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Guillot, Marie-Noëlle, and Maria Pavesi. "AVT as intercultural mediation." Multilingua 38, no. 5 (September 25, 2019): 495–504. http://dx.doi.org/10.1515/multi-2018-0115.
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Abstract This article addresses a question central for this special issue of Multilingua on audiovisual translation (AVT) – of the relationship between the cross-cultural and the intercultural in audiovisual translation. The question underpins fundamental debates in the emergent field of AVT as cross/intercultural mediation, the focus in this volume, with subtitling and dubbing the two main interlingual modes considered in its pages from an interdisciplinary perspective embracing translation and audiovisual translation studies, pragmatics and cross-cultural pragmatics and film studies. The article doubles up as the introduction for the special issue, and provides its rationale and contents.
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Singh, Manjet Kaur Mehar, Fatin Najwa Amelia Marsani, Paramaswari Jaganathan, and Ahmad Sofwan Nathan Abdullah. "An Intercultural Reading Programme (IRP) to Enhance Intercultural Knowledge among Secondary School Students." English Language Teaching 10, no. 1 (December 8, 2016): 26. http://dx.doi.org/10.5539/elt.v10n1p26.
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As a multi ethnic country, Malaysia consists of three major ethnic groups mainly Malays, Chinese, and Indians with unity as its building block. Although education is seen as the best medium for the three major ethnic groups to work together, contemporary research shows that there is lack of intercultural understanding among these three ethnic groups. Therefore, this study focused on a classroom intervention to investigate how Malaysian based English literature can be utilized to promote intercultural understanding among Form Four secondary school students via reading. This qualitative research design study collected data through focus group interviews and journal entry. This research explored intercultural knowledge among Form Four students through the Intercultural Reading Program (IRP). Findings indicate that the IRP intervention improved Form Four students’ level of intercultural knowledge. This research puts forward suggestions to the Ministry of Education such as integrating IRP in its secondary schools’ English Literature curriculum.
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Rakocevic, Selena. "Modes of interculturality: Dancing within the wedding ritual of the Banat Serbs." Zbornik Matice srpske za drustvene nauke, no. 139 (2012): 209–22. http://dx.doi.org/10.2298/zmsdn1239209r.
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The dance practice of the Banat Serbs has been significantly investigated within the ethnochoreology in Serbia. Although a lot of data have been recorded, ethnographic papers about dancing within the wedding ritual of the Banat Serbs are imprecise considering the positioning of the particular dances diachronically and synchronically. Beside that, intensive intercultural processes which have been shaping traditional practice of this multi-ethnic and multicultural region has been neglected. Using the ethnographic literature, and, in a greater measure, relying upon data collected within field research of this region (which I started in 1994), I will present comprehensive ethnography of dancing within the wedding ritual of the Serbs and focus on the identification of the intercultural drifts which shaped traditional cultural practice of the Banat.
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Zinoviyeva, V. I., E. M. Pokrovskaya, and M. Yu Raitina. "International Exchange: The Adaptation of Foreign Students in the Learning Process in the Russian University System (a Case Study of Tomsk State University of Control Systems and Radioelectronics)." Rusin, no. 62 (2020): 235–49. http://dx.doi.org/10.17223/18572685/62/13.
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The article focuses on the multi-ethnic environment of the University, which reflects both multi-vector global and local processes and specificity of educational practices affecting the relationships in the University eco-environment. The authors consider the processes of adaptation of international exchange students in Tomsk State University of Control Systems and Radioelectronics (TUSUR) and the importance of intercultural interaction within these processes. Special attention is given to the harmonization of the University interethnic environment, the formation of friendly barrier-free interaction, which is possible because of the systemic work of educational process participants. The object of the research is the adaptation and intercultural communication in the student environment, with the focus on the specificity of adaptation of international exchange students. The authors draw on the theory of intercultural communication and employ methods of sociological survey and mathematical statistics. The survey, conducted in the fall of 2019 among 120 first-and second-year students from 36 countries with the use of a spontaneous sample type. The respondents were offered a questionnaire aimed at identifying the most urgent problems of adaptation in TUSUR. The survey resulted in a review of the challenges related to the adaptation of foreign students to new conditions in the host community. The results of the research bring to light new sociocultural approaches to the work with foreign students and can be used to optimize the interethnic interaction activities of educational system agents.
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Nikolic-Ristanovic, Vesna, Jelena Srna, and Sanja Copic. "Applying restorative approaches in intercultural settings in Serbia: Theoretical departures and methodological approach of the VDS’ action research in three multiethnic communities." Temida 18, no. 3-4 (2015): 81–102. http://dx.doi.org/10.2298/tem1504081n.
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During 2014 and 2015 within the EU funded FP7 research project ALTERNATIVE, the Victimology Society of Serbia implemented an action research with the aim to test the applicability of the ?Third way? model in multi-ethnic communities in Serbia, more directly affected by the wars in the former Yugoslavia, and to further up-grade it, both theoretically and practically. Additionally, the action research aimed at coming to the ideas about possible future steps, and developing a tool (practical guide/manual) for applying restorative approaches in intercultural settings in Serbia. The action research consisted of two parts: the participatory seminars titled From the conflict toward the peaceful life in the community, which were implemented in three multi-ethnic communities in Serbia (Medvedja, Prijepolje and Backa Palanka), and developing the Manual on best practices of applying restorative justice approaches in intercultural settings that should serve for raising awareness and education on restorative approaches in conflict transformation. The aim of the article is to present main theoretical departures and methodological approach of the action research, with a particular focus on the seminars, as well as main conclusions and lessons learned in regard applicability of restorative approaches in the multiethnic communities in Serbia.
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Raybourn, Elaine M. "Honing Emotional Intelligence with Game-Based Crucible Experiences." International Journal of Game-Based Learning 1, no. 1 (January 2011): 32–44. http://dx.doi.org/10.4018/ijgbl.2011010103.
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The focus of the present paper is the design of multi-player role-playing game instances as crucible experiences for the exploration of one’s emotional intelligence. Subsequent sections describe the design of game-based, intercultural crucible experiences and how this design was employed for training with members of the United States Marine Corps (USMC). This work with the USMC is presented as a case study and example of the use of crucible experiences in game-based learning. Crucible experiences are learning opportunities relevant across a number of different domains and disciplines such as education, healthcare, corporate training, diplomacy, crisis management, international business, and intercultural communication. The present paper demonstrates that crucible experiences are catalysts for personal growth and can be incorporated into game-based learning design whose intent is to create defining moments in which learners can explore emotional intelligence and examine who they are under challenging conditions.
