Littérature scientifique sur le sujet « Intercultural communication – Europe »
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Articles de revues sur le sujet "Intercultural communication – Europe"
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Buczak, Mikołaj. « “Interculturele competenties.” Dé competenties van de 21ste eeuw ». Neerlandica Wratislaviensia 34 (29 décembre 2023) : 167–71. http://dx.doi.org/10.19195/0860-0716.34.11.
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In today’s globalised world, we should develop intercultural competence in order to be able to communicate with culturally different partners without obstacles and in a spirit of openness and respect (Council of Europe). For decades, intercultural competence has been present in scientific research in the field of business or foreign language teaching. However, there is a relatively low number of publications intended for the public. The book Interculturele competenties (Noordhoff 2022) by Patrick T.H.M. Janssen fills this gap. Its main goal is to discuss in an accessible way the most important findings concerning intercultural competence and intercultural communication.
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Harum, Alexandria Cempaka, Atie Rachmiatie et Ike Junita Triwardhani. « Cultural Adaptation of Indonesian Muslim Women Students in Europe ». WACANA : Jurnal Ilmiah Ilmu Komunikasi 23, no 1 (25 juin 2024) : 67–76. http://dx.doi.org/10.32509/wacana.v23i1.3437.
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Cultural adaptability in the context of international students' intercultural communication has affected how communication works. Indonesian students, especially those who display their identity as Muslim women, have their challenges in adapting to both academic and social-cultural contexts. This study discusses the cultural adaptation of Indonesian Muslim women students to societies in Europe. All informants who are scholarship awardee students have obstacles in adapting, especially when communicating with the societies. This study aims to discover how Gudykunst’s Anxiety and Uncertainty Management theory interprets the experience phenomena around individuals in adapting to Societies in Europe through intercultural communication. The study uses a qualitative method with a phenomenological approach. Five informants in this research have gone through in-depth interviews, observation, and documentation. The results of the study show that the experiences are related to academic and social experiences adapting to the local community’s culture (cultural), adapting to individual personality (sociocultural), and adapting to interpersonal perceptions (psycho-cultural). Indonesian Muslim women students need to be familiar with the local community, open to accepting differences in society, and able to interpret the meaning of accepted in intercultural communication context.
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Verbytska, Lidiia, Iryna Babii, Tetiana Botvyn, Tetiana Konivitska et Halyna Khlypavka. « Bridging cultures in Europe : exploring language and shared values in interactions ». Multidisciplinary Science Journal 6 (7 mai 2024) : 2024ss0705. http://dx.doi.org/10.31893/multiscience.2024ss0705.
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The importance of intercultural communication is particularly significant in today's globalised world, given the continuous growth of cultural diversity and interactions among cultures at various levels, from personal relationships to global political processes. It is crucial to understand the mechanisms that facilitate or hinder effective intercultural exchange for the development of inclusive, tolerant, and respectful societies. This study analyses the impact of governance structures, digitalisation, and emotions on intercultural communication, using the theoretical framework of the theory of communicative action. The research focuses primarily on the European context. Governance structures and social hierarchies significantly shape conditions for intercultural dialogue, often creating barriers to equal exchange of ideas and hindering the voices of marginalized groups from being heard. Digitalisation provides new opportunities for intercultural exchange. However, it is important to ensure equal access to digital technologies and the development of digital literacy. Emotions have been found to influence intercultural communication strongly. Adequate expression and interpretation of emotions can contribute to greater mutual understanding and empathy among representatives of different cultures. The research findings suggest that it is necessary to integrate various strategies to overcome existing barriers in intercultural communication. These strategies include actively involving marginalized groups in dialogue, developing inclusive digital platforms, and focusing on the development of emotional intelligence. The study's conclusions emphasise the importance of a comprehensive approach to understanding and practically applying the principles of intercultural communication. This approach aims to build open, tolerant, and respectful intercultural relations. The results of this study have practical implications for educational institutions, international organisations, governmental structures, and other stakeholders seeking to promote intercultural interaction at various levels.
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Lalić, Ana. « Elementi della competenza comunicativa interculturale / Elements of Intercultural Communicative Competence ». Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no 24 (10 novembre 2021) : 212–36. http://dx.doi.org/10.46352/23036990.2021.212.
