of other consumers matter?" Journal of Consumer Marketing 37, no. 3 (February 10, 2020): 305–15. http://dx.doi.org/10.1108/jcm-11-2018-2931.
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Purpose This study aims to develop and examine a model that links the foreigner service orientation, defined as indigenous consumers’ preference for service environments popular among foreign versus local consumers, to both foreigner and local comfort in intercultural service encounters. Design/methodology/approach The authors collected cross-sectional survey data from 516 indigenous consumers in Qatar. Findings According to the findings, although foreigner comfort is positively related to their service orientation, local comfort is negatively related to foreigner service orientation. The results further indicate that the relationships are intensified when cosmopolitanism or collective narcissism is high and when consumers are alone in the service setting. Practical implications Service firms can use the findings of this research to create a meaningful service environment based on consumers’ orientation to the in-group and out-group. Originality value The examination of the foreigner service orientation addresses the possibility that consumers might prefer foreign consumers to local ones in service environments. This research also addresses the dearth of research on customer-to-customer intercultural service encounter.
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Kholodenko, Olena. "THEORETICAL ASPECTS OF PROFESSIONAL FOREIGN LANGUAGE TRAINING IN HIGHER EDUCATION INSTITUTIONS IN INTERCULTURAL INTEGRATION CONDITIONS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 240–43. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-240-243.
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The article considers the issues of theoretical basis of professional foreign language training theoretical aspects in the intercultural integration conditions. The concepts of “integration” in the general sense and “intercultural integration” as a transformative interaction within cultures are considered. The concept of “culture” and its place in the understanding of intercultural processes is described. The difficulties that arise in the process of intercultural integration between the subjects of different socio-cultural environments are identified. The importance of professional foreign language training in higher education institutions for the successful implementation of professional activities in the context of intercultural integration is emphasized. The motivational component of students in professional foreign language training is considered. It is noted that professional foreign language training should include knowledge of linguistic and cultural content for the formation skills and abilities to conduct foreign language professional communication in accordance with norms, rules and traditions. It is expedient to carry out foreign language training through cognitive, communicative and practical activity.
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Petrenko, Oksana V., Iana E. Andriushchenko, Hanna M. Truba, Vladyslava V. Shcherbytska, and Lesia I. Syniavska. "Special Features of Foreign-Languages Teaching at Higher Education Institution." International Journal of Higher Education 9, no. 7 (August 10, 2020): 298. http://dx.doi.org/10.5430/ijhe.v9n7p298.
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The trend towards the development of intercultural communicative competences of students, the use of interactive teaching methods, the changing role of a teacher to a consultant in the teaching process necessitates highlighting the level of perception, knowledge and views of teachers on the intercultural approach in teaching. Based on the study of the experience of EU countries in the implementation of intercultural approach in the teaching of foreign languages and an enquiry of 32 teachers, the level of teachers’ perception of the intercultural approach was assessed. We have established the next points: 1) changes in the social and economic context require new approaches to the organization and provision of foreign language education; 2) shifting away from linguistic purity and correctness and the priority of a democratic society, openness to different cultures. This indicates that the social and educational environments are multilingual. The study proves a positive perception in increasing the level of knowledge concerning teachers’ intercultural communicative competences. Teachers confirm the importance of implementing an intercultural approach in teaching foreign languages. The scientific paper proves the convergence of developing countries, to advanced countries in the implementation of an intercultural approach to teaching foreign languagesat the local level. Nevertheless, the perception of intercultural competences as the best approach to teaching is at a mean level in Ukraine compared to EU countries.
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VietienÄ—, Inesa. "INTERCULTURAL HERMENEUTIC DIALOGUE BETWEEN CHILD AND ADULT IN DIVERSE EDUCATIONAL ENVIRONMENTS: THEORETICAL INSIGHTS." CBU International Conference Proceedings 5 (September 23, 2017): 873–78. http://dx.doi.org/10.12955/cbup.v5.1041.
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As economic, social, and political conditions are rapidly changing in modern society and the development of information and communication technologies is constantly in progress, attitudes toward children and their education are also transforming. Childhood education takes place in various environments through intercultural dialogue between child and adult, which is often interpreted in the context of communication theory. A dialogue between child and adult is also supplemented and enriched by hermeneutics in various environments. This dialogue enables the disclosure and understanding of the diversity of experiences of child and adult, learner and educator. Hermeneutics provides circumstances for childhood education to be perceived as a multidimensional and unique process. From the hermeneutic perspective, the intercultural dialogue between child and adult focuses on the problem of understanding in which the awareness of the whole, rather than participation and interaction, has particular importance in interpreting one’s own experience and perception.