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Guillot, Marie-Noëlle. "Subtitling’s cross-cultural expressivity put to the test: A cross-sectional study of linguistic and cultural representation across Romance and Germanic languages." Multilingua 38, no. 5 (September 25, 2019): 505–28. http://dx.doi.org/10.1515/multi-2018-0116.
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Abstract This article focuses on linguistic and cultural representation in AVT as a medium of intercultural literacy. It has two objectives: it puts to the test increasingly accepted assumptions about AVT modalities’ distinctive meaning potential and expressive capacity, with a case study of communicative practices in their representation, via AVT, in subtitles across Romance and Germanic languages. The second objective is to make a start on a neglected question to date, by considering, concurrently, the respective potential for representation of different types of languages, Indo-European in the first instance, in different pair configurations. The study applies to (Romance) French, Italian, Spanish and (Germanic) English and German and uses a cross-cultural pragmatics framework to explore representation, per se and comparatively across the languages represented in the main data, Lonnergan’s 2016 feature film Manchester by the Sea. Data is approached qualitatively from a target text end in the first instance and primarily, in a subset of scenes from across the film. Quantitative analysis is used complementarily for diagnostic purposes or as a complementary source of evidence, with initial focus on types of features identified in earlier studies as a locus of stylised representation in subtitling with evidence of distinctive pragmatic indexing (e.g. pronominal address, greetings, thanking). The study is a pilot study and is exploratory at this stage, but part of a broader endeavour to inform debates about, and build up the picture of, AVT as cross-cultural mediation and, ultimately, promote our understanding of films in translation’s societal impact.
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Mao, Yan Fen, Ming Chen, Hans Wiedmann, and Xiao Feng. "Effects of Multi-Disciplinary and Intercultural Engineering Education in Automotive Engineering/Service at CDHAW of Tongji University." Advanced Materials Research 156-157 (October 2010): 177–84. http://dx.doi.org/10.4028/www.scientific.net/amr.156-157.177.
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This paper examined the requirements of economy, industry and society for the education of engineers in the field of automotive engineering/service (AES). It introduced a novel engineering education model and investigates the effects at its implementation in a Sino-German educational research project in Tongji University. From three main requirements for engineers in automotive industry, it discussed the orientation and features of AES which focus on application-oriented, multi-disciplinary, and intercultural education. The objective of AES is to educate competent engineers meeting industrial requirements and acquiring a double degree as Bachelor of Science at CDHAW and as Bachelor of Engineering at the German partner universities of applied sciences. To guarantee the quality of bachelor-level engineers on knowledge, know-how, engineering competence and soft skills, this education model integrated a useful operation conception from curriculum design, bilingualism, multi-disciplinary and application-oriented education, education structure, and other resources of teaching and combined them into a system. Out of the education model we derived the effects for students, university staffs, and related companies, and the challenges from the implementation at the Sino-German College of Applied Sciences (Chinesisch-Deutsche Hochschule für Angewandte Wissenschaften, for short CDHAW in German language) of Tongji University. The education model and its positive effects can be successfully used for reference to international engineering education reform and practice.
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Sigalas, Antony. "Working with addiction: an intercultural-integrative approach to substance dependency during a seven-year delivery of a psychotherapy service in North London." Drugs and Alcohol Today 20, no. 2 (January 11, 2020): 135–46. http://dx.doi.org/10.1108/dat-07-2019-0032.
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Purpose This paper aims to focus on a meta-analysis of an applied integrative model of clinical practice at community level in a third-sector organisation. The psychotherapeutic work was exclusively aimed at those who struggled with their abstinence from their substance use. Design/methodology/approach The model adapted to the needs of those who accessed the service, combined culturally sensitive psychoanalytic, systemic and relational frameworks. Findings The analysis reflects how such a multi-dimensional approach may be used to address the experience of self-destructiveness in the context of inferiorisation. This paper also presents some statistical information as well as three case vignettes. Originality/value The analysis reflects how such a multi-dimensional approach may be used to address the experience of self-destructiveness in the context of inferiorisation.
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Karolczuk, Marzanna. "ROLA REFLEKSJI W PRZYGOTOWANIU UCZNIA DO KOMUNIKACJI MIĘDZYKULTUROWEJ NA LEKCJI JĘZYKA ROSYJSKIEGO." Neofilolog 2, no. 42/2 (September 4, 2019): 215–26. http://dx.doi.org/10.14746/n.2014.42.2.7.
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This article attempts to identify measures for teaching and learning a foreign language with focus on the reflective and conscious approach. The objective is to develop appropriate attitudes on the part of learners towards Russia and Russians and thus to prepare them for intercultural communication during lessons of Russian as a second foreign language in school. During these lessons work on student attitudes requires the teacher to use multi-faceted techniques and forms of teaching. Among these, worth mentioning is the use of reflective visualization, comparison of cultures, and conscious emphasis of what is valuable and interesting in others. Techniques, which appeal to the emotions of students, and develop their empathy are used in the context of Russian as a second foreign language in school.
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Copic, Sanja. "Activities and the discourse of the state agencies and institutions in Serbia in dealing with interethnic conflicts." Temida 16, no. 3-4 (2013): 61–94. http://dx.doi.org/10.2298/tem1304061c.
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This paper aims at presenting a part of the research ?Fostering victim-oriented dialogue in a multiethnic society?, which was conducted by the Victimology Society of Serbia in the course of 2012 and the beginning of 2013 within the project ?Developing alternative understandings of security and justice through restorative justice approaches in intercultural settings within democratic societies? - ALTERNATIVE. The result of research into the activities of the state agencies and institutions in Serbia in dealing with multi-ethnic conflicts during the 1990s onwards will be presented. The analysis should identify the discourse of the state in relation to multiethnic conflicts in order to observe any changes or developments in the past two decades. In addition, the focus is on identifying the place and role of restorative justice in how the state responds to these conflicts in order to assess the potential of such an approach in Serbia and consider possible pathways towards its broader use.