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In this paper, we examine the possibility of teaching intercultural competence in high schools in the Sarajevo Canton. We conducted an analysis of two coursebooks in use in high schools, prescribed by the curriculum. The research objective is to examine the organization of intercultural teaching. In that sense, we first present an overview of teaching culture, as well as political goals elaborated in Europe during the 1990s. We start from the concept of language teaching and proceed with the definition of intercultural competence and its value according to the White Paper on Intercultural Dialogue, the Treaty of Maastricht and the Common European Framework of Reference for Languages (CEFR). Furthermore, we compare the data obtained by the analysis of the manuals with the goals of language teaching in Europe. The goal of the research is to put focus on elements of intercultural communication competence represented in the manuals to verify if it is possible to reach the goals determined by the Council of Europe. With that goal in mind, we conducted a qualitative analysis of the coursebooks with the aid of two tables of analysis which enable us to execute a contrastive analysis of the manuals and to compare intercultural elements with the counsels of the documents issued by the Council of Europe. Our hypothesis is that the manuals prescribed by the Ministry for Education, Science and Youth of the Sarajevo Canton represent the Italian culture in a traditional manner, and that they do not fully implement the CEFR instructions. This research can further be used in determining which manuals will be in use in high schools as well as in the curricular reform processes.
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Kozak, A., et L. Blyznyuk. « Challenges and opportunities of intercultural communication in Europe ». Pedagogical sciences reality and perspectives, no 96 (2023) : 45–49. http://dx.doi.org/10.31392/npu-nc.series5.2023.96.08.
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Chapel, William B., et S. Paul Verluyten. « Business Communication and Intercultural Communication in Europe : The State of the Art ». Business Communication Quarterly 60, no 2 (juin 1997) : 135–43. http://dx.doi.org/10.1177/108056999706000215.
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Spulber, Diana. « Life-Long Learning : intercultural education and communication Europe and beyond ». Geopolitical, Social Security and Freedom Journal 4, no 2 (1 décembre 2021) : 105–11. http://dx.doi.org/10.2478/gssfj-2021-0014.
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Abstract Life-Long Learning seems to be an all-sides studied model. Globalisation, work-market rapid change, and the free circulation of knowledge let researchers discover that there is a new way of designing the LLL process. The multicultural society is a drive of LLL process optimisation. After the Lisbon strategy and seeing the unstoppable path of lifelong learning stress, the requirements for a profound reflection on the role of citizen’s education. The article aims to analyse the intercultural aspect of LLL and how it can be stretched. Particular attention is dedicated to how the EU and RF reply to society and economic challenges through the implementation of the LLL process. The intercultural aspect will comprise a horizontal intercultural aspect and vertical ones. Will be examined the role of the European Commission as well as a promoter of the idea of an inclusive society and the most competitive and dynamic knowledge-based economy in the world. The intercultural approach will be stressed thanks to examining the Soviet Union and Russian Federation’s LLL process. The used methodology is a review of relevant intervention studies and Political Documents and Financing actions for examining the effectiveness of interventions. The analysis of two paths of the LLL process’s implementation and promotion; the analysis of two ways of LLL process organisation will permit an expansive view of the LLL process. Furthermore, the parallel analysis of the LLL process permits us to see how the two ways of social development can be reflected through different actions on LLL policy, starting from formal education and ultimate to third Age Education. In final, it permits us to learn more about how LLL can be a solution to avoid social welfare bankruptcy.
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Ismail, Isma Rosila, Roswati Abdul Rashid, Rosmalizawati Ab Rashid, Parveen Kaur Sarjeet Singh et Yus Sharmiza Yushriman. « Challenges and Intercultural Adaptation Among Japanese Students to Malaysian Culture : A Case Study ». Jurnal Komunikasi : Malaysian Journal of Communication 38, no 1 (31 mars 2022) : 162–78. http://dx.doi.org/10.17576/jkmjc-2022-3801-09.
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Outcomes of a case study based on the Autobiography of Intercultural Encounters (AIE) released by the Council of Europe are presented in this article. The paper is created as a supplement to help students reflect critically on unique intercultural interactions. The study claims that the document may be utilised in its original question-and-answer format to examine intercultural experiences critically and as a framework for students to create intercultural encounter narratives. As a result, this document may be used to write reflective narratives on students’ intercultural experiences, such as studying abroad. Two Japanese students on a short program in Malaysia were asked to create a story on their intercultural experiences for this research. The students then submitted their responses to the same experience’s questions in AIE. They created their narrative using AIE as a framework, and content analysis of the two AIE narratives indicated that the narrative based on AIE was more critical in its perspective of intercultural encounters. According to the findings, the student found creating a story focused on AIE to be helpful to both herself and the audience. Therefore, it can be concluded that adopting AIE as a framework for writing intercultural encounter narratives might be beneficial, particularly in describing intercultural communication scenarios. Students might enhance their awareness of intercultural conflict situations and develop their communication skills by reading such collected narratives. Keywords: Autobiography, intercultural encounters, intercultural competence, narrative, critical thinking.