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Yarotskaya, Lyudmila V., and Lilia V. Moiseenko. "TRAINING OF AN INTERNATIONAL LAWYER TO WORK IN THE INTERNATIONAL LEGAL ENVIRONMENT: A LINGUO-DIDACTIC ASPECT." Public international and private international law 1 (January 21, 2021): 41–44. http://dx.doi.org/10.18572/1812-3910-2021-1-41-44.
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The article focuses on the problem of preparing the current generation of lawyers for efficient work in intercultural legal framework. Investigated is the potential of language pedagogy instruments in solving the urgent tasks of lawyers’ profession-related communication with their counterparts from other legal cultures as well as linguo-social environments. In that respect, determined is the new methodological basis of higher education — the language pedagogy principle of internationalization of non-linguists’ vocational training designed to consolidate the linguo-cognitive, communicative and major subjects perspectives of forming a professional on modern intercultural basis. The above constituents of international law and justice students’ professional development become the focus of language pedagogy design work; a new system of pedagogical priorities is determined, with adequate methods and learning environment conditions to achieve them.
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Kukovec, Darja, Matjaž Mulej, and Simona Šarotar Žižek. "Professional Languages Alone Do Not Suffice for Successful and Socially Responsible Internal Communication between Different Cultures." Naše gospodarstvo/Our economy 64, no. 3 (September 1, 2018): 47–55. http://dx.doi.org/10.2478/ngoe-2018-0017.
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AbstractSuccessful internal communication in an intercultural environment depends on the organizational culture, business environment, social responsibility, and leaders’ skills. Thus, internal communication and employee adaptation to changing business environments ask what a successful socially responsible internal communication requires. This contribution discusses theoretical foundations of qualitative research, how the organizational culture can define which direction the organization should chose to attain social responsibility, and how internal communication can improve understanding of professional language and be decisive in a working environment. The generated model offers insights into understanding social responsibility and organizational culture to improve internal communication.
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Korotkova, Yuliya. "FORMATION OF INTER-CULTURAL COMPETENCE OF FUTURE LAWYERS AT BASIC TRAINING IN HIGHER EDUCATIONAL INSTITUTIONS." Educological discourse, no. 3-4 (2019): 48–60. http://dx.doi.org/10.28925/2312-5829.2019.3-4.4860.
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The article reveals the essence of the concept of "intercultural competence of the future lawyer", which is to be interpreted as an integrative, multileveled, professional personal quality that synthesizes a set of knowledge, skills, attitudes, values, determined by the goals and objectives of intercultural communication on the basis of mutual respect, mutual understanding and mutual enrichment. Intercultural competence is considered as an integral system which consists of certain components, relatively independent, but interrelated and interdependent. These include: communicative, socio-cultural, motivational-value, affective, cognitive ones. It is proved that the formation of intercultural competences of lawyers will promote the application of innovative methods and forms of training (business / role games, debates, discussions, disputes, modellings, simulations, etc.), among which intercultural training is of particular importance. The latter aims at familiarizing its participants with intercultural differences, role-playing the specially created situations of intercultural communication that help students in better understanding of the existing cultural differences, and to teach them to build their relationships with representatives of other cultural environments on the basis of tolerance. In this regard, it will be efficient to organize and conduct such trainings as: "Convention on the Protection of Human Rights and Fundamental Freedoms", "Communication in the work of a lawyer"; "Working with vulnerable groups of clients of the system of free legal aid"; "My professional development"; "International humanitarian law", "All are equal – all are united", etc. Also important are intercultural workshops aimed at cultivating tolerance, for example, "Tolerance. Prevention of xenophobia", "Intercultural communication and ethnic stereotypes", etc.
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Ra, Jaewon Jane, Yusop Boonsuk, and Chittima Sangiamchit. "Intercultural citizenship development: a case of Thai study abroad students in EMI programs." Journal of English as a Lingua Franca 11, no. 1 (March 1, 2022): 89–104. http://dx.doi.org/10.1515/jelf-2022-2071.