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Enache, Roxana Constanţa, Ana-Maria Aurelia Petrescu, Camelia Stăiculescu, and Alina Crişan. "Roles and Responsibilities of Teaching Staff in Promoting Interculturalism." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 31. http://dx.doi.org/10.18662/rrem/94.
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Education can, without a doubt, be a long-term solution to the problems of a multi-ethnic and multicultural society. From a defensive and seclusion closure, schools can become places of openings and communication. From an instrument of assimilation and strengthening of nationalistic characteristics, school can become a tool for the formation of young people, which respecting cultural diversity. With the help of sensitization and training actions, of the representatives of the multiethnic institutions of education, as well as of the local public authorities and the representatives of the civil society, the achievement of these objectives and the prevention of possible tensions will be achieved. These actions can turn school into a true community center and allow them to better respond to specific needs. The intercultural perspective must be at the base of the learning process addressed to all, minorities and majority. The implementation of intercultural education activities, especially in communities with a multicultural character, within the part of the curriculum decided by the school, will contribute to a better knowledge among the different communities, but also to the strengthening of the social cohesion at the local level. Also, intercultural education activities should aim to strengthen the links between school and community - civil society, as well as better communication between school and local authorities.In this paper we want to identify the elements of intercultural education existing in the curriculum of the Romanian education and the way in which interculturality can be promoted as a European competence.Intercultural communication as a trainer’s competence should be considered as a priority both from the point of view of European standards and at national level. Therefore, the professors’ concerns should focus primarily on encouraging behaviors, attitudes and values so as to cause the individual to react desirably to fear, anxiety, curiosity, labeling, ethnocentrism etc.; the development of implicit or explicit hierarchical relations between groups and their impact on communication; on exercising the students’ competences to perceive time and space, the rapport between them, the system of values and beliefs, the way of feeling and thinking, the types of behavior, that is, the entire habitus that each individual accomplishes by socializing in the determined cultural environment ; on the development of identity strategies that participants put into practice to defend themselves against destabilization, to affirm their own identity, to integrate in the group, to make a positive image, to differentiate themselves, to individualize
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Lukianets, Halyna, and Tetiana Lukianets. "Global Communication Competence: a Framework of Intercultural Skills Development in Sport and Tourism Higher Education." Teorìâ ta Metodika Fìzičnogo Vihovannâ 20, no. 2 (June 25, 2020): 77–85. http://dx.doi.org/10.17309/tmfv.2020.2.03.
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Purpose. The research aims at multi-faceted study of global communication competence, which is a vital soft skill for professional development of students, acquiring their degrees in sport and tourism.
Materials and methods. Qualitative research methods applied in the research include theoretical analysis of relevant scientific findings, synthesis and modelling, pedagogical observation and evaluation. Quantitative analysis relates to questioning and data processing, in particular, 50-question Intercultural Quiz, conducted among 352 students of NUUPES and NUFT.
Results. The conducted research of global communication competence of the first and fifth year university sport and tourism students shows clear correlation between the level of education and gained global communication expertise, presented by the communicative skills of critical thinking and cooperation. The analysis of statistic data has proved that along with improved self-awareness, disciplines more than doubled students’ global communication competence within five academic years. In addition to quantitative improvement, the quality of the intercultural communication is enhanced, as essential professional skills are gained in the sphere of students’ future occupation. Professional orientation of global communication competence outlines sportive and medical inclination of NUUPES students’ higher education, and tourism and hospitality focus of NUFT students’ training.
Conclusions. The results of the study have proven that contemporary university students who get degrees in the fields of sport and tourism perceive culturally-bound information when attending their on-line and off-line academic courses and participating in various multicultural events in and outside university setting. In this way they acquire attitudes and values of self-awareness and recognition of ethnical diversity. Established values transform into production and result in implementation of culturally aware behaviour, represented by a high level of self-evaluation and persuasion abilities directed to effective, yet tolerant way of problem solving and shared responsibility.
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Teng, (Mark) Feng, and Gavin Bui. "Thai university students studying in China: Identity, imagined communities, and communities of practice." Applied Linguistics Review 11, no. 2 (May 26, 2020): 341–68. http://dx.doi.org/10.1515/applirev-2017-0109.
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AbstractPrevious research on studying abroad has documented the value of exploring students’ interactions with the members of their host community with a focus on the theoretical concepts of identity, imagined communities, and communities of practice. Following this line of research, this qualitative study breaks new ground through investigating how nine Thai students studying in China navigated the complex process of identity negotiation in their imagined communities and communities of practice. This investigation revisits intercultural sensitivity, proximity and boundaries in exploring how the students’ communities of practice afforded different opportunities to demonstrate their identities. The findings reveal that the students envisioned belonging to an imagined community of foreign students in China by demonstrating the identities of cross-cultural mediators and dedicated language learners. However, the misalignment between the students’ imaginations and the realities in their host communities caused predicaments with their identity negotiation. The Thai students’ multi-layered experiences and the social contexts of Chinese language learning influenced their identities, which in turn mediated their senses of belonging to imagined communities of Chinese speakers, and their self-perceived Chinese language competencies. Relevant pedagogical implications of the findings are discussed.
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Kalashnikova, Natal'ya P. "CONSOLIDATING PROJECTS OF THE ASSEMBLY OF PEOPLE OF KAZAKHSTAN. UNITY OF HISTORY AND MEMORY." RSUH/RGGU Bulletin. Series Eurasian studies. History. Political science. International relations, no. 3 (2020): 115–29. http://dx.doi.org/10.28995/2686-7648-2020-3-115-129.
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The article presents a system analysis on the activities for the Assembly of People of Kazakhstan over the past twenty-five years of operation of that institution. The materials of the article reflect a generalised scientific and expert opinion on the processes of political discourse formation related to the understanding and perception of such contexts as “signs of the nation”, “national identity”, “intercultural dialogue”, “memory”, etc. The author pays special attention to the implementation of the Assembly’s projects aimed at strengthening the common historical memory, historical justice, as well as at the consolidation of Kazakhstan’s multi-ethnic society. The key focus of the article is the implementation of the international project “Memory for the Future’s Sake”, initiated by the Republic of Kazakhstan in 2009. The author analyses the project’s geography, goals and objectives, and examines the participation in its implementation of national and foreign scientists and experts, descendants of repressed and deported peoples. In addition, the article analyses the possibilities of the project “Memory for the Future’s Sake” to positively influence the formation and maintenance of historical memory, which unites the Kazakh society and at the same time contributes to its positive interaction with the surrounding world in general and with neighbours in the post-Soviet space, in particular.
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Szkudlarek, Betina, and Laurence Romani. "Professionalization through dispersed institutional entrepreneurship." Journal of Organizational Change Management 29, no. 1 (February 8, 2016): 93–107. http://dx.doi.org/10.1108/jocm-11-2015-0224.
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Purpose – The purpose of this paper is to address the decreasing role of professional associations in governing the work of entrepreneurial, knowledge-intensive professions such as management consulting. It presents the example of an alternative path to traditional professional regulation. This organic professionalization path is introduced through the concept of dispersed institutional entrepreneurship. Design/methodology/approach – The paper builds on an in-depth qualitative investigation of professionals in the intercultural industry combining physical and digital ethnography in a multi-modal investigation. Findings – The findings illustrate how an ideological divide within the professional community prevents an emergence of the traditional, association-led professionalization path. Instead, the investigated community follows an organic, bottom-up route, with competing individual entrepreneurs developing converging strategies and products. This process is labelled dispersed institutional entrepreneurship. Research limitations/implications – The findings indicate that current views on professionalization need to reconsider admission criteria and the professionalization paths that are generally assumed. Further research could focus on investigating organic professionalization paths among other professional groups. Originality/value – With an in-depth qualitative investigation of an aspiring professional community this paper contributes to an ongoing discussion on the process of professionalization. The findings show that independent agents’ efforts could be at the centre of the process. They can prevent the professional association from leading the professionalization project while enabling the organic development of synergies across the community.
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Adefila, Arinola, Osman Arrobbio, Geraldine Brown, Zoe Robinson, Gary Spolander, Ilkhom Soliev, Bret Willers, Luca Morini, Dario Padovan, and Katherine Wimpenny. "Ecologized Collaborative Online International Learning: Tackling Wicked Sustainability Problems Through Education for Sustainable Development." Journal of Teacher Education for Sustainability 23, no. 1 (June 1, 2021): 41–57. http://dx.doi.org/10.2478/jtes-2021-0004.
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Abstract Education for Sustainable Development (ESD) is increasingly embedded in higher education (HE) due to the current emphasis on tackling the environmental crisis. Similarly, Civic Society Organisations are expanding their mobilization and practical action in communities. These approaches can reach almost all people on the planet and open avenues for effective global action around sustainable development. It is important to connect both learners and develop agents of change in society. In this paper, we focus on how digital resources can support democratization of knowledge production and improve equitable citizen participation in ESD and practical action at the local and global levels. The paper investigates structures, processes and components that support transnational collaboration in digital spaces, particularly, around the enhancement of sustainable environmental attitudes. We use Collaborative Online International Learning (COIL) as a basis to develop EcoCOIL as a versatile model for expanding coalition building tools and principles, to promote environmental citizenship and develop multi-layered communities of practice. Stakeholders include university students and staff, technical experts, business leaders and entrepreneurs, social innovators, policy makers, Community Social Organisations (CSOs), etc. EcoCOIL focuses on co-created wisdom sharing across intercultural, intergenerational and transdisciplinary actors; it brings an innovative, participatory angle to curriculum development by integration of lifelong learning principles and practical facilitation of sustainable behavior within communities in real time.
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Ceia, Carlos. "Promoting a Teacher Education Research-Oriented Curriculum for Initial Teacher Training in English as a Foreign Language." e-TEALS 7, no. 1 (December 1, 2016): 1–10. http://dx.doi.org/10.1515/eteals-2016-0005.
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Abstract Research-oriented programs related to pre-service teacher education are practically non-existent in many countries. Since in Portugal we now have a stable legal system for initial teacher training, how can we help these countries to respond to their teacher training needs and accomplish these same standards? How can we create an international program at MA level that could serve such an objective? What are the research priorities for teachers in primary and secondary education? I will claim for a new general research policy using small-scale research projects in foreign language teaching (FLT), which illustrated a turning point in advanced research in foreign languages teacher training. Presently, researchers no longer narrow their inquiries into linguistic questions or school and student-centered actions. Instead, they focus on a range of issues such as teacher-centered actions, beliefs and policies, and aspects of FLT such as literacy education, special educational needs or methods for teaching gifted students. Despite a lack of funding at all levels, many research projects in teacher education have been undertaken, and new areas have been explored, such as didactic transposition, literary and information literacies, intercultural learning, corpora in FLT, new information and communication technologies in FLT, interlingual inferencing, national standards for foreign language education, FLT for specific purposes, digital narratives in education, CLIL, assessment, and language learning behaviors. This small sample of the many areas covered proves that advanced research in teacher education can also be very useful to promote the growing interest in further internationalization in other sciences (beyond human and social areas) traditionally linked to politics, business and industry (computing, chemistry, biology, medicine, etc.), something that can only be attained by focusing on multilingualism, multi-literacy and lifelong learning.
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Akay, O. M. "Generic Correlates as Lakunae Elimination." Bulletin of Kemerovo State University 21, no. 3 (October 5, 2019): 780–87. http://dx.doi.org/10.21603/2078-8975-2019-21-3-780-787.
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There is a large scatter of ideas about lacunae in modern linguistics. The lacuna phenomenon can be defined as a sign, a fixing principle of the presence / absence of an object or phenomenon; the phenomenon of absence in discourse, discursive omissions; differences, contradictions in the semantic sphere, revealed in communication, acts of misunderstanding; nonequivalent vocabulary, reality, white spots on the semantic map; zero correlate, dark holes; national specific differences between languages; virtual units, etc. If we assume that the lacuna is not a figment of imagination, but a unit that objectively exists in a language, it becomes obvious that it is impossible to mentally insert an infinite number of alien units into the language system. Thus, it would be wrong to identify the presence of lacunae in a language on this basis. The ideas of multi-level lacunarity are multiplying in works related to translation studies and intercultural communication. Particular attention should be given to grammatical lacunae, manifested in the linguistic gender. Feminine generic correlates of animated masculine names are productively analyzed as intralingual grammatical lacunae. The study of these forms in the paradigm of the theory of lacunarity makes it possible to focus on their pragmatic properties, since the systemic absence of linguistic units helps to clarify their linguistic-pragmatic characteristics. The following methods were used to study generic correlates as lacunae elimination. The method of privative oppositions was employed to study changing / unchangeable lexical units; the modeling method and the psycholinguistic method were used to study fragments of linguistic consciousness in native speakers and to detect the psychological component in the semantics of words. Based on the study of semantic-cognitive characteristics of language lacunae, their fundamental ambiguity and heterogeneity, it seems legitimate to isolate a specific area of the linguistic field called lacunology.
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Zhu, Honglin. "From Intercultural Awareness to Intercultural Empathy." English Language Teaching 4, no. 1 (February 28, 2011): 116. http://dx.doi.org/10.5539/elt.v4n1p116.
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This article is concerned with the incorporation of teaching culture into EFL teaching and learning, with a focus on the cultivation of culturally empathic ability for Chinese learners. The article first holds a discussion on the significance and basic concepts concerning intercultural empathy. Furthermore, it makes an attempt to analyze the barriers encountered by Chinese learners in developing culturally empathic ability. Finally, it tries to offer some suggestions and techniques.
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Jumaev Ulugbek Sattorovich. "Intercultural communication: concept, essence and theories of intercultural communication." International Journal on Integrated Education 3, no. 11 (November 5, 2020): 1–4. http://dx.doi.org/10.31149/ijie.v3i11.812.
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The author conducts globalization impact conceptual analysis on the national culture and cultural identity formation and development in contemporary societies. The main focus is driven on such issues, as the globalization phenomenon, the extent to which national cultures are exerted influence by globalization, as well as threats and opportunities produced by globalization that reflect on cultures.
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Mey, Jacob L. "Focus-on issue: Intercultural pragmatics and sociolinguistics." Journal of Pragmatics 38, no. 11 (November 2006): 1793–94. http://dx.doi.org/10.1016/j.pragma.2006.07.002.
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Leeman, Yvonne, and Carol Reid. "Multi/intercultural education in Australia and the Netherlands." Compare: A Journal of Comparative and International Education 36, no. 1 (March 2006): 57–72. http://dx.doi.org/10.1080/03057920500382325.
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Benattabou, Driss. "Developing Students’ Intercultural Competence among Moroccan EFL students: Focus on raising their Cross-cultural Awareness." International Journal of Language and Literary Studies 2, no. 3 (September 15, 2020): 43–56. http://dx.doi.org/10.36892/ijlls.v2i3.339.
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The goal of this paper is to consider alternative ways to incorporate an intercultural communication course as an integral part of the curriculum designed for Moroccan learners of EFL. Some aspects of what comes to be dubbed as ‘deep culture’ should find room in the contents of the EFL course so as to alert Moroccan learners about the potential intercultural barriers they are far more likely to face. It is proposed that for an effective intercultural communication to take place, the English course should help foreign language learners explicitly understand what target linguistic forms might be and how their meanings may differ across cultures. The analysis of some instances of intercultural misunderstandings may surely give more credence to the vital importance of implementing a multicultural approach to education. This paper offers some teaching strategies to assist Moroccan learners of EFL overcome these intercultural barriers.
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Benattabou, Driss. "Helping EFL Students Avoid Socio-pragmatic Failure: Focus on Nonverbal Intercultural Competence." TESOL and Technology Studies 1, no. 1 (December 28, 2020): 23–41. http://dx.doi.org/10.48185/tts.v1i1.45.
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This article examined the vital importance of conjoining between such notions as ‘formal culture’ and ‘deep culture’ as two inextricable aspects of EFL teaching and learning. There is a tacit assumption here that if Moroccan learners of EFL are not assisted through recognizing some aspects pertaining to English ‘deep culture’, many intercultural difficulties and misunderstandings may result. The two aspects of English language learning and teaching should in no way be looked at as being mutually exclusive. Rather, they are two intertwined facets of the same coin. The examination of many instances of intercultural misunderstanding demonstrates that a holistic vision of deep culture (nonverbal behaviour along with some extra-linguistic features of the target language) ought to be incorporated as a basic course supplementing the existing teaching materials geared to foster Moroccan university students’ intercultural nonverbal competence. This paper ends up discussing the implications for the implementation of some strategies to foster foreign language students’ nonverbal communication skills as an integral part of a broader concept of ‘intercultural nonverbal competence’.
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Wendorf Muhamad, Jessica, and Fan Yang. "Cross-Cultural Learning in Gameplay: BAFÁ BAFÁ, Persuasive Technology, and the Exploration of Intercultural Sensitivity." Simulation & Gaming 50, no. 6 (November 3, 2019): 848–59. http://dx.doi.org/10.1177/1046878119879742.
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Background. Serious games have the potential to provide benefits that beyonds entertainment value. Recent growth in the empirical research of serious games shows their abilities to deliver prosocial messages. Aim. This study aims to examine the use of games in the management of cultural schemas as well as moderating intercultural sensitivity and intercultural communication competence. Moreover, this study explores how and why simulation games, such as BAFÁ BAFÁ, function as persuasive technologies (PTs) effectively motivating individuals into behavior change. Method. An experimental study with three conditions (game, reading, and control) was conducted to examine the effects of BAFÁ BAFÁ on enhancing participants’ intercultural sensitivity as well as communication competence compared to reading intercultural materials or regular activity. Results. Both intercultural sensitivity and communication competence were measured with multi-dimensional scales, and the results of the multi-variate analyses indicated that the intercultural simulation game BAFÁ BAFÁ can facilitate the increase of participants’ intercultural sensitivity and communication competence.
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Candau, Vera Maria, and Adélia Maria Nehme Simão e. Koff. "Conversas com... sobre a didática e a perspectiva multi/intercultural." Educação & Sociedade 27, no. 95 (August 2006): 471–93. http://dx.doi.org/10.1590/s0101-73302006000200008.
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Focaliza como a perspectiva multi/intercultural está sendo incorporada pelos profissionais do campo da didática. A partir da análise de 20 depoimentos, discute-se como esses profissionais estão percebendo as contribuições e os temas que emergem quando se analisam as relações entre didática e multiculturalismo e também os riscos e os desafios inerentes a essa temática. Entre preocupações e possibilidades, os entrevistados apontam questões de particular importância, tais como: tensão entre social e cultural, articulação igualdade e diferença, bem como a problemática do universalismo versus relativismo cultural. São aspectos relevantes que vimos trabalhando em diferentes projetos de pesquisa, em particular no projeto Ressignificando a didática na perspectiva multi/intercultural, com o objetivo de ultrapassar uma visão dicotômica entre esses pólos. Nossa intenção é contribuir para a construção de uma didática crítica "atravessada" pela perspectiva multi/intercultural.
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Loss, Adriana Salete. "Rompendo os muros escolares." Dialogia, no. 30 (December 26, 2018): 147–56. http://dx.doi.org/10.5585/dialogia.n30.8774.
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O texto “Rompendo os muros escolares” tem como tema central a discussão dos processos educacionais escolares, a partir das visões mono, multi e intercultural, objetivando provocar a reflexão sobre as práticas pedagógicas monoculturais e hegemônicas e sobre a necessidade da construção da resistência pedagógica por meio da educação multi/intercultural. O estudo de caráter bibliográfico, tem como foco a abordagem intercultural de Candau (2000), e em outros teóricos que fundamentam o multiculturalismo e a interculturalidade. A partir das reflexões evidencia-se que o desafio da educação intercultural está em problematizar as práticas pedagógicas e curriculares, na perspectiva de processos educativos e formativos voltados para pluralidade cultural, para a presentificação das diferenças e para a inclusão social. A educação intercultural como meio de resistência às propostas pedagógicas hegemônicas.
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Hanssen, Ingrid. "An Intercultural Nursing Perspective on Autonomy." Nursing Ethics 11, no. 1 (January 2004): 28–41. http://dx.doi.org/10.1191/0969733004ne664oa.
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This article is based on an empirical study regarding ethical challenges in intercultural nursing. The focus is on autonomy and disclosure. Autonomy is a human capacity that has become an important ethical principle in nursing. Although the relationship between autonomy and patients’ possibly harmful choices is discussed, the focus is on ‘forced’ autonomy. Nurses seem to equate respect with autonomy; it seems to be hard to cope with the fact that there are patients who voluntarily undergo treatment but who actively participate neither in the treatment offered nor in making choices regarding that treatment. Nurses’ demand for patients to be autonomous may in some cases jeopardize the respect, integrity and human worth that the ethical principle of autonomy is meant to ensure. Even though respect for a person’s autonomy is also respect for the person, one’s respect for the person in question should not depend on his or her capacity or aptitude to act autonomously. Is autonomy necessarily a universal ethical principle? This article negates this question and, through the issues of culture, individualism versus collectivism, first- and second- order autonomy, communication and the use of family interpreters, and respect, an attempt is made to explain why.
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Surian, Alessio. "Promoting a European Dimension of Intercultural Education—Focus on Training." European Journal of Intercultural studies 9, sup1 (January 1998): S5—S11. http://dx.doi.org/10.1080/0952-391x/98/0300s5-07.
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Özdemir, Emrah. "Promoting EFL learners’ intercultural communication effectiveness: a focus on Facebook." Computer Assisted Language Learning 30, no. 6 (May 11, 2017): 510–28. http://dx.doi.org/10.1080/09588221.2017.1325907.
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Niehaus, Elizabeth, Taylor C. Woodman, Angela Bryan, Ashley Light, and Erika Hill. "Student Learning Objectives: What Instructors Emphasize in Short-Term Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 31, no. 2 (November 14, 2019): 121–38. http://dx.doi.org/10.36366/frontiers.v31i2.458.
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Given that higher education institutions are increasingly utilizing short term study abroad courses as a means to develop students’ intercultural competency, it is important to determine if and how the instructors leading these programs are incorporating intercultural learning into their courses. By examining learning objectives embedded within syllabi from short term study abroad courses, the purpose of this study was to identify the relative extent to which instructors emphasize disciplinary and intercultural learning in teaching short term study abroad courses, and to examine the types of intercultural learning that instructors are explicitly including in their courses. Findings point to a wide diversity of emphasis on disciplinary cont ent and intercultural learning, with slightly more courses emphasizing disciplinary content than intercultural learning. Of those learning objectives that focus on intercultural learning, the vast majority focused on intercultural knowledge rather than skills or attitudes.
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Liu, Fang. "Intercultural Language Teaching Practice in EFL Classroom China--College English Instruction Based on Film The Proposal." English Language Teaching 13, no. 12 (November 27, 2020): 83. http://dx.doi.org/10.5539/elt.v13n12p83.
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EFL teaching plays a special and important role in development of a country shouldering the responsibility of development of intercultural competence. EFL teaching in China to some extent cannot fully realize the teaching aims due to its narrowed focus on linguistic objectives more than cultivation of interculturality. Integration of intercultural education into EFL and research of how teachers can be oriented with intercultural teaching pedagogy to conduct suitable activities to develop students’ intercultural communicative competence are urgently needed. Inspired by the theories of intercultural language teaching, this paper attempts to revise the instructional pedagogy in College English in China by applying the intercultural teaching with the film as the medium, so as to explore the practical way of integrating intercultural communication competence training with language skills training in teaching practice.
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Braslauskas, Justinas. "DEVELOPING INTERCULTURAL COMPETENCES AND CREATIVITY: THE FOUNDATION FOR SUCCESSFUL INTERCULTURAL COMMUNICATION." Creativity Studies 14, no. 1 (May 21, 2021): 197–217. http://dx.doi.org/10.3846/cs.2021.14583.
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Although various aspects of intercultural communication have been examined in the works of various authors, there is still a lack of more in-depth research to analyse effective intercultural interaction in the context of combining intercultural competences and creativity competences. A number of works on intercultural communication identify only the barriers to effective communication and provide ways to overcome them; they insufficiently focus on the importance of competence development, in particular the role of creativity in ensuring effective intercultural communication. Meanwhile, the role of creativity as a process of generating new ideas and solving problems in intercultural communication is undeniable. There is no doubt that in order to ensure effective intercultural communication, it is necessary to combine intercultural competences with creativity competences. The object of this study is the development of intercultural competencies and creativity competencies in the context of intercultural interaction. The aim of this article is to examine the development of intercultural competencies and creativity as a basis for successful intercultural communication. Through the works of various scholars, the article describes the aspects of intercultural competences and creativity competence development in the context of intercultural interaction, and emphasises the importance of combining these competencies in order to achieve effective intercultural communication. The following methods are applied in the work: analysis and synthesis of scientific literature.
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Busch, Dominic. "What Is Intercultural Sustainability? A First Exploration of Linkages Between Culture and Sustainability in Intercultural Research." Journal of Sustainable Development 9, no. 1 (January 26, 2016): 63. http://dx.doi.org/10.5539/jsd.v9n1p63.
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<p>The sustainability of intercultural relations recently again has been identified as a central, but still neglected responsibility for intercultural research (e.g. Alexander et al., 2014a; Alexander et al., 2014b). This article identifies three different notions of sustainability related to culture in contemporary intercultural research: Egocentric uses focus on one single culture or organization. Utilitarian understandings argue that a sustainable care for intercultural relations may serve other sustainability goals. Allocentric notions ask for a global and equal dialogue on the concept. Complementing the authors above, this article argues for a stronger reflection and analysis of notions of sustainability in intercultural research.</p>
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Boily, Manon, and Mélissa Bissonnette. "LE DÉVELOPPEMENT D’UNE COMPÉTENCE INTERCULTURELLE CHEZ DES ÉDUCATRICES EN MILIEU DE GARDE ÉDUCATIF PLURIETHNIQUE." McGill Journal of Education 54, no. 3 (June 4, 2020): 443–63. http://dx.doi.org/10.7202/1069764ar.
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This article presents a study of educators working in a multiethnic early childhood centre in Montreal. The purpose of this study is to examine how intercultural competency has developed among educators as a result of continuing education in the workplace initiated through a focus group in partnership with a university researcher. With reference to the Deardorff framework (2004, 2006), the results show that, following the focus group, the educators developed intercultural competency at the lower level (attitudes, skills, knowledge, and understanding) that contributed to the internal and external changes required at the higher level by setting new internal reference frameworks and updating intercultural competency. A qualitative methodology in an interpretative paradigm was chosen to achieve the research objective.
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Modood, Tariq. "Intercultural Public Intellectual Engagement." Journal of Citizenship and Globalisation Studies 1, no. 1 (October 11, 2017): 36–47. http://dx.doi.org/10.1515/jcgs-2017-0004.
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AbstractThe article firstly examines the different conceptions of dialogue and reason within political theory, especially in the work of Rawls. Secondly we explore multicultural political theorists who have been motivated less by abstract reasoning by a sole reasoner or identical identity-less individuals and more by dialogue. For such multiculturalists, the principles of social justice are not known in advance or simply by reason, but are arrived at by conflict and learning, by dialogue and negotiation in circumstances of inequality and minority-claims making. In response to the multiculturalists, interculturalists allege that multiculturalism is too focused on the macro and the conflictual, and dialogue should be redirected to the micro and the cooperative. Although I welcome the interculturalists’ focus on micro-relations, this does not require abandoning the idea of dialogue at the level of political controversies and public discourses. It is not an either–or choice because groups and intergroup problems exist in society and cannot be simply handled at a micro level of contact, interaction and sociability. The kind of macro-level dialogue that I am speaking of can also be understood as a form of public intellectual engagement that can contribute to societal dialogues.
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Økland, Øyvind. "Intercultural issues in the Norwegian journalism curriculum." Žurnalistikos Tyrimai 2 (January 1, 2009): 63–78. http://dx.doi.org/10.15388/zt/jr.2009.2.74.
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This study looks into Norwegian journalism curricula and how and to what degree they focus on intercultural issues. The web pages to six different schools are analyzed to see how the objectives are formulated, and how the curricula are composed. The six schools are Oslo University College, Volda University College, Bodø University College, University of Stavanger, Gimlekollen Schoolof Journalism and Communication and University of Bergen. The findings suggest that the schools emphasize educating for practical journalistic skills on behalf of in-depth analysis of contemporary society. Oslo University College and Gimlekollen School of Journalism and Communication focus on intercultural communication and global issues to a larger extent than the others. Based on the results, the study discussed some perspectives that might be needed to equip Norwegian future journalists for a global reality, where there are no longer given and fixed skills for a journalist. Keywords: journalism education, curriculum, intercultural, global, ethnicity,Norway. /p>
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Brock-Fisher, George A. "Multi-focus ultrasound lens." Journal of the Acoustical Society of America 104, no. 5 (November 1998): 2553. http://dx.doi.org/10.1121/1.423829.
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Eikvil, Line, Tor-Kristian Jenssen, and Marit Holden. "Multi-focus cluster labeling." Journal of Biomedical Informatics 55 (June 2015): 116–23. http://dx.doi.org/10.1016/j.jbi.2015.03.012.
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Fédorova, Katerina. "Sustainability, urbanization and civilizations: focus on Spain." Reflexión Política 18, no. 35 (July 13, 2016): 42–56. http://dx.doi.org/10.29375/01240781.2463.
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The problems that divide people - interreligious, interethnic, intercultural conflicts –slow down the reaction of the world community for solving common globalproblems, which should unite humanity. In the context of global developmentissues, it is emphasized on the role of Spain in the dialogue between civilizations;its activities within the framework of Club of Rome; its experience in smarturbanization and ways to achieve sustainable development.
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Kubota, Akira, Kazuya Kodama, and Kiyoharu Aizawa. "Image-Registration Method and Multi-Focus Camera for Multi-Focus Image Processing." Journal of the Institute of Image Information and Television Engineers 54, no. 2 (2000): 260–67. http://dx.doi.org/10.3169/itej.54.260.
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González, Dámaris Romero. "Griegos y Bárbaros, una Relación Intercultural." Ploutarchos 12 (November 3, 2015): 55–64. http://dx.doi.org/10.14195/0258-655x_12_4.
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In his Lives Plutarch warns about a (possible) barbarization of people living under or around non-Greeks, as in Tim. 17.3, where he notices the consequences of the invasion of the Carthaginians on the Sicilians. Though it isn’t an usual phenomenon, Plutarch collects three more examples in Lys. 3.2, Pyrrh. 1.4, and Arat. 38.6. I will focus on the causes that provoke this attraction of the Greeks to adopt some barbarian customs, and, therefore, make them to separate from or forget some of the symbols of their identity, and the solution to recover the Greekness.
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Grosskopf, Sina, and Christoph Barmeyer. "Learning from multi-paradigmatic sensitivity in cross-cultural management? Empirical and theoretical considerations." International Journal of Cross Cultural Management 21, no. 2 (June 3, 2021): 181–202. http://dx.doi.org/10.1177/14705958211019437.
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Paradigms are basic assumptions about how social reality is perceived, understood and explained. Whereas most research is based on a single paradigm, few empirical papers show the advantages of using multiple paradigms within a study. This article pleads for multi-paradigm studies in cross-cultural management research in order to reach a more multifaceted representation of cultural phenomena. This is particularly consistent with the field of cross-cultural management, because it would be ethnocentric to consider intercultural situations only from one perspective, usually that of one’s own culture. The argument corresponds to the ambition of cross-cultural management to respect and adopt multiple (cultural) perspectives and, analogously, to achieve a ‘paradigmatic ethnorelativism’. Based on an intercultural situation, and therefore going beyond meta-theoretical reasoning, this article demonstrates multi-paradigmatic sensitivity in terms of the functionalist, interpretive and critical paradigms. The use of these theoretical concepts leads to multiple angles and a less ‘ethnocentric’ position, and hence to more nuanced knowledge creation with regard to the intercultural situation. The ‘blind spots’ of each paradigm, but also their complementarities, are discussed. Consequently, this article raises theoretical and practical implications for cross-cultural management by offering a way to a richer understanding of intercultural situations through openness to different paradigms.
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Contini, Rina Manuela. "New Generations and Intercultural Integration in a Multi-ethnic Society." Procedia - Social and Behavioral Sciences 93 (October 2013): 1819–29. http://dx.doi.org/10.1016/j.sbspro.2013.10.124.
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Dimitrov, Nanda, and Aisha Haque. "Intercultural teaching competence: a multi-disciplinary model for instructor reflection." Intercultural Education 27, no. 5 (September 2, 2016): 437–56. http://dx.doi.org/10.1080/14675986.2016.1240502.
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Bakić, Sarina. "Stanje i perspektive interkulturnog dijaloga s aspekta medijske i informacijske pismenosti." Obrazovanje odraslih/Adult Education, no. 2 2019 (2020): 107–21. http://dx.doi.org/10.53617/issn2744-2047.2019.19.2.107.
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This paper analyses position and perspectives of intercultural dialogue in the context of media and information literacy. Besides author's presentation of several basic elements regarding intercultural dialogue concept, the article also points out significant obstructions regarding intercultural dialogue emphasising new media. In the focus of this article are media and informational literacy, which contribute to the creation of competencies (knowledge, skills and viwes) for developing an intercultural dialogue. In modern societies across the world, media and information literacy are an important part of wider education, which immanently strengthens intercultural dialogue within the entire society, as well as better understanding and mutual respect among different members of community. This is mostly referred to children and young people that are among the most numerous users of new media.
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Modood, Tariq. "Intercultural Public Intellectual Engagement." Journal of Citizenship and Globalisation Studies 1, no. 1 (March 31, 2021): 36–47. http://dx.doi.org/10.21153/jcgs2017vol1no1art1064.
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The article firstly examines the different conceptions of dialogue and reason within political theory, especially in the work of Rawls. Secondly we explore multicultural political theorists who have been motivated less by abstract reasoning by a sole reasoner or identical identity-less individuals and more by dialogue. For such multiculturalists, the principles of social justice are not known in advance or simply by reason, but are arrived at by conflict and learning, by dialogue and negotiation in circumstances of inequality and minority-claims making. In response to the multiculturalists, interculturalists allege that multiculturalism is too focused on the macro and the conflictual, and dialogue should be redirected to the micro and the cooperative. Although I welcome the interculturalists’ focus on micro-relations, this does not require abandoning the idea of dialogue at the level of political controversies and public discourses. It is not an either–or choice because groups and intergroup problems exist in society and cannot be simply handled at a micro level of contact, interaction and sociability. The kind of macro-level dialogue that I am speaking of can also be understood as a form of public intellectual engagement that can contribute to societal dialogues.1
1This article is a reprint of Tariq Modood (2017) ‘Intercultural public intellectual engagement’ in Fethi Mansouri (ed) Interculturalism at the Crossroads: Comparative perspectives on concepts, policies and practice, United Nations Educational, Scientific and Cultural Organization, France, 83-102.
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Osthues, Julian. "Interkulturelle Metaphern Überlegungen zu ihrer Theoretisierung am Beispiel des Palimpsests." Zeitschrift für interkulturelle Germanistik 8, no. 2 (December 20, 2017): 37–52. http://dx.doi.org/10.14361/zig-2017-0206.
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AbstractCultural theory is full of metaphors. In intercultural German studies (›interkulturelle Germanistik‹), metaphors play an equally significant role in the treatment of cultural concepts. It may seem surprising, though, that their use has not been analyzed from an intercultural perspective yet. This article discusses the potential of metaphors for intercultural thinking, and describes how different theories (Bernhard Waldenfels, Gayatri Chakravorty Spivak, Homi K. Bhabha, Anil Bhatti and others) make use of them in their treatment of culture and identity. In particular, focus is given on the intercultural potentials provided by the palimpsest metaphor, which presents culture in its plurality, cross-border complexity and ambivalence.
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Spulber, Diana. "Intercultural education and social contentment." Geopolitical, Social Security and Freedom Journal 1, no. 1 (November 1, 2018): 70–79. http://dx.doi.org/10.2478/gssfj-2018-0004.
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Abstract With the incremented mass movement the society is in a significant transformation, this fact can be a risk for social unrest. Demographic evolution and change of the society stress the challenges for the institutions. The school represent one of the institutions where future citizens are educated and formed. The classroom is a mirror of the society in change. Today the school is a place of meeting of different cultures; we have more and more multicultural classes with pupils from different countries. The proposed work will analyse how intercultural education can influence the risk of social unrest and improve social contentment. In particular, will be stressed the concept of how the education of intercultural competences can allow the future adults to participate in a constructive and effective way to social and professional life. Method: empirical analysis of literature and research done in the field of intercultural education analysis of the current situation through the ecological model of Brofenbrenner with a specific focus on micro and mesosystem and correlation between all ecosystems.