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Chabanova, Olha. « European multiculturalism and the specifics of modern interethnic communications (on the example of essays by Karl-Marcus Gauss «The European Alphabet») ». Dialog : media studios, no 27 (30 décembre 2021) : 212–26. http://dx.doi.org/10.18524/2308-3255.2021.27.251422.
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The study of the phenomena of multiculturalism and intercultural communication began in the middle of the twentieth century and continues to this day. The impetus for the emergence of a new scientific discipline was the development of humanism after World War II. European and American scholars have begun to study the phenomenon of multiculturalism and the need for intercultural communication, trying to find features of communication between nations, to reach an understanding between them, to find scenarios for resolving conflicts and more. Our article complements the study of the multicultural nature of the European continent, the achievement of understanding between different nationalities, the importance of intercultural communication as a science and age-old intercultural conflicts on the example of essays by Karl Marcus- Gauss «European Alphabet». Modern essay writing is designed to change the world, inspire new actions and rethink behavior. Themes of multiculturalism, cosmopolitanism and equality have become more and more common among contemporary European and Ukrainian essayists. A striking example of such works is the collection of Karl-Marcus Gauss «European Alphabet» (1997). This is the «adult alphabet» of national inequality, economic racism, migration, multiculturalism. In conclusion, we can say that the study and further development of intercultural communication should contribute to improving the policy of multiculturalism, which is implemented by countries in Europe and the Americas. Changes in the policy of multiculturalism are not only recommended, but also mandatory, because the situation now does not create fair comfortable conditions for life and development of migrants in Europe and America.
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Scollon, Ron. « Plagiarism and ideology : Identity in intercultural discourse ». Language in Society 24, no 1 (mars 1995) : 1–28. http://dx.doi.org/10.1017/s0047404500018388.
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ABSTRACTThe concept of plagiarism, as used both in considerations of academic writing and in international negotiations over intellectual copyright, assumes a model of communication based on autonomous, rational, individuals who behave as originators of their own discourses. But studies of communication, beginning with Goffman's concepts of production format and footing – and also including the concepts of enactment, social role, face, politeness pragmatics, metaphors of self and communication, and innatist/social concepts of knowledge – indicate that such a unified, autonomous, and original communicative identity presupposes an oversimplified model of communication, centrally based in the ideology of the rational, autonomous individual which has been dominant in Europe since the Enlightenment. The concept of plagiarism masks the assertion of this ideological position. (Plagiarism, ideology, identity, intercultural discourse)
Thèses sur le sujet "Intercultural communication – Europe"
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Ljungbo, Kjell. « Language as a Leading Light to Business Cultural Insight : A Study on Expatriates' Intercultural Communication in Central and Eastern Europe ». Doctoral thesis, Stockholms universitet, Företagsekonomiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39620.
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Language competence is decisively important in international business and could increase efficacy, efficiency, sales and profits. Language is an underresearched area in business studies though language constitutes management and the managers building structures, processes, cultures and personalities being the most vital working tool to get things done and make them understandable. Since 1970 Swedish companies lose market shares globally and in Europe. In an era requiring better foreign language skills there is a declining trend among young Swedish business people and students in other languages than English. The aim of this study is to investigate and analyse the role of language in intercultural business communication between Swedish expatriates and locals in Serbia, The Czech Republic, Ukraine, Romania and Bulgaria and indirectly also Russia and Poland. To understand the business culture in these countries the author has learned the local language in these seven countries taking 3687 private language lessons. This improves the researcher’s understanding of the culture and its people giving directness and depth in communication, independence and receptivity. This ethnographically inspired hermeneutic study holds semi-structured interviews with expatriates. Better language skills among expatriates – particularly in the local language - could make them more self-dependent and win contracts and it strengthens closeness to customers, relationship and trust, strategic view and ability and also operational effectiveness and efficiency enabling their companies to gain market shares. Using Weber’s ideal types the cultural significance structures emerge featuring the cultures in these countries showing that expatriates have to strengthen the ability of the locals in the areas of trust, responsibility and initiative, independent thinking, holistic view, win-win thinking and reduce fear while the expatriates’ own abilities in these areas are strengthened if they speak the local language. Language strategies permitting the expatriate to be more communicatively and linguistically self-dependent are having a common company language, using multilingualism or having the expatriate speak or learn to speak the local language where the advantages, disadvantages and characteristics of these and other aspects of the role of language are given in ideal types.
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Boursier, Axel. « Les exilés en communication : Le cas des auteurs de la francophonie choisie d’Europe médiane(1939 - à nos jours) ». Thesis, Cergy-Pontoise, 2017. http://www.theses.fr/2017CERG0921.