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Abstract Currently, HE institutions in Anglophone countries cater for the largest number of international students (particularly non-native English speakers) and thus, have benefited the most from internationalization policies. In such intercultural educational environments, Anglophone Englishes now play a much less significant role in HE. This paper aims to explore to what extent Thai students who came back from study abroad (SA) in Anglophone countries have developed a sense of intercultural citizenship and their experiences and perceptions in relation to intercultural communication, ELT and SA. A mixed-method approach was adopted at four universities in Thailand. Extracts from semi-structured interviews and questionnaire data have been analyzed. Findings have been divided into three themes: 1) The usefulness of intercultural citizenship courses, 2) The development of intercultural citizenship from lived experience, and 3) ELF mindedness. According to the findings, we argue that intercultural citizenship education (Byram, Michael. 2008. From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters) ought to be part of the pedagogic approach in both EMI and ELT classrooms, and ELT courses in Thailand should put more emphasis on strengthening learners’ intercultural competence and awareness while also moving away from traditional methods associated with standard language ideologies. ปัจจุบัน สถาบันอุดมศึกษาในประเทศต้นกำเนิดภาษาอังกฤษ รองรับนักศึกษาต่างชาติจำนวนมากที่สุด (โดยเฉพาะกลุ่มผู้เรียนที่ไม่ได้ใช้ภาษาอังกฤษเป็นภาษาแม่) นักศึกษากลุ่มนี้จึงได้รับประโยชน์สูงสุดจากนโยบายความเป็นสากล ในสภาพแวดล้อมทางการศึกษาแบบต่างวัฒนธรรมเช่นนี้ ภาษาอังกฤษตามแบบฉบับของประเทศต้นกำเนิดภาษาอังกฤษ มีบทบาทสำคัญน้อยมากในสถาบันอุดมศึกษาปัจจุบัน บทความนี้มีจุดมุ่งหมายเพื่อสำรวจว่านักเรียนไทยที่กลับมาจากการศึกษาในประเทศต้นกำเนิดภาษาอังกฤษ ได้พัฒนาความรู้สึกของการเป็นพลเมืองข้ามวัฒนธรรม ตลอดจนประสบการณ์และการรับรู้เกี่ยวกับการสื่อสารระหว่างวัฒนธรรม การสอนภาษาอังกฤษและการเรียนในต่างประเทศ ในระดับใด วิธีการเก็บข้อมูลการศึกษาแบบผสมผสาน ได้นำมาใช้เก็บข้อมูล ในมหาวิทยาลัย 4 แห่งในประเทศไทย ข้อมูลการศึกษาที่ได้จากการสัมภาษณ์และแบบสอบถามได้นำมาวิเคราะห์ ผลการวิจัย แบ่งออกเป็นสามหัวข้อ: 1) ประโยชน์ของหลักสูตรความเป็นพลเมืองข้ามวัฒนธรรม 2) การพัฒนาความเป็นพลเมืองข้ามวัฒนธรรมจากประสบการณ์ และ 3) การตระหนักถึงการใช้ภาษาอังกฤษระหว่างผู้ใช้ภาษาอังกฤษ จากผลการวิจัย เราโต้แย้งว่าการศึกษาเรื่องความเป็นพลเมืองข้ามวัฒนธรรม (Byram, Michael. 2008. From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters) ควรเป็นส่วนหนึ่งของแนวทางการสอนทั้งในห้องเรียนแบบใช้ภาษาอังกฤษเป็นหลักในการสอน และการสอนภาษาอังกฤษ อีกทั้งหลักสูตรการสอนภาษาอังกฤษในประเทศไทยควรเน้นการเสริมสร้างความสามารถและความตระหนักระหว่างวัฒนธรรมของผู้เรียน โดยหลีกเลี่ยงวิธีการสอนแบบดั้งเดิมที่เกี่ยวข้องกับภาษาอังกฤษตามมาตรฐานของประเทศต้นกำเนิดภาษาอังกฤษ
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Yuges, Ozlem. "Enhancing the development of intercultural communicative competence in business and study environments." Training, Language and Culture 4, no. 1 (March 27, 2020): 44–54. http://dx.doi.org/10.22363/2521-442x-2020-4-1-44-54.
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Bremser, Kerstin, and Mariella Olivos Rossini. "Teaching in virtual environments to enhance intercultural understanding between Germans and Peruvians." World Review of Entrepreneurship, Management and Sustainable Development 13, no. 5/6 (2017): 635. http://dx.doi.org/10.1504/wremsd.2017.086321.
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Coffey, Amy Jo, Rasha Kamhawi, Paul Fishwick, and Julie Henderson. "New media environments’ comparative effects upon intercultural sensitivity: A five-dimensional analysis." International Journal of Intercultural Relations 37, no. 5 (September 2013): 605–27. http://dx.doi.org/10.1016/j.ijintrel.2013.06.006.
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Pan, Julia. "Chinese overseas students and intercultural learning environments: Academic adjustment, adaptation and experience." Frontiers of Education in China 13, no. 4 (December 2018): 658–60. http://dx.doi.org/10.1007/s11516-018-0034-9.
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Spinu, Stela. "Intercultural communication from the perspective of individualist and collectivist cultures." Administrarea Publica, no. 4(112) (December 2021): 48–58. http://dx.doi.org/10.52327/1813-8489.2021.4(112).03.
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The process of globalization, which initially dominated only the economic sphere, subsequently led to profound socio-political and cultural transformations, influencing interethnic and inter-confessional relations in multicultural and multilingual environments. In the context of the new socio-political and cultural realities, the need to raise awareness of the importance of intercultural communication is evident. Intercultural communication contributes to overcoming the negative aspects of individualism and collectivism, changes the human perception of traditional values, causes changes in the way people think and behave.
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LIAW, MEEI-LING. "Constructing a ‘third space’ for EFL learners: Where language and cultures meet." ReCALL 19, no. 2 (May 2007): 224–41. http://dx.doi.org/10.1017/s0958344007000821.
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Efforts have been made by language educators and researchers to use computer technology to assist L2 learners’ growth in either linguistic or intercultural competence. Nonetheless, web-based environments devoted to developing both types of competences in tandem are new and experimental. The purpose of this project, which involves the collaboration of EFL educators and computer engineers in Taiwan, is to establish an innovative web-based environment to support students in tertiary levels to develop both types of competences. This web-based EFL learning environment experiments with a few main features: (1) instead of reading articles about a foreign culture, the users of this website read articles about their native culture; (2) two on-line computer-based support tools, a bilingual concordancer and a dictionary, are made available to provide students with contextual supports for language learning; and (3) discussion boards are provided for intercultural communication. The web-based learning environment contains several instructional units. While working on a unit, students read an article and then answer comprehension and vocabulary questions. After reading, students share their responses to the articles with intercultural conversation partners via online forums. To evaluate the effectiveness of the learning environment, the researcher recruited a group of Taiwanese university students to test-use the system. Frequencies of the uses of the two e-referencing tools were calculated. The students’ responses to a questionnaire were examined and informal interviews with the students were conducted. Finally, the students’ forum entries were analyzed. The findings revealed initial interest in using e-referencing tools but a dramatic decrease in use after the first few units had been completed. The students used the concordancer as a link to extensive reading materials and suggested adding pronunciation tools to the dictionary. Questionnaire findings showed that students were generally satisfied with the design of the web-based learning environment. An analysis of the students’ forum entries revealed increases in the length and complexity of sentences in their writings, as well as reductions in grammatical errors, as more units were completed. As for intercultural learning, the content analysis of the forum entries demonstrated different types of intercultural competences. Based on the findings, some implications for revision of the virtual environment to enable more effective learning of English as a foreign language and greater development of intercultural competence are drawn.
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Main, Joyce B., and Yanbing Wang. "Intercultural competency among engineering doctoral students." Studies in Graduate and Postdoctoral Education 11, no. 2 (May 23, 2020): 181–96. http://dx.doi.org/10.1108/sgpe-06-2019-0058.
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Purpose Although engineering doctoral students are at the forefront of discovery and innovation and have great potential for establishing partnerships to address engineering challenges crossing national borders, there are few studies of their intercultural competency. The purpose of this study is to identify factors that are associated with intercultural competency – the ability to work effectively in multicultural environments. Design/methodology/approach The intercultural competency levels of 390 engineering doctoral students were measured by using the Miville–Guzman Universality-Diversity Scale-Short Form (MGUDS-S). Data were analyzed using ordinary linear squares regression. Results are considered descriptive, rather than causal. Findings Results show that female engineering doctoral students are more likely to score higher on the MGUDS-S than male engineering doctoral students. Proficiency in multiple languages and previous work- or volunteer-related travel experiences are positively associated with doctoral students’ intercultural competency. Originality/value As internationalization of engineering research and innovation continues to expand, findings suggest that providing students with more opportunities and support for work- or volunteer-related travel and opportunities for learning new languages may help facilitate the development of intercultural competency and students’ willingness to engage in long-term international professional opportunities and research partnerships.
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Ashta, Ashok. "Work design expectations of Japanese MNCs’ local managers in English-speaking and Far East cultural clusters – USA, Thailand and India." Journal of Management Development 39, no. 9/10 (November 3, 2020): 1057–71. http://dx.doi.org/10.1108/jmd-06-2020-0177.
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PurposeThe importance of work design to organizational engagement and firm performance is increasingly recognized in management scholarship. For international business, a majority of variation in work design based on national cultures is addressed through cross-cultural management scholarship. However, there is a paucity of qualitative research on the influences international business human resource managers face for work design in the intercultural environment of overseas subsidiaries. The purpose of this interpretivist study was to examine the lived experience of overseas subsidiaries’ local managers to surface a more nuanced understanding of their expectations and related implications for work.Design/methodology/approachEmpirical research was conducted through semistructured in-depth interviews with senior managers of subsidiaries of Japanese MNCs in USA, Thailand and India.FindingsThe findings of the study develop and extend on prior cross-cultural management scholarship on world cultural clusters revealing changed expectations of work in intercultural work environments as instantiated by Japanese MNCs.Social implicationsThrough engaging work design, international businesses can contribute to the United Nations Sustainable Development Goal 8 that pertains to decent work.Originality/valueThe study adds to extant understanding of the work design antecedent to engagement by broadening to intercultural environment impacts understanding facilitated by empirical lived experience data and suggesting a modification to extant theory. This study pioneers in taking world cultural clusters as the field for evaluating data.
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Grobelna, Aleksandra. "Intercultural Challenges Facing the Hospitality Industry. Implications for Education and Hospitality Management." Journal of Intercultural Management 7, no. 3 (September 1, 2015): 101–17. http://dx.doi.org/10.1515/joim-2015-0023.
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Abstract Hospitality organizations which are increasingly operating internationally create real challenges for their employees and managers to interact and effectively work with people from different cultural environments. Many problems may relate to intercultural communication between managers and employees as well as between employees and hotel guests from different cultural backgrounds. Therefore, the issue of intercultural communication has recently had an increasing reach in the hospitality industry. Cultural awareness, sensitivity and understanding of cultural differences should be perceived as a critical issue for business success. Therefore, the following questions still need answers from both academics and the business: What kind of challenges does the hospitality industry face in view of the multicultural diversity of its markets? What kind of managers’ skills and abilities, particularly in the case of entry-level managers, are strongly needed today to manage effectively multicultural hospitality workforce? And how may educational programs influence intercultural competence development of tourism and hospitality students to interact effectively in a multicultural environment. The aim of the study is to show that cultural diversity of hotel employees and guests may create unique challenges of cross-cultural service encounters, which may provide an opportunity for service differentiation. The research problem is to find answers to the questions: how may the challenges that emerge from cross-cultural interactions become a source of hotel competitiveness and how may the educational process contribute to the intercultural competence development, to recruit employees who will be able to operate successfully in a multicultural hospitality environment. The study problem is discussed in the context of literature review and the previous research conducted in the hospitality setting. Implications for practitioners and educators are also delivered.
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Aguilar Caro, Aura Inés. "Young female and intercultural representation in democratic school environments. A case study: Departamento del Atlántico in the Colombian Caribbean region." Prospectiva, no. 20 (November 3, 2015): 325. http://dx.doi.org/10.25100/prts.v0i20.945.
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<p dir="ltr"><span>A continuación se presentan los resultados de una tesis doctoral, en la cual se analiza el vínculo intercultural dentro del contexto educativo, que pasa por la construcción de género en la conformación del liderazgo político femenino y en la dinámica que emerge entre las personeras estudiantiles y los actores de la comunidad educativa. Se aborda la educación intercultural junto con la teoría de las representaciones sociales, lo cual facilita abstraer el análisis discursivo, utilizando la metodología cualitativa mediante entrevistas a profundidad y grupos focales con los actores que interactúan en el espacio escolar (directivos, docentes, personeros y voceros estudiantiles), cuyos resultados fueron interpretados mediante la técnica de análisis de contenido. Dentro de los principales resultados se encuentra que, aunque la elaboración de las representaciones en torno a las heterodesignaciones femeninas denota gran carga simbólica, favorece la autoasignación femenina dentro del espacio escolar. De allí que las personeras estudiantiles tomen fuerza, como colectivo, en cuanto a liderazgo y desarrollo individual, una actividad que se encuentra dentro de la educación intercultural y favorece la interacción.</span></p><div><span><br /></span></div>
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BENNEGHROUZI, Fatima Zohra. "The Transformative Experience of Cultivating Empathy in Teaching Intercultural Studies as Substantiated in The Sociolinguistics and Gender Studies Master One Community." ALTRALANG Journal 1, no. 01 (July 31, 2019): 11–19. http://dx.doi.org/10.52919/altralang.v1i01.3.
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ABSTRACT: Different value systems, coupled with diverging communication styles and behaviours can build up into stern instances of miscommunication and conflict among cultural groups, both within and across societies. In this spirit, my paper probes the following question: How can learners of intercultural studies attain the flair to understand the dynamics of intercultural contact and the practical skills to successfully engage with cultural diversity? This is tested against the postulation which states that learners of intercultural studies can scarcely generate a trans-cultural competence in an eight-week lecture series. With this in mind and through the intercultural studies lecture series, my main objective is to call attention to the significance of cultivating empathy which becomes pivotal in the intercultural perception enacted by and cultivated in the Master 1 (Sociolinguistics and Gender Studies) inter-culturality classroom. The research tool employed in the present study is: An eight week structured observation describing the intercultural studies lecture series in action. This includes the distribution of 4 assignments to students which aims at gauging the development of their intercultural sensitiveness all along the eight week lecture series in the light of their classroom interactions. Issues relating to colonialism, religion, gender, racism, prejudice, interdependence and many more are also closely summoned up in the wake of such interactions. The strategy implemented throughout the course elaborates chiefly on Sitaram and Cogdell’s Value Classification Chart (1976) which contrasts mainstream values at work in different cultural environments, and the Worldwork’s Framework of International Competencies (2010) which propounds manoeuvres for trans-cultural sensitivity.
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Shalaeva, M. V. "On Priority of Intercultural Dialogue in Forming Contemporary Sociocultural Environments of the CIS." MGIMO Review of International Relations, no. 2(23) (April 28, 2012): 265–68. http://dx.doi.org/10.24833/2071-8160-2012-2-23-265-268.
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Milrad, Marcelo, Marianne Bjorn, and Michele H. Jackson. "Designing networked learning environments to support intercultural communication and collaboration in science learning." International Journal of Web Based Communities 1, no. 3 (2005): 308. http://dx.doi.org/10.1504/ijwbc.2005.006929.
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Arunasalam, Nirmala Devi, and Rob Burton. "Investigating Malaysian Nurses' perspectives of intercultural teaching in transnational higher education learning environments." Nurse Education Today 69 (October 2018): 165–71. http://dx.doi.org/10.1016/j.nedt.2018.07.011.
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Uzun, Levent. "Utilising Technology for Intercultural Communication in Virtual Environments and the Role of English." Procedia - Social and Behavioral Sciences 116 (February 2014): 2407–11. http://dx.doi.org/10.1016/j.sbspro.2014.01.583.
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Wiradharma, Gunawan. "LINGKUNGAN BARU: ADAPTASI BUDAYA OLEH DOSEN CPNS." Interaksi: Jurnal Ilmu Komunikasi 9, no. 2 (January 21, 2021): 109–18. http://dx.doi.org/10.14710/interaksi.9.2.109-118.
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CPNS lecturers in 2019 at Universitas Terbuka were placed in the head office or in various UPBJJ spreading throughout Indonesia. Some CPNS lecturers are placed in different units from their original regions so they have to make adjustments in the new environments with different cultures. Intercultural communication takes place when there is interaction between an individual with a particular cultural background and other individuals who come from different cultures. Intercultural communication is an important key in the adjustment process. This study explores the adaptation of three UT CPNS lecturers from outside the region. The theory used is Anxiety Uncertainty Management Theory. Descriptive qualitative approach is used to explore the perspective of CPNS lecturers with the local culture. Through this research, the researcher found that there were some important elements that needed to be possessed by CPNS lecturers, namely the cultural adaptation that was carried out, the culture shock that occurred, and the adjustment in the new cultural environment.