Academic literature on the topic 'Intercultural TPC'
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Journal articles on the topic "Intercultural TPC"
Walwema, Josephine. "Transliteracies in Intercultural Professional Communication." IEEE Transactions on Professional Communication 61, no. 3 (September 2018): 330–45. http://dx.doi.org/10.1109/tpc.2018.2834758.
Full textGolemon, P. "Communicating in the intercultural classroom." IEEE Transactions on Professional Communication 46, no. 3 (September 2003): 231–35. http://dx.doi.org/10.1109/tpc.2003.816786.
Full textLongo, Bernadette. "R U There? Cell Phones, Participatory Design, and Intercultural Dialogue." IEEE Transactions on Professional Communication 57, no. 3 (September 2014): 204–15. http://dx.doi.org/10.1109/tpc.2014.2341437.
Full textYu, Han. "Integrating Intercultural Communication into an Engineering Communication Service Class Tutorial." IEEE Transactions on Professional Communication 54, no. 1 (March 2011): 83–96. http://dx.doi.org/10.1109/tpc.2010.2099830.
Full textVerdugo, Renato, Miguel Nussbaum, Magdalena Claro, Marcos Sepulveda, Boris Escobar, Ricardo Rendich, and Fernando Riveros. "Preparing Undergraduate Computer Science Students to Face Intercultural and Multidisciplinary Scenarios." IEEE Transactions on Professional Communication 56, no. 1 (March 2013): 67–80. http://dx.doi.org/10.1109/tpc.2012.2237254.
Full textYu, Han. "A Study of Engineering Students' Intercultural Competence and Its Implications for Teaching." IEEE Transactions on Professional Communication 55, no. 2 (June 2012): 185–201. http://dx.doi.org/10.1109/tpc.2012.2186657.
Full textRaju, Ritu. "Intercultural Communication Training in IT Outsourcing Companies in India: A Case Study." IEEE Transactions on Professional Communication 55, no. 3 (September 2012): 262–74. http://dx.doi.org/10.1109/tpc.2012.2207834.
Full textSadri, Houman A., and Madelyn Flammia. "Intercultural communication: a new approach to international relations and global challenges (sadri, h.a. and flammia, m.) [book review]." IEEE Transactions on Professional Communication 56, no. 1 (March 2013): 81–82. http://dx.doi.org/10.1109/tpc.2012.2237251.
Full textSapienza, Filipp. "A Shared Meanings Approach to Intercultural Usability: Results of a User Study Between International and American University Students." IEEE Transactions on Professional Communication 51, no. 2 (June 2008): 215–27. http://dx.doi.org/10.1109/tpc.2008.2000347.
Full textThatcher, Barry, and Kirk St Amant. "Teaching Intercultural Rhetoric and Technical Communication: Theories, Curriculum, Pedagogies and Practices (Thatcher, B. and St. Amant, K.; 2011) [Book Review]." IEEE Transactions on Professional Communication 54, no. 3 (September 2011): 338–39. http://dx.doi.org/10.1109/tpc.2011.2159643.
Full textDissertations / Theses on the topic "Intercultural TPC"
Otroshi, Mohammad-Hossein. "L'usage des technologies de l'information et de la communication dans l'apprentissage de FLE : le cas des apprenants iraniens face aux logiciels éducatifs de FLE." Thesis, Le Mans, 2013. http://www.theses.fr/2013LEMA3011/document.
Full textThis work is a theoretical, methodological, and practical contribution to the teaching/ learning of foreign languages (especially of French as a foreign Language) using the new educational technologies. The emergence of technologies of information and communication has opened new horizons in terms of education which have proved useful for the teaching of languages. The Information and Communication Technologies (ICT) are of the discussion of the social and philosophical challenges they generate; the generalization of these technologies have spin-offs used in the field of the teaching of languages. In the framework of this research, we are considering the use of technologies of information and communication in the learning of French as a Foreign Language and especially the use of educational software intended for French courses for Ir anian students. That is to say, there is a relationship between students and language educational software. In this connection, does the introduction of the computer in the language class not invite the rethinking of what the distance causes in terms of the practices of teaching and learning, technological uses, and devices to help learning? We are going to first cover the general models of learning and their relations with educational software available in trying to fix the shortcomings of the Ir anian context. With the analysis of cultural elements (educational culture, culture in the general sense) of the context, we can see that it is a tool with potential cognition as the software needs to adapt to the realities of the cultural context and the needs of the intercultural target audience. A field experiment gives us the opportunity to verify the use of tools and adaptation of this type of teaching material for the intended audience and makes us question the effectiveness of educational software in the service of learning foreign languages in different contexts
Matias, Ana Paula Neves Reis. "Internet como ferramenta na aula de E/LE. Um meio de aprendizagem intercultural." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/11936.
Full textEste relatório, elaborado no âmbito da PES efetuada no Externato Cooperativo da Benedita, pretende refletir, numa primeira parte, sobre a definição de cultura e de interculturalidade e a sua importância no ensino das aulas de E/LE, através da utilização da Internet, apoiando-se no QECR e no Programa de Espanhol Iniciação dos Cursos Profissionais. Na segunda parte, será apresentada a aplicação prática do fundamentado, assim como uma breve reflexão sobre a temática abordada.
Al, Sahyouni Bou Fadel Reine. "TIC et apprentissage de l'interculturalité." Thesis, Bordeaux 3, 2014. http://www.theses.fr/2014BOR30020/document.
Full textThis thesis has aimed at conducting experimentally informed reflection on the role or the function of ICT in the process of acquisition of LE and learning of multiculturalism and openness to the other. It also aims to evaluate the potential of students’ acquisitionnel in knowledge, skills, communication and openness to other cultures. The research supported by this problem is also related to the role of ICT in the learning process in primary school: To what extent these new technologies involved in developing young people's skills in the field of French language and intercultural? ICT allow for simulations of various phenomena (physical, historical ...), they provide students with very diverse ways to realize the skills and knowledge they can develop while awakening their curiosity and motivation. Field research is based on two concrete learning experience language and French culture through networking school in various Francophone countries each using ICT. The method of work based on the observation of the practices of students and their evolution in the knowledge of the other where interculturalism , an analysis of web site content , surveys by semi -structured interviews and questionnaire with students and teachers
Fuchs, Carolin. "Computer-mediated negotiation across borders : German-American collaboration in language teacher education /." Frankfurt am Main ; New York : Peter Lang, 2006. http://www.loc.gov/catdir/toc/fy0608/2006040841.html.
Full textId, Ahmed Zahra. "Communication organisationnelle et « Responsabilité Sociale des Entreprises » : perspective d’analyse interculturelle des usages managériaux : le cas d’Axa au Maroc." Thesis, Rennes 2, 2018. http://www.theses.fr/2018REN20078.
Full textCSR is a protean concept that is growing in all parts of the world. Since its American ethical origins, this concept has evolved to embrace other economic, managerial and political aspects. Geographically, it has become more complex by taking various forms of distribution, hence, forming a vast field of research. In general, two approaches contradict it : one tends to universalize the concept, and the other tends towards contextualization. If the approach in America is described as being explicit and utilitarian based on ethical and philanthropic determinants, in Europe it is rather implicit, coordinated and based on institutional and organizational characteristics. In terms of developing countries, the modalities of distribution of CSR differ depending on the Contexts and the local environment. This was explained in literature in Morocco, by various determinants such as culture and local values, including religious ones, nature of institutional dynamics and their maturity as well as the relations between the stakeholders, the representations of sustainable development and the organization in the company. It is within this framework that we propose further research on the distribution of CSR at AXA Morocco, a subsidiary of AXA multinational in a constructivist theoretical framework by mobilizing communication and organizational approaches. Our work has formed a practical approach in Moroccan context and we have developed a model based on the components of CSR, ICT and Intercultural Management to overcome the managerial barriers based on cultural differences
Alves, Lenice Miranda. "AS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO EM LICENCIATURA INTERCULTURAL INDÍGENA: CASO DA UFG." Pontifícia Universidade Católica de Goiás, 2015. http://localhost:8080/tede/handle/tede/730.
Full textThis research aims to analyze the role of Information and Communication Technologies (ICT) in education provided by the course Intercultural Education of the Federal University of Goiás (UFG) using as investigative tool the case study. The methodology consisted of a documental research and data collection, from individual interviews (audio recorded) based on a semistructured questionnaire, with the coordinator and teachers working full time on the course, and evidences arisen during the research. The analysis was performed based on the Activity Theory (Leontiev) and the social knowledge construction (Vygotsky). This course lasts five years, two of them for basic formation, common to all students and three years of specific formation in one of the three knowledge areas: Language Sciences, Natural Sciences or Culture Sciences. The students enrolled in the course are indigenous from the Araguaia-Tocantins region; most of them school teachers in their villages. The analysis of the data, either collected or emerged during the research process, allows the understanding of the formation for the pedagogical use of ICT, through the development of educational actions and context in which they are established. This formation does not occur in a linear manner, because of the heterogeneity in the access to technologies in the indigenous communities, some of communities have access to high speed Internet, while others have no electricity at all. However, in the indigenous villages where Internet access is available, there is a frequent access to social medias and other Web 2.0 resources, especially when the students are not in Goiânia, nor the professors that are in indigenous lands. The social construction of knowledge made from the traditional and universal knowledge occurs in a negotiated and dialogical manner using technologies in the mediation of this knowledge and in the setting of social learning spaces, creating a favorable learning environment. It was found that the use of ICT in the educational process implies the inclusion of such resources as a knowledge object and as a teaching tool and create the foundation for the indigenous teacher to appropriate these technologies and to use them in different contexts in the educational activity. These technologies contribute to the digital and social inclusion of indigenous communities, as they facilitate the dissemination of their culture and enables them to establish closer relations with the world outside their indigenous villages.
O objetivo desta pesquisa, que tem como instrumento de investigação o estudo de caso, é analisar o papel das Tecnologias da Informação e Comunicação (TIC) na formação proporcionada pelo Curso Educação Intercultural da Universidade Federal de Goiás (UFG). A metodologia empregada consistiu de uma pesquisa documental e de coleta de dados, realizada por meio de entrevistas individuais (áudio-gravadas), da aplicação de questionário semiestruturado, com o coordenador e professores formadores que atuam em tempo integral no curso, e de evidências surgidas durante a pesquisa. Esta análise foi feita á luz da Teoria da Atividade (Leontiev) e da socioconstrução do conhecimento (Vygotsky). Este curso tem duração de cinco anos, dois deles destinados à formação básica, comum a todos os estudantes, e três anos de formação específica em uma das três áreas do conhecimento: Ciências da Linguagem, Ciências da Natureza ou Ciências da Cultura. Os estudantes do curso são indígenas da região Araguaia-Tocantins, a maioria deles professores em escolas de suas aldeias. A análise dos dados coletados e dos que emergiram durante o processo da pesquisa, permitiram compreender a formação para o uso pedagógico das TIC por meio das ações de ensino desenvolvidas e do contexto em que elas se estabelecem. Esta formação não ocorre de forma linear, em virtude da heterogeneidade com que ocorre o acesso às tecnologias nas comunidades indígenas às quais os alunos pertencem; pois algumas delas têm acesso à Internet de alta velocidade, já em outras, não existe energia elétrica. Contudo, nas aldeias em que o acesso à Internet é possível, há um acesso frequente das redes sociais e de outros recursos da Web 2.0, principalmente quando os estudantes não estão em Goiânia, nem os professores formadores estão em terras indígenas. A construção social do conhecimento, feita a partir dos conhecimentos tradicionais e universais, ocorre de forma negociada e dialógica, com uso das tecnologias na mediação destes conhecimentos e na ambientação dos espaços sociais de aprendizagem utilizados, criando um contexto favorável à aprendizagem dos estudantes indígenas. Constatou-se que a inserção das TIC no processo formativo implica na inclusão destes recursos como objeto de conhecimento e como ferramenta didática e criam as bases para que o professor indígena possa se apropriar destas tecnologias e usá-las em diferentes contextos na atividade educativa. Estas tecnologias contribuem para a inclusão digital e social das comunidades indígenas às quais os alunos pertencem, pois facilitam a divulgação da cultura destes povos e possibilita que eles estreitem suas relações com o mundo fora de suas aldeias.
Hoffmann, Zara. "Tecnologias da informação e comunicação na formação do professor indígena do curso de educação intercultural da Universidade Federal de Goiás." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4877.
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This dissertation aims to investigate to what extent the Information and Communication Technologies (ICT) are important to the native Amerindian teachers, within context of Bachelor degree in Intercultural Education. It takes under consideration how these technologies are placed in the degree’s Political Pedagogic Plan (PPP) and their contribution to the mapping of the digital literacies of the native Amerindian teacher being formed. The study was conducted by analyzing the legal documents referring to the Amerindian teacher training as a teacher, the degree’s Political Pedagogic Plan and the discourse of the students, through the perspective of the public policies regarding digital literacy. Our theoretical reference is derived from the “Epistemologies of the South” and the Ecology of Knowledge, contained on Boaventura de Sousa Santos and Maria Paula Menezes; in the possibility of digital literacies proposed by Marcelo El Kouri Buzato and Luiz Cezar De Mari and a public university under new perspectives from the point of view of Marilena Chauí, Ubiratan D'Ambrósio and Boaventura de Sousa Santos. In turn, we used Textual Analysis of Discourse based on Roque Moraes to categorize the information contained within the PPP and legal documents, as well as questionnaires to collect data, and field journal notes. We determined that the use of ICT is present in the daily context of the students, such as desktops, notebooks, smartphones and digital cameras. Such use mainly supplies the need to communicate with the world outside their tribes to obtain information regarding other realities, and to obtain information regarding political subjects related to fight for their land and their rights in general. The use of the internet as a communication way and to strengthen their cultural identity has a fundamental importance to show their costumes to the world at large and to future generations in risk of being assimilated. Nevertheless, we noticed that there still a lack of digital literacies, to consider not only techinical training but the social aspects of the use of technology and information but we consider that the PPP promotes subsidies for the student to acquire some practical abilities to operate this “machinery” with applicable goals in the contexts of the subjects. It becomes a contradiction, which we believe is inevitable, to have the digital inclusion of Amerindians based on technologies which are constructed within a capitalist and developmentalist logic. Rather, it is necessary to consider this inclusion in the context of their cultural dynamism and the relationships formed in the ecology of knowledge, that is, in the exchange of knowledge to generate new knowledge.
Esta dissertação tem como objetivo investigar em que medida as Tecnologias de Informação e Comunicação (TIC) são importantes para a formação do professor indígena, no contexto do Curso de Educação Intercultural da Universidade Federal de Goiás. Levamos em consideração como essas tecnologias estão inseridas no Projeto Político Pedagógico (PPP) do curso e sua contribuição para o mapeamento do letramento digital dos professores indígenas em formação. Para a realização deste estudo, analisamos os documentos legais referentes à formação de professores, o PPP do curso e os discursos dos licenciandos, por meio da perspectiva das políticas públicas de inclusão digital. Nosso referencial teórico fundamenta-se nas Epistemologias do Sul e na Ecologia de Saberes, contidas no discurso de Boaventura de Sousa Santos e Maria Paula Meneses; na possibilidade de letramento digital proposto por Marcelo El Kouri Buzzato e Cézar Luiz De Mari e numa universidade pública sob novas perspectivas de um ponto de vista de Marilena Chauí, Ubiratan D´Ambrósio e Boaventura de Sousa Santos. Para categorizar e analisar os dados obtidos por meio do PPP, dos documentos legais, dos questionários aplicados e das anotações de aulas, propomos a Análise Textual Discursiva fundamentada em Roque Moraes. Constatamos que o uso das TIC é presente no contexto diário dos licenciandos, como o desktop, notebook, smarthphone e as cameras digitais. Tal uso atende principalmente às necessidades que possuem em comunicar-se com o mundo fora das aldeias para obter informações sobre outras realidades e sobre assuntos políticos relacionados à sua luta pela terra e seus direitos. O uso da internet como meio de comunicação e fortalecimento da identidade cultural, tem importância fundamental para mostrar seus costumes ao mundo e às futuras gerações em risco de assimilação. Apesar de perceber que ainda não há um letramento digital, no sentido de considerar uma formação não apenas tecnológica, mas que leve em consideração os aspectos sociais do uso da informação e das tecnologias, consideramos que os objetivos do PPP promovem subsídios para aquisição de habilidades práticas para operação das máquinas com objetivos de aplicabilidade nos contextos dos sujeitos. Considerando a dinâmica da cultura e que suas relações se formam na troca de conhecimentos de forma a constituir novos conhecimentos, e, que a tecnologia é uma proposta construída dentro de uma lógica capitalista e desenvolvimentista, torna-se uma contradição a inclusão digital indígena baseada nestes princípios, o que nos coloca frente a um paradoxo inevitável.
D'Agliano, Margherita. "La sensazione di estraneità nell’interpretazione a distanza." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18373/.
Full textBouyssi, Christophe. "La rencontre interculturelle par vidéoconférence de groupe : approche conversationnelle de la relation franco-allemande." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAG001/document.
Full textThis research on French-German intercultural encounters, within the framework of learning French as a neighbouring foreign language, has been carried out using group-based videoconference. Using a conversationalist approach (Goffman, Traverso, Cicurel), we consider conversation as both a social and a didactic activity; our hypothesis is that ordinary conversation promotes intercultural encounters in the classroom. We have carried out both a non-verbal and a verbal conversation analysis of a corpus made from a video-recorded conversation during a videoconference. The students were in a French (as a foreign language) class at the University of Hanover, and met a group of students (of the target language) who were in a French university did not speak any German. We based our analysis on the familiar conversation scheme in order to reshape it and to suggest a scheme for French-German intercultural encounters in the classroom
Busch, Dominic. "Interkulturelle Mediation : eine theoretische Grundlegung triadischer Konfliktbearbeitung in interkulturell bedingten Kontexten /." Frankfurt am Main [u.a.]: Lang, 2005. http://www.gbv.de/dms/bs/toc/475133331.pdf.
Full textBook chapters on the topic "Intercultural TPC"
Small, Nancy. "Chapter 10: Localize, Adapt, Reflect: A Review of Recent Research in Transnational and Intercultural TPC." In Assembling Critical Components: A Framework for Sustaining Technical and Professional Communication, 269–95. The WAC Clearinghouse; University Press of Colorado, 2022. http://dx.doi.org/10.37514/tpc-b.2022.1381.2.10.
Full text"Contents." In Intercultural Utopias, vii—viii. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822387435-toc.
Full text"CONTENTS." In Intercultural Communication, vii—viii. University of Texas Press, 2001. http://dx.doi.org/10.7560/755703-toc.
Full text"Table of Contents." In Intercultural Communication, 7–8. Amsterdam University Press, 2017. http://dx.doi.org/10.1515/9789048536511-toc.
Full text"Contents." In Intercultural Communication, ix—xii. De Gruyter Mouton, 2017. http://dx.doi.org/10.1515/9781501500060-toc.
Full text"CONTENTS." In Intercultural Screen Adaptation, v—vi. Edinburgh University Press, 2020. http://dx.doi.org/10.1515/9781474452052-toc.
Full text"Contents." In Online Intercultural Exchange, edited by Robert O’Dowd, v—vi. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690104-toc.
Full text"Índice." In Conflictividades interculturales, 7–8. Bielefeld University Press, transcript, 2020. http://dx.doi.org/10.14361/9783839448922-toc.
Full text"Índice." In Conflictividades interculturales, 7–8. transcript Verlag, 2020. http://dx.doi.org/10.1515/9783839448922-toc.
Full text"Contents." In Education for Intercultural Citizenship, edited by Geof Alred, Michael Byram, and Mike Fleming, v—vi. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599200-toc.
Full textConference papers on the topic "Intercultural TPC"
O'connell, Sean, and Tony Cripps. "INCORPORATING A GLOBAL PERSPECTIVE: INTERCULTURAL LEARNING THROUGH WORK-EXPERIENCE PROJECTS." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.018.
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