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Le croisement entre communication et exil ne va pas de soi. L’exilé n’est-il pas en effet celui qui perd, par son arrachement communautaire, toute possibilité de communiquer : langue, repères sémantiques, amis et familles ? Cependant, il est également celui qui entre en relation avec une nouvelle culture et société. En s’intéressant au corpus des auteurs de la francophonie choisie d’Europe médiane de 1939 à nos jours, notre thèse a pour objectif de comprendre comment l’exilé peut entrer en relation au sein de la communauté de culture rejointe.Nous nous intéressons au discours littéraire et à la fonction-auteur, dans le sens foucaldien, afin d’étudier la façon dont, par la mise en récit de sa vie, l’exilé peut configurer un ethos apte à la relation. En faisant jouer l’opposition entre un visage pré-discursif des auteurs, marqué par le contrat de communication du témoignage, et leur volonté d’être reçus comme des artistes, nous proposons de s’intéresser à la façon dont ces voix d’Europe médiane viennent s’inscrire dans le dispositif littéraire français. Nous montrons alors que le discours de l’exilé est un discours souvent soumis au processus d’incommunication : sa voix est inaudible, soumise à un contrat de communication et en proie à des erreurs sémantiques.Nous proposons alors de considérer le récit l’exil sous l’intrigue du « héros de la liberté » comme étant une possibilité pour ces auteurs de gérer cette opposition entre régime de singularité et nécessité de disposer d’un ancrage au sein du champ littéraire nouveau.Dans un deuxième temps, nous questionnons cette possibilité qu’ont les auteurs de refuser le contrat de communication pré-discursif et nous introduisons le concept de « non-lieu » afin de penser un espace de communication qui ne serait plus relié avec le public de réception premier de ces œuvres. Face à cette menace, nous intéressons au processus de révérence-inclusion présent dans les œuvres. Par ce processus il s’agit de maitriser les marqueurs de l’espace discursif français afin de montrer au lecteur son inscription dans le champ. Les réemplois de ces marqueurs agissent comme des « discours constituants » et permettent alors de montrer l’appartenance de ce corpus à un même « cadre de l’expérience ».Enfin, nous interrogeons la possibilité de parler de cette littérature comme étant assimilée. Par l’opposition entre assimilation structurelle et culturelle, nous émettons l’hypothèse que cette littérature n’est pas réellement assimilée, et que la conscience de cette intégration complexe amène les auteurs à retravailler leur positionnement discursif. Aussi, la mise en mémoire du soviétisme permet à ces auteurs de présenter une « étrangeté réappropriée » où leur expérience du nazisme et du soviétisme n’est plus rejetée dans une « commémoration négative », mais devient un jalon à partir duquel lire la modernité française. Ces réflexions nous mènent à s’interroger sur l’expérience même de ces auteurs et aux métacommunications qu’ils présentent lorsqu’ils abordent la question de l’identité, de l’Europe et de la mondialisation culturelle.Cette thèse de doctorat réalisée en science de l’information et de la communication s’intéresse aux relations interculturelles européennes. Par le corpus littéraire large choisi, cette thèse entend montrer la complexité des exils européens et réfléchir aux enjeux contemporains de cette notion. Enfin en s’interrogeant à partir de l’incommunication, cette thèse expose l’idée que si la communication n’est jamais innée, elle peut se produire grâce aux efforts de traduction de soi, de ce fait nous pensons la communication non seulement comme un facteur de diffusion, mais également comme un sujet à penserThe link we make between exile and communication is not a classic one. In fact, an exile is someone who leaves his country and changes his language and culture. He is also someone who tries to reach a new culture and society. By considering the literature of writers from East and Central Europe, who choose to write their books directly in French, our thesis seeks to understand the way how an exile can generate new relationships in this space.We focus on the literary discourses and the notion of the author, as Foucault spoke about them, in order to understand how an author uses the narration of his own life to configure a face-speech acceptable to his host community. By using the difference between this face in a pre-discursive manner marked by the contract between the testimony and the authors’ will to be perceived as artists, we try to focus on the way those voices show their inclusion in the French literary world. We show that the exiles’ discourses must deal with the possibility of lack of communication due to inaudibility cause by semantic mistakes.We think that the configuration of exile is a way to present oneself as a « hero of freedom. » Authors manage the opposition between singularity and the necessity to find a new community in order to communicate. Moreover, we also consider the possibility of refusing the first contract of communication and we include the concept of « non-lieu » created by Marc Augé, a concept which refers to a space with no link to the community. Confronts with this threat, we consider that an author may manage this risk by a process of reverence-inclusion. According to this process, writers give their own description of French social markers to indicate to the public that they belong to the French culture. Those descriptions allow them to give to the French audience the rule of interpretation for their own books. Finally, we examine the possibility of speaking about this literature as an assimilated one. We show that this literature is not fully integrated because of the complex social integration of those authors. This difficulty of integration forces them to redefine their position in French society. As a result of their Soviet education, authors try to show a disturbing strangeness not as a marker of an outsider, but as an indication of their social place in French society. This past is made a tool for understanding French modernity. This specificity directs us to consider those writers, particularly their views on communication, identity, Europe and cosmopolitanism.Our thesis focuses on the problem of communication and tries to increase our knowledge of intercultural relations in Europe. By focusing on a large literary corpus, our thesis endeavours to understand this complex phenomena of European exiles. Finally, our thesis integrates the problem of non-communication as a conceptual center of interrogations in order to show that if communication is not an innate capacity, it can be developed into something beyond a tool for spreading a message, namely a concept to think
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Pestalardo, Maria. « War on the Media : The News Framing of the Iraqi War in the United States, Europe, and Latin America ». Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2205.
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This study analyzes the framing of the war in Iraq (2003) during the week before and the week after the conflict started according to the media coverage of nine leading newspapers from United States, Europe, and Latin America. Through quantitative content analysis, the researcher answered seven research questions and analyzed the framing, sources, and approaches used by the newspapers in the news coverage of the conflict. The researcher compared the news coverage of each region and found that there were significant differences in the content of the war reporting according to the geographical area of the media. European and Latin American newspapers framed a "bigger and more balanced picture" in covering more sides of the war and quoting diverse sources while American media covered a narrower range of war perspectives and quoted coalition sources in almost all of their news stories and editorials.
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Aceti, Monica. « Devenir et rester capoeiriste en europe : transmissions interculturelles et 'mondialité' de la capoeira afro-brésilienne ». Thesis, Besançon, 2011. http://www.theses.fr/2011BESA1030.
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La diffusion de la capoeira brésilienne dans le monde est portée par la mobilité croissante des acteurs de sa transmission entre le Brésil et l’Europe, ainsi que par les possibilités de circulations informationnelles actuelles (YouTube, Internet). La roda (ronde) de capoeira se présente comme un espace d’expressions plurielles d’individualités « encerclées ». Le contrôle du groupe et du maître, par égard à une « tradition » et des « fondements », s’exercent sur des corps qui performent une danse-lutte et s’inversent — mains contre sol et pieds au ciel — de façon parfois ludique à en devenir subversive vis-à-vis de l’efficacité sportive. Dans ce travail par analyse d’entretiens (N=134) et observation participante dans des terrains multi-situés en Europe et au Brésil, nous nous sommes appliquée à comprendre comment les carrières des capoeiristes se fabriquent en Europe. Dans une perspective interactionniste et enracinée, nous avons remarqué que le mythe du métissage de Gilberto Freyre trouve une deuxième vie à l’« extérieur ». Derrière ce masque, un premier modèle typologique (les micro-firmes) révèle une organisation libérale marchande et patriarcale. Ces structures forment désormais les membres les plus méritants de leur rang au « métier » de capoeiriste et les reconnaissent au titre de professeur.e.s, contremaître.sse et récemment de maître. D’une activité marginale et exotique — ce bien culturel immatériel récemment reconnu au titre de patrimoine brésilien — est désormais le théâtre de tensions marchandes et d’enjeux territoriaux. Certain.e.s se font une « place », en réglant leurs comptes à coups de gancho (coups de pied retournés), d’autres se spécialisent dans les animations socioculturelles et quelques-un.e.s entrent en résistance : negaça (position d’esquive dite du déni), malandragem (roublardise) et jongleries diplomatiques, tels sont les outils que ces capoeiristes « dissidents » (deuxième typologie) ont acquis au cours de leur socialisation aux accents néopatrimoniaux. D’autres encore se réunissent à l’occasion de rodas d’échanges auto-organisées et participatives, en créant localement leurs terreiros (places) de capoeira. On assiste à un processus de déterritorialisation du patrimoine brésilien qui parallèlement donne à lire des formes de relation interculturelles de « mondialité » en référence à Édouard Glissant. Ainsi, cette étude fait apparaître que la mondialisation de la capoeira ne conduit ni à une mac’homogénéisation, ni à sa « décaractérisation », mais à la plurivocité des façons d’être et d’agir de femmes et d’hommes capoeiristes selon trois modèles typologiques : les micro-firmes patriarcales, les groupes dissidents néopatrimoniaux et les réseaux d’échanges ludiques participatifsThe spread of Brazilian capoeira in the world is supported by the increasing mobility of the actors of its transmission between Brazil and Europe, as well as the possibilities created by current information circulation (YouTube, Internet). The capoeira roda (circle) presents itself as a space of plural expressions of ‘encircled’ individualities. Out of consideration for a ‘tradition’ and ‘foundations’, the control of the group and the master is over the bodies that perform a dance-fight and reverse –hands against the ground and feet up to the sky –in a playful way almost to the point of becoming subversive regarding sports effectiveness. In this work of interviews analysis (N=134) and participating observation in fields from various locations in Europe and Brazil, we concentrated on understanding how the career of capoeiristas are generated in Europe. In an interactionist and deeply rooted perspective, we have noticed that Gilberto Freyre’s myth of miscegenation finds a second life ‘outside’. Behind this mask, a first typological model (the micro-firms) reveals a liberal, commercial and patriarchal organization. These structures now train the most deserving members of their rank in the ‘job’ of capoeirista and acknowledge them as teacher, contramestre and more recently as mestre. From a marginal and exotic activity – this intangible cultural product recently recognized as Brazilian Heritage – is now the subject of commercial tensions and territorial stakes. Some make a name for themselves by taking matters into their own hands through the use of the gancho (hook kick), others specialize in socio-cultural activities and a few mark the start of resistance: negaça (evasive move, also called ‘denial move’), malandragem (trickery) and diplomatic jugglery, such are the tools that those ‘dissident’ capoeiristas (second typology) acquired during their socialization with a hint of neo-patrimony. Others still meet around self-organized and participating exchange rodas, by creating locally their terreiros (places) of capoeira. We are witnessing a deterritorialisation process of Brazilian heritage which as the same time produces forms of intercultural relations of ‘mondialité’ referring to Édouard Glissant. Thus, this study shows that the globalization of capoeira can neither lead to a mac’homogenization, nor to its decharacterization, but to the multiple meanings of ways of being and acting of women and men capoeiristas according to three typological models: the patriarchal micro-firms, the néopatrimonial dissidents and the participatory exchange networks
A difusão da capoeira brasileira no mundo é levada pela mobilidade crescente dos actores da sua transmissão entre o Brasil e a Europa, assim como pelas possibilidades de circulação de informação actuais (YouTube, Internet). A roda de capoeira apresenta-se como um espaço de expressões plurais de individualidades «cercadas». O controlo do grupo e do mestre, relativamente a uma «tradição» e «fundamentos» que se exercem sobre os corpos numa performance de uma dança-luta, invertendo-se – mãos contra o solo e pés para o céu – de maneira talvez lúdica para tornar-se subversiva face à eficácia desportiva. Neste trabalho por análise de entrevistas (N=134) e observação participante em terrenos multi-situados na Europa e no Brasil, nós nos aplicámos a compreender como as carreiras dos capoeirístas se fabricam na Europa. Numa perspectiva interaccionista e enraizada, nós reparámos que o mito da mestiçagem de G. Freyre encontra uma segunda vida no “exterior”. Atrás desta máscara, um primeiro modelo tipológico (as micro-firmas) revelam uma organização mercantil liberal e patriarcal. Estas estruturas formam de agora em diante os membros de maior mérito ao «ofício» de capoeirísta e é-lhes reconhecido o título de professor(a), contramestre(a) e recentemente de mestre. De uma actividade marginal e exótica - este bem cultural e imaterial reconhecido recentemente com o título de património brasileiro – é doravante o teatro de tenções de mercado e de concorrências territoriais. Alguns ganham o seu espaço, ajustando contas a força de «gancho» (golpe revirado), outros especializando-se em animações culturais e alguns entram em resistência : negaça (posição de esquiva dita de recusa), malandragem e malabarismo diplomático, tais são as ferramentas que estes capoeristas “dissidente” (segunda tipologia) adquiriram no decorrer da sua socialização com sotaque neo-patrimonial. Outros ainda, reúnem-se por ocasião de rodas de trocas auto-organizadas e participativas, criando localmente os seus terreiros de capoeira. Nós assistimos a um processo de desterritorialização do património brasileiro que paralelamente mostra formas de relações interculturais de “mondialité” em referência a E. Glissant. Assim, este estudo revela que a mundialização da capoeira não conduz nem a uma mac’homogeneização, nem à sua descaracterização, mas à pluralidade de maneiras de ser e de agir de mulheres e de homens capoeiristas segundo três modelos tipológicos: as micro-firmas patriarcais, os dissidentes neo-patrimoniais e as redes de trocas participativas
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Hiller, Gundula Gwenn. « Intercultural Communication between Germans and Poles at the European University Viadrina ». Department für Fremdsprachliche Wirtschaftskommunikation, WU Vienna University of Economics and Business, 2008. http://epub.wu.ac.at/1374/1/document.pdf.
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The European University Viadrina at Frankfurt (Oder) is, due to its location on the German-Polish border and its high rate of international students (40 %), a place predestined to explore the subject of intercultural communication. However, the students in fact do not notice the interculturalism in their everyday lives. German and Polish students form two big groups which are distant from one another and the communicative interaction is very limited. As former studies have already asserted, the contact hypothesis works only under special conditions. The origins of the group formation and the mutual lack of interest are complex. This study especially considers one of all possible aspects and analyses it: failed communication caused by cultural differences. With the analysis of the Critical Incidents, several characteristic fields of culturally-caused conflicts between German and Polish students were able to be identified. (author´s abstract)Series: WU Online Papers in International Business Communication / Series One: Intercultural Communication and Language Learning
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Chentsova-Dutton, Julia Evgenievna. « Physiological, behavioral, and self-reported components of relived emotions and their coherence in Hmong American and European American college students / ». Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
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Ziberi, Linda. « The Rhetorical Uses of Multiculturalism : An Ideographic Analysis of the European Union and Macedonian Discourses in the Dialogue for EU Accession ». Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332361922.
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Almeida, Joana Filipa Cardoso Lopes de. « European student mobility and intercultural learning at a portuguese university ». Doctoral thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/15691.
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Doutoramento em EducaçãoThe purpose of this study is to understand, impact and evaluate the development of intercultural communicative competencies among European credit-seeking exchange students and other sojourners through purposeful intercultural pedagogy. This pedagogy encompasses intentional intercultural- educational approaches which aim to support and enhance sojourners’ intercultural learning throughout the study abroad cycle (pre-departure, in-country and reentry phases). To test and validate these pedagogies a 20-hour intervention was designed and implemented among two cohorts of 31 sojourners during the in-country phase of their sojourn in Portugal. The process to develop and validate the intercultural intervention was driven by a mixed-methods methodology which combined quantitative and qualitative data to triangulate, complement and expand research results from a pragmatic stance. The mixed methods research design adopted is multi-phased and encompasses a multi-case study and an evaluative component. The multi-case component is embodied by sojourner cohorts: (1) the primary case study involves 19 incoming students at the University of Aveiro (Portugal) as participants in the European exchange program Campus Europae; (2) the second case study comprises three incoming Erasmus students and nine highly skilled immigrants at the same university. All 31 sojourners attended two intermediate Portuguese as Foreign Language classrooms where the intervention was employed. Data collection was extensive and involved collecting, analyzing and mixing quantitative and qualitative strands across four research phases. These phases refer to the: (1) development, (2) implementation and (3) evaluation of the intervention, as well as to (4) a stakeholder analysis of the external value of the intervention and of the Campus Europae program. Data collection instruments included pre and posttest questionnaires and semi-structured interviews. Results confirm the intercultural effectiveness of the intervention and the positive impact upon research participants’ intercultural gains. This impact was, however, greater in case study 2. Among explanatory variables, three stand out: (1) participant meaning-making abilities, (2) host language proficiency and related variables, and (3) type of sojourn or exchange programs. Implications for further research highlight the need to systematize purposeful intercultural pedagogy in sojourner populations in general, and in European credit student mobility in particular. In the latter case, these pedagogies should be part of the design and delivery of credit-bearing exchange programs in pre- departure, in-country and re-entry phases. Implications for practice point to the urge to improve intercultural practices in: macro (higher education institutions), mezzo (exchange programs) and micro (sojourner language classrooms) contexts where this research took place, and wider social scenarios they represent.
O propósito deste estudo é compreender, intervir e avaliar o desenvolvimento de competências de comunicação intercultural de estudantes de intercâmbio europeus com vista à aquisição de créditos e de outros sujeitos em contexto de imersão, através de uma pedagogia intercultural propositiva. Este tipo de pedagogia representa abordagens pedagógico-interculturais que visam auxiliar e otimizar a aprendizagem intercultural destes sujeitos durante o ciclo de intercâmbio (fase prévia à partida, durante o intercâmbio e na reentrada). De forma a testar e validar estas pedagogias, uma intervenção com a duração de 20 horas foi desenhada e implementada em dois coortes de 31 sujeitos durante sua imersão em Portugal. O processo de desenvolvimento e validação da intervenção intercultural foi guiado por uma metodologia mista que combina dados quantitativos e qualitativos para triangular, complementar e expandir os resultados investigativos a partir de uma instância pragmática. O desenho de investigação misto adotado é multifaseado e integra uma componente de estudo de caso-múltiplo e de avaliação. A componente de estudo de caso-múltiplo é corporizada pelos dois coortes de sujeitos em imersão: (1) o principal estudo de caso integra 19 estudantes recebidos pela Universidade de Aveiro (Portugal) enquanto participantes no programa de intercâmbio Europeu Campus Europae; (2) o segundo estudo de caso integra três estudantes Erasmus e nove imigrantes altamente qualificados recebidos pela mesma universidade. Todos os 31 sujeitos frequentaram duas salas aulas de Português Língua Estrangeira, onde a intervenção foi implementada. A recolha de dados foi extensiva e compreendeu a recolha, análise e integração de dados quantitativos e qualitativos ao longo de quatro fases de investigação. Estas fases referem-se ao: (1) desenvolvimento, (2) implementação e (3) avaliação, bem como a (4) uma análise das perceções de stakeholders com o intuito de compreender o valor externo da intervenção e do programa Campus Europae. Os instrumentos de recolha de dados incluíram inquéritos por questionário antes e após a intervenção e entrevistas semi- estruturadas. Os resultados confirmam a eficácia intercultural da intervenção e um impacto positivo nos ganhos interculturais dos participantes. Este impacto foi, no entanto, maior no estudo de caso 2. Entre as variáveis explanatórias, três destacam-se: (1) as capacidades de construção-de-significado dos participantes, (2) a proficiência na língua de acolhimento e varáveis associadas e (3) o tipo de imersão e programas de intercâmbio. Implicações para investigações futuras salientam a necessidade de sistematizar uma pedagogia intercultural propositiva em poluções em imersão, no geral, e na mobilidade europeia estudantil de crédito, em particular. No último caso, estas pedagogias deverão ser parte do desenho e implementação de programas de intercâmbio de crédito na fase prévia à partida, durante o intercâmbio e na reentrada. As implicações de teor prático salientam a premência de melhorar as práticas interculturais nos contextos macro (instituições de ensino superior), meso (programas de mobilidade) e micro (aulas de língua para sujeitos em imersão) onde esta investigação decorreu, bem nos cenários sociais alargados que estes contextos representam.
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Gates, Denise. « Exploring the superior-subordinate relationships of Caucasian American, African American, and Latino/A or Hispanic American women and men from the perspective of co-cultural theory / ». free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137701.
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Nastase, Monica. « A Media Analysis of Racism and Ethnocentrism Issues Framed in US and European Mass Media within the Setting of the 2006 FIFA World Cup Competition ». Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2083.
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The present exploratory study, framed in agenda-setting theory, analyzes the way European and US newspapers frame racism and ethnocentrism issues, on the background of the 2006 FIFA World Cup. By combining quantitative and qualitative methods, 2 research hypotheses and 9 research questions were explored. The results showed the distribution of articles that used a positive frame and the ones that used a negative frame was relatively equal across geographical regions.
The US media have shown as the most ethnocentric nationality the Spanish, while the European media, the Scottish. There is an agreement across different geographical regions that the French and the German have the most tolerant or anti-discriminatory actions or attitudes. The most prominent theme to describe nationalities’ tolerant attitudes was the power of football to unify peoples and to enhance global understanding. Both the American and the European media described the Argentinean team mostly in terms of athletic skill.
Livres sur le sujet "Intercultural communication – Europe"
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1974-, Dervin Fred, et Suomela-Salmi Eija, dir. Intercultural communication and education : Finnish perspectives. Bern : P. Lang, 2006.
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Heinderyckx, Francois. L' Europe des médias. Bruxelles : Éd. de l'Université de Bruxelles, 1998.
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S, Gundara Jagdish, et Jacobs Sidney 1942-, dir. Intercultural Europe : Diversity and social policy. Aldershot : Ashgate, 2000.
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Terry, Garrison, et Rees David 1952-, dir. Managing people across Europe. Oxford : Butterworth-Heinnemann, 1994.
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Roslund, Mats. Guests in the house : Cultural transmission between Slavs and Scandinavians 900 to 1300 A.D. Leiden, NL : Brill, 2007.
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Heinderyckx, François. L' Europe des médias / François Heinderyckx ; préface de Gabriel Thoveron. Bruxelles : Editions de l'Université libre de Bruxelles, Institut de sociologie, 1998.
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Koll-Stobbe, Amei. Zwischen den Sprachen, zwischen den Kulturen : Transfer- und Interferenzprozesse in europäischen Sprachen. Frankfurt am Main : Peter Lang, 2009.
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Institute, European, dir. Multilingualism in Europe and the US : A communications challenge for transatlantic relations and global business : conclusions from an international round table seminar. