Journal articles: 'Intercultural processes'

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RIVERS, DAMIAN J. "Intercultural processes in accented English." World Englishes 30, no. 3 (August 18, 2011): 375–91. http://dx.doi.org/10.1111/j.1467-971x.2011.01707.x.

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Egorova, Polina. "Intercultural features of cognitive processes." nauka.me, no. 4 (2020): 0. http://dx.doi.org/10.18254/s241328880013304-8.

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Chao, Melody M., and Franki Y. H. Kung. "An essentialism perspective on intercultural processes." Asian Journal of Social Psychology 18, no. 2 (September 18, 2014): 91–100. http://dx.doi.org/10.1111/ajsp.12089.

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Aliata, Soledad. "Schooling and identification processes in intercultural contexts." Praxis Educativa 24, no. 3 (September 2, 2020): 1–10. http://dx.doi.org/10.19137/praxiseducativa-2020-240304.

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Benazzi, João Renato De Souza Coelho. "Identidade, estilo de vida e consumo: uma análise conceitual de suas inter-relações a partir do multiculturalismo e da interculturalidade no campo de estudo da comunicação." Diálogo com a Economia Criativa 1, no. 1 (June 8, 2016): 47. http://dx.doi.org/10.22398/2525-2828.1147-59.

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Este ensaio discute as relações entre o conceito de identidade, sua expressão por meio de estilos de vida na contemporaneidade e impactos relevantes nos processos de comunicação intercultural. O foco da análise recaiu sobre do papel que processos de comunicação intercultural desempenham na construção das imagens sobre si e sobre os outros, do sujeito reflexivo, fragmentado, descentrado e marcado por seus estilos de vida. Explorouse também a perspectiva de análise de processos de comunicação multiculturais a partir da interculturalidade. Neste contexto, é importante pensar a comunicação intercultural a partir dos relacionamentos fluidos, do simbólico e do imaginário da recepção e não apenas da representação legitimadora de categorias tradicionais de análise. É uma perspectiva de reflexão que privilegia as características culturais do processo e que se mostra, a um só tempo, fragmentada, fluida e dinâmica. Identity, lifestyle and consumption: a conceptual analisys of their inter relationship within the context of multiculturalism and interculturality in communication studiesAbstractThis essay discusses the relationship between the concept of identity, its expression through lifestyles in the contemporanity and relevant impacts in intercultural communication processes. The analysis focuses on the role that intercultural communication processes play in the construction of images of ourselves and others, and on the contemporary subject, marked by his reflectiveness, fragmentation and by his lifestyle. It also analyses multicultural communication processes from an intercultural perspective. In this context, it is important to reflect on intercultural communication from its fluid relationships, from a symbolic viewpoint and from the imaginary perspective of reception, and not only from the legitimizing perspective and representation of traditional analytic categories. It is an analytical perspective that favors the cultural faces of the process and puts in evidence, at the same time, its fragmente , fluid and dynamic characteristics.

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Schröder, Ulrike. "Talking about intercultural experiences." Intercultural Pragmatics and Cultural Linguistics 7, no. 1 (July 8, 2020): 15–37. http://dx.doi.org/10.1075/ijolc.00025.sch.

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Abstract The aim of this paper is to ask how exchange students retrospectively co-construct their first ‘culture shock’ experiences on a verbal, vocal, and visual plane. The results show that the different co-occurring levels of communication in the talk of the students offer various insights into cognitive processes: (1) Metaphorical and metonymical gestures are frequently used to represent or compress cultural dimensions in moments of high involvement and emphatic speech style. (2) Such gestures are also often historically and culturally embedded and may additionally serve to gain laughter from the co-participants in order to exaggerate the effect of cultural confrontation, underpinned by the use of prosodic cues. (3) Other prosodic means such as creaky voice may be used as a metaphorical marker for distance and represent therefore another type of cultural shock marker. (4) A dynamic understanding of blending theory might be a tool for laying cognitive processes of intercultural experiences open for the researcher.

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Stolle-McAllister, John. "Intercultural Processes in Kichwa Governed Municipalities in Northern Ecuador." Journal of Intercultural Studies 34, no. 1 (February 2013): 1–17. http://dx.doi.org/10.1080/07256868.2013.751907.

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E. Jandt, Dolores V. Tanno, Fred. "Decoding Domination, Encoding Self-Determination: Intercultural Communication Research Processes." Howard Journal of Communications 12, no. 3 (July 2001): 119–35. http://dx.doi.org/10.1080/106461701753210411.

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Leupin, Rahel. "Making the Intercultural: The Rehearsal Processes of Gintersdorfer/Klassen." Contemporary Theatre Review 28, no. 4 (October 2, 2018): 504–21. http://dx.doi.org/10.1080/10486801.2018.1490730.

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Collard, John, and Ting Wang. "Leadership and Intercultural Dynamics." Journal of School Leadership 15, no. 2 (March 2005): 178–95. http://dx.doi.org/10.1177/105268460501500205.

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This article explores issues related to the delivery of leadership training courses by Western universities in developing nations. It argues that past theories, including cross-cultural perspectives, are too limited to comprehend the complexity of the processes involved. Instead it posits a more dynamic concept of intercultural understanding as an explanatory framework. It also argues that the pedagogy employed is a more powerful instrument of change than subject content. This is illustrated through analysis of responses from 52 participants in a leadership training program conducted in China in 2002.

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Sartorello, Stefano, and Joaquín Peña Piña. "Diálogo de saberes en la vinculación comunitaria: Aportes desde las experiencias y comprensiones de los estudiantes de la Universidad Intercultural de Chiapas." CPU-e, Revista de Investigación Educativa, no. 27 (August 3, 2018): 145–78. http://dx.doi.org/10.25009/cpue.v0i27.2561.

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Este escrito vierte sobre el diálogo de saberes en los procesos de vinculación comunitaria realizados por estudiantes de la carrera de Desarrollo Sustentable de la Universidad Intercultural de Chiapas. Este tema se analiza desde el enfoque de la interculturalidad crítica y los planteamientos que surgen de la teoría decolonial y la epistemología del Sur. A partir de las experiencias y comprensiones de los estudiantes sobre sus prácticas de vinculación, se definen tres dimensiones analíticas —axiológica, epistemológica y de la acción finalizada—, interconectadas entre sí en una espiral del diálogo de saberes. Con base en estas dimensiones se presentan los análisis de los estudiantes sobre las prácticas de vinculación comunitaria llevadas a cabo a lo largo de su carrera, y se definen aportes que retroalimentan el modelo educativo de las universidades interculturales y los procesos de vinculación que se llevan a cabo en la Universidad Intercultural de Chiapas. Dialogue of knowledge in the community bond: Contributions from the experiences and understandings of the students of the Intercultural University of ChiapasAbstractThis article pours about the dialogue of knowledge in the processes of community bonding carried out by students of the career of Sustainable Development of the Intercultural University of Chiapas (UNICH). This topic is analyzed from the approach of critical interculturality and the approaches that arise from decolonial theory and epistemology of the South. From the students' experiences and understandings about their linking practices, three analytical dimensions are defined - axiological, epistemological and finalized action - interconnected in a spiral of the dialogue of knowledge. Based on these dimensions, students 'analyzes of community engagement practices carried out throughout their careers are presented, and contributions are defined that provide feedback to the intercultural universities' educational model and the bonding processes that are carried out at the UNICH.Recibido: 27 de febrero de 2018Aceptado: 25 de junio de 2018

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Romanchuk, A., and N. Romanenko. "Intercultural Communication in the Carpathian-Dniester Region during the Early Hallstatt Period." Scientific Research and Development. Modern Communication Studies 9, no. 4 (August 3, 2020): 31–34. http://dx.doi.org/10.12737/2587-9103-2020-31-34.

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The article considers some issues of intercultural communication in the between archaic societies of the Carpathian-Dniester region. Using the method of comparative-historical analysis the authors examine the nature and characteristics of affiliate networks, which served as the basis for intercultural communication in the Early Hallstatt period (XII-X centuries B.C.). One of the factors that determined the complexity and non-linearity of the processes of intercultural communication is location of the Carpathian-Dniester region at the crossroad of several “cultural worlds”. The authors stress that although archeological data confirm the presence of intercultural communication, it was not accompanied by the movement of actual material objects, ceramics itself, between the cultures. Accordingly, this requires a search for mechanisms that explain the processes of intercultural communications in the archaic societies of the Early Hallstatt period of Carpathian-Dniester region.

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Caetano, Ana Paula, Isabel Pimenta Freire, and Elsa Biscaia Machado. "Student Voice and Participation in Intercultural Education." Journal of New Approaches in Educational Research 9, no. 1 (January 15, 2020): 57–73. http://dx.doi.org/10.7821/naer.2020.1.458.

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This paper presents a multi-case study in the field of intercultural education and it refers to a project named “Voice of children and young people in the development of intercultural education”. The cases are critical action-research projects developed with three groups of middle and high school students. They participated in dialogic processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The purpose of the research is to analyze participatory processes and associated changes in relation to intercultural education and students’ voice frameworks. Personal changes of the students, such as self-awareness and attention to others and to relationships, and group changes such as cohesion, were underlined, as well as changes extended to other actors —teachers, other students, staff, tutors, and other members of the community— creating collaborative relationships, solidarity, and mutual recognition. There were visible changes during the most active period in which projects were held, but sometimes impacts still endured and deepened afterwards. This stresses the relevance of youngsters’ participatory projects engaged in intercultural processes and change.

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Sousa, Jenny. "El arte en la promoción de la educación intercultural en contextos escolares." European Scientific Journal, ESJ 17, no. 26 (August 8, 2021): 13. http://dx.doi.org/10.19044/esj.2021.v17n26p13.

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Las sociedades contemporáneas son más que lugares de diversidad cultural y multiculturalismo; son espacios que buscan la convivencia armónica de sus ciudadanos, en una sana interacción de diferentes culturas y construcción de expresiones culturales compartidas a través del diálogo y el respeto mutuo. En otras palabras, las sociedades actuales, en su modo de existencia, buscan la interculturalidad. En todo este proceso, la educación intercultural se destaca como parte integral de la educación para la ciudadanía y para los valores y principios de los derechos humanos. Ante esta situación, la Escuela está llamada a jugar un papel preponderante, ya que constituye un espacio privilegiado para prácticas de aprendizaje y perspectivas del enfoque intercultural. En este sentido, las artes emergen como herramientas competentes en la construcción de estos procesos educativos, promoviendo la acción ciudadana de todos los involucrados, a través de metodologías pedagógicas más acordes con las relaciones educativas interculturales. Para construir contextos escolares cada vez más interculturales e inclusivos, surge en Portugal el Plan Nacional de las Artes, que reitera la importancia de las artes en la promoción de prácticas educativas más igualitarias, ricas e innovadoras. En vista de lo anterior, en este trabajo se realiza una reflexión teórica que, cruzada con un análisis de carácter más práctico, nos permite darnos cuenta de que las artes son parte central de la experiencia humana y que, como tales, constituyen oportunidades para la construcción de procesos de interculturalidad y educación intercultural, es decir, en contextos escolares. Contemporary societies are more than places of cultural diversity and multiculturalism; they are spaces that seek the harmonious coexistence of their citizens, in a healthy interaction of different cultures and the construction of shared cultural expressions through dialogue and mutual respect. In other words, today's societies, in their mode of existence, seek interculturality. In this whole process, intercultural education stands out as an integral part of education for citizenship and for the values and principles of human rights. In view of this situation, the School is called to play a predominant role, since it constitutes a privileged space for learning practices and perspectives of the intercultural approach. In this regard, the arts emerge as proficient tools in the construction of these educational processes, promoting the citizen action of all those involved, through pedagogical methodologies that are more in line with intercultural educational relationships. To build increasingly intercultural and inclusive school contexts, the National Plan of Arts emerges in Portugal, which reiterates the importance of the arts in promoting more egalitarian, rich and innovative educational practices. In view of the above, a theoretical reflection is carried out in this work, which, crossed with an analysis of a more practical nature, allows us to realize that the arts are a central part of the human experience and that, as such, constitute opportunities for the construction of interculturality and intercultural education processes, namely in school contexts.

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Le Roy, Jaak. "Transitional Space and Individuation Processes: Two Intercultural Group-Analytic Workshops." Group Analysis 28, no. 2 (June 1995): 143–55. http://dx.doi.org/10.1177/0533316495282004.

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Lebedev, Sergej. "Religious processes as intercultural interaction: Contours of a sociological discourse." Filozofija i drustvo 20, no. 1 (2009): 37–48. http://dx.doi.org/10.2298/fid0901037l.

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During 'cyclic' historical periods it would be correct to interpret religious processes in terms of interaction of two essentially different, but substantially, structurally and functionally comparative types of integrating cultural complexes that, in historical perspective, compete with each other on the effect on individuals and society in general. Such complexes represent secular and religious culture. Contemporary socio-cultural situation can be defined as an asymmetric representativeness of both secular and religious cultures. In a modern secular society, dominance of a secular culture over a religious one can be manifested in three basic dimensions: substantial, regulative and subjective ones. Secular culture is adopted during the primary socialization process. However, religious culture is still adopted through conscious, voluntary selection in younger or more mature age. It may be possible to determine two basic attitudes of the contemporary ('secularized') man towards religion. The first attitude may be called 'reversive' and the other one 'conversive'.

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Berry, John W. "Intercultural Relations and Acculturation in the Pacific Region." Journal of Pacific Rim Psychology 4, no. 2 (December 1, 2010): 95–102. http://dx.doi.org/10.1375/prp.4.2.95.

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AbstractThe Pacific region is one of the most culturally diverse areas of the world; societies within this region are also culturally diverse. For both these reasons, intercultural relations and acculturation phenomena are at the forefront of psychological interests there. This paper first situates these phenomena in their ecological and cultural contexts, in which human diversity and individual behaviour can be examined and understood as adaptations to these contexts. Then the notion of differentiation in psychological and sociocultural phenomena is discussed, linking them to the concept of social capital. The processes involved in acculturation and intercultural relations are then described, and linked to the concept of differentiation. The argument is presented (with an empirical example from research with immigrant youth) that the more differentiated are a person's psychological life, as well as their social and cultural engagements, then the better adapted they are to living interculturally. Suggestions for policy and programme development and implementation are made: these include advancing the multicultural way of living together, and of accepting the need for mutual accommodation.

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Jackson, Jane. "Assessing Intercultural Learning Through Introspective Accounts." Frontiers: The Interdisciplinary Journal of Study Abroad 11, no. 1 (August 15, 2005): 165–86. http://dx.doi.org/10.36366/frontiers.v11i1.156.

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This paper illustrates the benefits of using first-person introspective accounts to investigate and assess the learning processes of short-term sojourners. In particular, it focuses on the application and analysis of the diaries of Hong Kong Chinese students who participated in a five-week sojourn in England.

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Mikhidenko, Kateryna, and Olena Opanasenko. "Ways of Conceptualization German-Language Discourse." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 39 (2021): 121–32. http://dx.doi.org/10.17721/2663-6530.2021.39.10.

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The article is devoted to the study of the conceptual picture of German-speaking virtual intercultural reality and the processes of categorization that occur during the confrontation of local inhabitants and foreigners, as well as the definition of concepts objectified in German-language conflict discourse in virtual communication and their verbalization. A theoretical review of modern studies on the actualization of the conceptual system of individuals in linguistic reality in an intercultural context. The processes of categorization and conceptualization of discourse space on the basis of categorical, structural or metaphorical actualization of concepts of intercultural reality are analyzed. It is proposed to divide the concepts verbalized in the analyzed fragments of intercultural conflict discourse into three types: categorical concepts organize the knowledge of subjects about themselves and their environment by dividing and combining the concepts of intercultural discursive space in opposition pairs; structural concepts organize knowledge about the subject according to the structural features of the object through which they are denoted; metaphorical concepts concretize abstract and general ideas with the help of vivid concrete images based on an analogy between two phenomena.

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Syring, Marcus, Teresa Tillmann, Nicole Sacher, Sabine Weiß, and Ewald Kiel. "Demands and tasks of intercultural school development: Group discussions with experts about intercultural school development." Improving Schools 21, no. 1 (May 23, 2017): 84–101. http://dx.doi.org/10.1177/1365480217708897.

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The present study is aimed at identifying demands and tasks that are considered important by experts in the field of interculturalism for the successful development of schools. Although different theoretical models about intercultural school development, incorporating various conditions and dimensions, have already been suggested, gaps in research on the specific content of various administrative levels of school as an educational institution can still be identified. In order to fill those gaps, we conducted group discussions with small groups of experts in the field of interculturalism. Experts were matched into three groups so that each represents a high level of diversity regarding their particular expertise. Results from the discussions were investigated by applying content analysis. Based on the revealed findings, five fields of action can be established that are essential for the process of intercultural school development. The revealed areas covered a variety of factors, ranging from individual reflection to developmental processes of a school as an organization. In the present study, those facets are interpreted as conditions under which successful intercultural school development processes can be established. While most content areas can be mapped to the existing theoretical models, they add further information with regard to the content of the theoretical dimensions. This is particularly the case at the individual level. Resulting practical implications are explained and further discussed on the basis of inevitable future research.

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Flowers, Simeon, Brent Kelsen, and Bob Cvitkovic. "Learner autonomy versus guided reflection: How different methodologies affect intercultural development in online intercultural exchange." ReCALL 31, no. 3 (June 19, 2019): 221–37. http://dx.doi.org/10.1017/s0958344019000016.

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AbstractThis paper presents the results of a study exploring the intercultural development of first-year Japanese university students engaged in online intercultural exchange (OIE) using two variations: one implementing guided reflection, and the other relying on the learner autonomy model. Intercultural development was quantitatively measured using the Intercultural Sensitivity Scale (Chen & Starosta, 2000) and qualitatively investigated through participants’ written reflections. Results of the OIE using guided reflection showed significant gains in respect for the target culture, whereas the OIE that followed the autonomous learning model yielded significant gains in self-efficacy in relation to intercultural contact. Qualitative analysis of student reflections confirmed these findings and provided insight into the processes involved in achieving these results.

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Krawczyk-Bryłka, Beata. "Intercultural Challenges in Virtual Teams." Journal of Intercultural Management 8, no. 3 (September 1, 2016): 69–85. http://dx.doi.org/10.1515/joim-2016-0017.

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Abstract Virtual teams are usually geographically dispersed and consist of members from different countries and cultures. They influences internal communication processes and can cause personal conflicts, misunderstandings or lack of trust. Intercultural diversity is also significant for goal setting and team effectiveness. The aim of this article is to check if virtual team members appreciate the cultural diversity or rather suffer from lack of team cohesion and mutual understanding. The article presents research conducted among specialists from IT sector who have experience in working in virtual teams. They perceive intercultural collaboration in virtual teams as the opportunity to exploit the potential of specialists from all over the world but they also point to some challenges related to cross-cultural virtual teamwork.

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Morris, Michael W., Krishna Savani, and Richard D. Roberts. "Intercultural Training and Assessment." Policy Insights from the Behavioral and Brain Sciences 1, no. 1 (October 2014): 63–71. http://dx.doi.org/10.1177/2372732214550404.

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With globalization, cross-cultural competence is increasingly important to effective policies in international relations, business, and even in our schools and communities. Can we assess the skills and attributes relevant to gaining proficiency in other cultures? What kinds of training can help people toward this goal? Evidence on the assessment question comes from surveys of immigrant acculturation and expatriate adjustment, investigating antecedents including personality, general intelligence ( g), and social-cultural intelligence. Evidence-based research should guide organizational and public policies for selecting people for intercultural positions, assignments, and assistance. Although past assessment tools have often lacked the validity necessary for consequential applications, recent innovations make the implementation of these policies feasible. Evidence on the training question comes from research on multiple learning processes that play different roles in the journey toward proficiency in another culture, such as studying, attributional reasoning, social learning, and conditioning. Training policies should recognize the distinctive demands of each learning process and identify evidence-based training procedures that fit the learning process. Finally, parallels across the two halves of our discussion on assessment and training can help understand both how personality traits and social strengths foster intercultural learning, and why general mental ability is not as important a driver as many assume.

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Kovalchuk, Natalia, and Liudmyla Ovsiankina. "THE PROBLEM OF DIALOGUE IN CONTEXT GLOBAL PROCESSES OF MODERNITY." Educational Discourse: collection of scientific papers, no. 27(10) (November 2, 2020): 7–16. http://dx.doi.org/10.33930/ed.2019.5007.27(10)-1.

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The article analyzes the global multipolar processes, to which representatives of all cultures of the world are involved today. There is an opinion that only intercultural dialogue in the near future should help to create a world solidary society, truly free and fair for all peoples, nations and countries, and not only for the "golden billion". In this context, the main task of the dialogue is to reconcile the representatives of different cultures and coordinate their efforts in joint activities to resolve political, environmental, socio-economic and demographic problems, to help all civilizations achieve social stability and socioeconomic growth. Special attention is paid to the analysis of S. Huntington's ideas about the confrontation that exists in intercultural communication between the West and other countries, as well as the determining factors of cultural identity (blood and faith, language, religion and family). People associate with those with whom they are in common and seek those with whom they are different. The article also analyzes the method of archetypes (proposed by S. Krymsky) as a mechanism for resolving conflicts arising in the intercultural communication of various ethnic groups. Its essence boils down to the fact that in ethnic conflicts that relate to the archetypal level of mentality of a certain people, representatives of different cultures should be bred. Ethnic groups, historically already have a common positive experience (in solving economic and political problems), it is much easier to understand each other and resolve any future conflicts on the way of integration.

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Allard, Suzie, M. Asim Qayyum, and Bharat Mehra. "Intercultural Leadership Toolkit for Librarians: Building Awareness to Effectively Serve Diverse Multicultural Populations." Education Libraries 30, no. 1 (September 5, 2017): 5. http://dx.doi.org/10.26443/el.v30i1.231.

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This paper presents five tools for librarians to use in building effective intercultural communication that reaches out to diverse populations. Librarians can more successfully cross intercultural boundaries if they are aware of the key tenets of intercultural communication and information provision, and then apply the five leadership tools in extending traditional information creation-organization-dissemination processes. The five tools are derived from an extensive literature review and from findings from seminar discussionswith library and information science students.

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DIAS, Luciana de Oliveira, and Iodenis Borges Figueira CERQUEIRA. "Licenciatura intercultural indígena como instrumento de efetivação de direitos humanos: notas sobre uma experiência didática." INTERRITÓRIOS 4, no. 7 (September 22, 2018): 128. http://dx.doi.org/10.33052/inter.v4i7.238246.

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Uma experiência de estágio docência, com enfoque em didática, acontecido no Núcleo Takinahakỹ de Formação Superior de Professores Indígenas da UFG, nos levou a reflexões, que compartilhamos agora, sobre alguns pontos do processo de constituição da educação intercultural indígena no Brasil e suas implicações em questões de direitos humanos. Em um primeiro momento destacamos elementos que conduzem a um protagonismo indígena nos processos de encontro e ampliação de saberes. Avançamos, em um segundo momento, analisando, de uma perspectiva da didática, o fazer pedagógico no curso de Educação Intercultural da UFG, com destaque para questões sobre interculturalidade, transdisciplinaridade e direitos humanos. O intuito mais específico neste ponto foi apresentar algumas notas sobre uma experiência didática na licenciatura em Educação Intercultural. Educação Intercultural Indígena. Direitos Humanos. Indigenous intercultural degree as an instrument for the realization of human rights: notes on a didactic experience AbstractThe reflections presented here derive from a teaching experience that took place at the Takinahakỹ Nucleus of Higher Education of Indigenous Teachers at UFG. With a focus on didactics, we now share these ideas about some aspects of the process of constitution of indigenous intercultural education in Brazil, as well as about their implications for human rights issues. In the first moment we highlight some elements that lead to an indigenous protagonism in the processes of encounter and expansion of knowledge. In a second moment, we proceeded to analyze, from a didactic perspective, the pedagogical achievement in the UFG Intercultural Education course, with emphasis on questions on interculturality, transdisciplinarity and human rights. The most specific purpose in this point was to present some notes about a didactic experience in the course of teacher training in Intercultural Education. Indigenous Intercultural Education. Human rights.

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Castillo Guerra, Jorge E. "Coexistence of Pluralities through Practices of Intercultural Relationships." Interreligious Studies and Intercultural Theology 2, no. 2 (October 9, 2018): 155–76. http://dx.doi.org/10.1558/37327.

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This article investigates how migrants and refugees contribute to forms of co-existence among peoples with different religious and cultural orientations. Drawing on theories of intercultural philosophy and decolonial thinking, the author focuses on transformations of identity and faith among Catholic Latin American migrants in Europe and the United Sates of America. He argues that when these migrants encounter exclusion and uprooting, processes of transformation converge in parish communities. There they create mutual learning processes leading to new intercultural practices such as the deaconry of culture and relationship.

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Madolimovich, Tojiboev Isakjon. "Developing Intercultural Communicative Competence Using Different Techniques." International Journal of Progressive Sciences and Technologies 25, no. 1 (February 28, 2021): 340. http://dx.doi.org/10.52155/ijpsat.v25.1.2836.

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In this article we have tried to give information about modern methods of teaching EFL, teaching culture especially intercultural communicative competence in teaching English and the problems of their teaching ways in language classroom as well as to work out methodical recommendations for teaching processes.

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Belousa, Inga, and Alnis Stakle. "Intercultural and Media Literacy: Global Tendencies in Metacontent of Teacher Education in Latvia." Discourse and Communication for Sustainable Education 1, no. 1 (January 1, 2010): 109–32. http://dx.doi.org/10.2478/dcse-2013-0010.

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Abstract Under the influence of processes of globalisation, higher education in the countries of Europe, including Latvia, has been reshaped, restructured, re-evaluated and reoriented towards the establishment of a European higher education area. New issues have emerged at both the content and metacontent level, the most significant of which are intercultural and media literacy matters. Considering the tendencies of globalisation, this article focuses on the issues of intercultural and media literacy as a metacontent of teacher education. The article introduces the teachers’ view and experience of intercultural and media education in Latvia and frames several suggestions to implement intercultural and media literacy in the teacher education curriculum.

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José C., Marques, Vieira Ana, and Vieira Ricardo. "Migration and Integration Processes in Portugal: The Role of Intercultural Mediation." Journal of Siberian Federal University. Humanities & Social Sciences 12, no. 2 (February 2019): 187–205. http://dx.doi.org/10.17516/1997-1370-0388.

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Galluccio, Mauro. "The intercultural negotiator: Overcoming misguided negotiation processes in reality-based contexts." Peace and Conflict: Journal of Peace Psychology 19, no. 3 (August 2013): 313–16. http://dx.doi.org/10.1037/a0033689.

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Mor, Shira, Claudia Toma, Martin Schweinsberg, and Daniel Ames. "Pathways to intercultural accuracy: Social projection processes and core cultural values." European Journal of Social Psychology 49, no. 1 (June 13, 2018): 47–62. http://dx.doi.org/10.1002/ejsp.2387.

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David, Kenneth. "‘No work on Sunday!’ Boundary-spanning processes in intercultural project management." Strategic Change 3, no. 2 (March 1994): 87–94. http://dx.doi.org/10.1002/jsc.4240030205.

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Hong, Ying-yi, Melody Manchi Chao, and Sun No. "Dynamic Interracial/Intercultural Processes: The Role of Lay Theories of Race." Journal of Personality 77, no. 5 (October 2009): 1283–310. http://dx.doi.org/10.1111/j.1467-6494.2009.00582.x.

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Wang, Jue, Thomas Aenis, and Tuck Fatt Siew. "Communication processes in intercultural transdisciplinary research: framework from a group perspective." Sustainability Science 14, no. 6 (February 11, 2019): 1673–84. http://dx.doi.org/10.1007/s11625-019-00661-4.

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Howard, Damien. "Intercultural Communications and Conductive Hearing Loss." First Peoples Child & Family Review 3, no. 4 (May 15, 2020): 96–105. http://dx.doi.org/10.7202/1069379ar.

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Widespread conductive hearing loss among Aboriginal peoples in ﬁrst world nations has a signiﬁcant, although largely invisible impact on intercultural communication. Poor acoustics and cultural differences in communication styles compound the effect of widespread hearing loss among Aboriginal peoples. This article considers Australian research that has investigated how conductive hearing loss can impact on intercultural communication in schools and in the criminal justice system, as well as communication processes within Aboriginal families. An understanding of these issues can facilitate the development of innovative interventions that can help address Aboriginal disadvantage, especially within mainstream institutions.

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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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Boyd-Barrett, Oliver. "Intercultural integration and informational infrastructure." International Communication Gazette 74, no. 6 (September 24, 2012): 525–39. http://dx.doi.org/10.1177/1748048512454818.

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Peaceful development of large and fractious interethnic nations and regions is facilitated by and may require a shared informational infrastructure that meets the following conditions: public service orientation; independence of major state and corporate centers of power; contributing to the functioning of nationwide institutions of economic, political and cultural importance; and commanding benign public perception. With specific reference to the Russian news agency Interfax, this article explores the ‘black box’ of the often touted but seldom explicated relationship between news agencies and national or regional ‘development.’ It finds that Interfax has played an important role in the establishment of a political and economic, horizontal informational infrastructure that meets the above conditions. The article concludes that Interfax contributed to a new informational paradigm, synchronizing with macro processes of political and economic reform, and enveloping a heteroegenous swathe of Russia, the former Soviet Union (FSU) and Commonwealth of Independent States (CIS). The agency thus helped create conditions conducive to regional, interethnic stability.

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O’Toole, Emer. "Cultural capital in intercultural theatre." Target. International Journal of Translation Studies 25, no. 3 (October 11, 2013): 407–26. http://dx.doi.org/10.1075/target.25.3.06aal.

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In 2006, the Dublin-based theatre company Pan Pan went to China to produce a Mandarin version of J.M. Synge’s canonical Irish play The Playboy of the Western World. Director Gavin Quinn chose to set the adaptation in a hairdresser/ massage parlour/brothel, on the outskirts of Beijing. He originally wanted the protagonist to hail from Xin-Jiang, China’s troubled Sinomuslim province. In interview, he said he was advised against this for fear of Chinese state censorship. However, the Chinese translators, Yue Sun and Zhaohui Wang, suggest that the decision not to represent a Muslim protagonist had to do with ethnic sensitivities. In order to analyse this conflict, this article draws on translation sociology after Bourdieu, clarifying the functioning of the habitus, and formulating a global field of cultural production. It argues that analysis of intercultural processes focused on cultural capital can provide materially engaged insights into the power relations informing given intercultural situations.

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Hesan, Muh, Slamet Setiawan, and Ahmad Munir. "Integrated Components of Intercultural Competence in English Language Teaching at College: Case Study." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 23, 2019): 72–80. http://dx.doi.org/10.15642/ijet2.2019.8.1.72-80.

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In this global world, foreign language teaching has been demanded to be intercultural teaching which means that cultural teaching should be integrated in language teaching as well as language competence, in English language teaching for instance. On the ground that the importance of foreign language teaching and learning is largely for purpose of international communication, and intercultural knowledge has crucial role in successful communication. Therefore, this paper reports on a qualitative case study which investigates two English teachers’ practice of integrating intercultural competence in English language teaching at college level. Specifically, this paper provides analysis of intercultural components embedded in teachers’ practice of intercultural integration in teaching English. The data were collected through observation, and unstructured observational notes were employed. The observational data were analysed following sub-processes, are familiarizing, reducing, identifying and classifying, interpreting, and presenting. The result indicates that both English teachers’ understand the objective of English language teaching that teaching language is also teaching the culture as it is showed in their teaching process an intercultural integration, which includes some intercultural components such as attitudes, knowledge, and skills.

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Virgailaitė-Mečkauskaitė, Eglė, and Velta Lubkina. "INFLUENCE OF INTERNATIONALIZATION PROCESSES IN THE HIGHER EDUCATION INSTITUTION ON THE DEVELOPMENT OF INTERCULTURAL COMPETENCE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 437. http://dx.doi.org/10.17770/sie2012vol1.63.

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<p>Since integration and globalization processes are accelerating in the world, the demand to internationalize education and studies increases as well as parameters of the activities of higher education institutions change. International competitive ability of European higher education area, international mobility and high level of university graduates’ employment as well as successful integration into international labour market are the main aims of Bologna process. Bologna declaration, various documents of conventions (European convention of higher education institutions, Salamanca) and communiqué documents (of Prague; Berlin; Bergen) related to the declaration devoted to the creation of common European Higher Education Area raise the necessity of higher education policy emphasizing internationalization, the conception of lifelong learning. The documents mentioned above emphasize the development of European dimensions and content internationalization in study programmes, training of a flexible, mobile, constantly improving and public active specialist who will integrate into the competitive labour market, mobility of the academic community and international cooperation. The development of intercultural competence becomes a more topical subject of the research taking globalization processes into consideration. That is why it is important to understand the influence of internationalization processes in the institution on the development of Master’s degree (MA) students’ intercultural competence through their experience gained in the study process. The aim of the research presented in this article is to discuss the influence of internationalization processes in the institution on the development of MA students’ intercultural competence. A scientific problem question raised in the research is how MA students telling their life story reveal the experience gained in the process of higher education internationalization which influenced the development of their intercultural competence.</p>

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Khukhlaev, O. E. "Integrative Socio-Psychological Model for Assessment and Forecasting the Effectiveness of Intercultural Interaction." Social Psychology and Society 11, no. 4 (2020): 26–41. http://dx.doi.org/10.17759/sps.2020110403.

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Objective. Generalization of psychological approaches to the analysis of the effectiveness of intercultural interaction and their integration with related concepts, which will allowing to build an explanatory model for achieving the effectiveness of communication in a situation of intercultural communication. Background. In a traditional models of intercultural competence, the link in which a specific communicative situation is analyzed is missing. For the issue related to the effectiveness of intercultural interaction, the most relevant is a model that focuses on the result of communication — the communicative theory of anxiety / uncertainty management by W. Gudikunst. The combination of communicative and competence-based approaches can bring theoretical analysis to a higher level of understanding and predicting intercultural interaction. This approach describes the process of ensuring intercultural communication as managing uncertainty and anxiety. The socio-psychological mechanisms underlying these processes can be described using the theory of Uncertainty-Identity by M. Hogg and the theory of Intergroup threat by W. Stephan and colleagues. In this case, a comprehensive model using communicative and socio-psychological approaches will allow us to analyze the mechanism by which intercultural competence contributes to intercultural efficiency. Methodology. Systematic approach, method of comparative analysis. Main conclusions. An integrative socio-psychological model for assessing and predicting the effectiveness of intercultural interaction allows us to build an adequate fundamental scientific rationale for studying the effectiveness of intercultural interaction in specific communicative situations.

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Budiyasa, I. Dewa Gede Putu. "Komunikasi Antarbudaya Dalam Program Acara Sandya Kala Gita (Studi Komunikasi Hindu di Radio Genta Bali)." Widya Duta: Jurnal Ilmiah Ilmu Agama dan Ilmu Sosial Budaya 13, no. 2 (January 14, 2019): 46. http://dx.doi.org/10.25078/wd.v13i2.677.

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Intercultural communication aims at forming harmonious life, bringing together two or more people from different cultures to form a new culture. Trust or religion is part of culture. Intercultural communication can basically form a new culture. Mass media plays an important role in people's lives in the process of sending information and reciprocal processes. This paper examines how the intercultural communication process is delivered through Radio media. The process of intercultural communication in the program Sandya Kala Gita is seen as a transactional process that affects the behavior of communicators and communicants intentionally, aware of the behavior to produce messages that are channeled through channels to stimulate or obtain certain attitudes or behaviors. Intercultural communication on the Sandya Kala Gita program shows implications for the strengthening of cognitive communicants, the affective formation of communicators and communicants, and behavioral development for communicators and communicants.

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Trynyak, Maya, Viktoriia Tykhonovych, Nataliia Skinder, Iryna Torianik, Nataliia Rezenkina, and Tetiana Teterina. "MODERN CHALLENGES OF GLOBALIZATION PROCESSES AND INTERCULTURAL COMMUNICATION AS AN ANSWER TO THEM." ScienceRise 3 (June 30, 2020): 36–42. http://dx.doi.org/10.21303/2313-8416.2020.001347.

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This study, the object of which is globalization in its modern modifications, is devoted to the analysis of trends in the deployment of globalization processes in modern sociocultural contexts. The features of postmodern societies, which are informational and multicultural societies, risk and knowledge societies are analyzed. Based on the author’s comprehensive research methodology, globalization, its structure, semantics, functional range and constructive potential are considered. Particular attention is paid to intercultural communication as a tool to overcome possible "zones of misunderstanding." It turns out its horizontal and vertical dimensions, gender communication is considered as an example of horizontal deployment. The role of education and upbringing in the formation of the imperative of tolerance is highlighted. It is proved in the work that taking into account the unity of these measurements is of fundamental importance for increasing the efficiency of the formation of a person’s readiness to respond to life's challenges. Investigated problem. Among modern challenges, globalization pays special attention, absorbs light at an accelerated pace. Despite the fact that this thematic field was developed by a number of researchers, this problem remains relevant today especially since sociocultural contexts are changing, emphasis is shifting. Due to the global pandemic, the corona of the virus of the state is becoming more closed. The perception of globalization processes occurs through an analysis of potential risks for self-preservation. Despite this, integration processes continue, therefore, teaching a person intercultural communication skills remains relevant. The main scientific results. The scientific novelty of research is to create a metatheoretical model of globalization and intercultural communication as its component in general civilization and national contexts on the basis of the author’s methodological program, the application of which made it possible to significantly deepen the understanding of the globalization construct, to reveal the functional potential of intercultural communication as necessary in the construction and implementation of successful life-saving strategies. Scope of the practical application of the research results. Practical value is determined by the totality of the analyzed problems, which expand the horizons of understanding the phenomenon of globalization and intercultural communication. The proposed methodological research program can be used in the further development of problems of national education strategies in the era of globalization, in the teaching of special courses in the philosophy of education, theoretical and comparative pedagogy, the sociology of education and culture. The results of the study were introduced into the educational process of the H. Skovoroda Kharkiv National Pedagogical University, the Ternopil V. Hnatiuk National Pedagogical University, the Kharkiv College of Trade and Economics of the Kyiv National University of Trade and Economics.

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Batardière, Marie-Thérèse. "Promoting critical thinking in online intercultural communication." EuroCALL Review 23, no. 1 (March 30, 2015): 3. http://dx.doi.org/10.4995/eurocall.2015.4562.

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<span>This paper investigates the educational experience arising from the use of an online discussion forum in an undergraduate blended learning language programme; to do this, it focuses on the type of cognitive processes that learners experience during a computer-mediated collaborative task and explores the potential causal relationship between the instructional strategies and the students’ cognitive activity. Findings indicate that the ‘teaching presence’ had a significant indirect influence on the outcome of the online intercultural interactions.</span>

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Wang, Huei Lan. "Exploring Cross-Cultural Communication Courses in Media Literacy: Case Study of Using the University General Education Program “Citizen Journalism and Actions”." International Education Studies 11, no. 10 (September 27, 2018): 78. http://dx.doi.org/10.5539/ies.v11n10p78.

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Values are at the center of culture, the core of intercultural communication, and the chief element affecting communication between nations. Currently, educating students regarding appropriate cognitive attitudes and behaviors in intercultural communication, the basis for the acquisition of intercultural citizenship, has become a challenge for educators. This paper presents a case study of an intercultural communication curriculum where students participate in a new community and thereby understand the differences between reality and media representation of foreign immigrants. At the end of class, the concept of “access media” will be presented to train students on producing community videos that voice the reality they have experienced through the curriculum processes to which they have been exposed. This involves training students to take social action against media manipulation of stereotypical images of foreign immigrants. This case study demonstrates how an intercultural communication process of learning transforms students. The data include an analysis and evaluation of classroom observations, student and teacher diaries, questionnaires, and focus groups to explain how students’ intercultural communication competence was developed and led to their acquiring intercultural citizenship qualities that include “action in the community,” in this case publishing their own community video. The article concludes by explaining how intercultural theory plays a significant role in intercultural communication and relationship formation, and provides a guide to assist teachers in Taiwan develop pedagogy of literacy for general education.

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Martynenko, Nadiia. "IMPLEMENTING PEDAGOGICAL CONDITIONS OF FORMATION OF FUTURE PILOTS’ READINESS TO INTERCULTURAL INTERACTION." Scientific Journal of Polonia University 42, no. 5 (February 12, 2021): 104–9. http://dx.doi.org/10.23856/4214.

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The need to prepare future pilots for intercultural interaction is related to globalization and integration processes, the requirements of international organizations and the factor of flight safety. It is stated that in flying institutions of higher education insufficient attention is paid to preparation for intercultural interaction, therefore it is necessary to develop purposeful pedagogical measures on formation of future pilots’ readiness to intercultural interaction. This article reveals the problem of preparing future pilots for intercultural interaction. The aim of the research is to define various methods of implementing pedagogical conditions of formation future pilots’ readiness to intercultural interaction. To achieve the purpose of the researching we have used the methods of analysis, synthesis, comparison and generalization of native and foreign psychological and pedagogical sources on the problem of forming future pilots’ readiness to intercultural interaction. The theoretical analysis of scientific research made it possible to identify the following pedagogical conditions for the formation of readiness of future pilots for intercultural interaction: the formation of value orientations through the creation of a positive psychological climate; team work organization in the process of learning professionally oriented disciplines; integration of the culturological aspect into professionally oriented disciplines; stimulating of reflexive attitude to the process of formation of intercultural interaction qualities. To implement the pedagogical conditions of future pilots’ readiness to intercultural interaction, we offer the introduction of various methods, such as: interactive methods, projects, video games, ice-breaking exercises, training, case study, role-playing games, brainstorming.

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Галустян, Ануш, and Anush Galustyan. "Literary tourism as a factor of intercultural communication (the case of the Russian Federation and the Republic of Armenia)." Services in Russia and abroad 9, no. 5 (March 16, 2015): 12–25. http://dx.doi.org/10.12737/17460.

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This article emphasizes the main role and importance of developing and maintaining intercultural relations between states. Intercultural communication appears in all spheres of modern society, being a major factor in the creation of cultural processes. Knowledge of other cultures is the step that allows recognizing the nature of the differences and treating others with a sense of mutual understanding and tolerance. It is necessary for a genuine intercultural dialogue, especially in the tourism industry. The author considers the concept of "cultural values" and "literary tourism"; the role and place of literature in the formation of human consciousness are defined. The author also considers the processes of creating "image" of the territory under the influence of literary tourism and the processes of establishment of inter-cultural and inter-state friendly relations between the Russian Federation and the Republic of Armenia. The stages of development and strengthening of literary relations between states are characterized in the article. Famous literary figures who contributed significantly to the enrichment of both their national literature, and in the development of relations between the two countries are specified.

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Delokarov, Kadyrbech Kh. "Modeling of Intercultural Dialogue in the Globalization Environment." Observatory of Culture, no. 5 (October 28, 2015): 22–27. http://dx.doi.org/10.25281/2072-3156-2015-0-5-22-27.

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The article throws light on the problem of conceptualization of the intercultural dialogue as a subject of modeling in the social-humanitarian knowledge. The author shows the possibilities to substantiate methodologically the importance of intercultural dialogue for the future of civilization, analyzes the factors affecting the processes of cultures interaction, actualizing the scientific research of new models aimed to reduce the tension and to create favorable conditions for development.

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Hadjisoteriou, Christina, and Panayiotis Angelides. "Intercultural education in situ." Journal for Multicultural Education 10, no. 1 (April 11, 2016): 33–52. http://dx.doi.org/10.1108/jme-03-2015-0006.

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Purpose The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice. Design/methodology/approach This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek–Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek–Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek–Cypriot policy-makers and education officers. Findings It appears that intercultural education became an important part of the state’s rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration. Research limitations/implications The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management. Practical implications This paper can help schools and teachers to improve their intercultural education approach. Social implications The findings could be helpful for improving the intercultural education policy in Cyprus. Originality/value These research finding are the first that deal with intercultural education policy in Cyprus.

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Journal articles on the topic 'Intercultural processes'

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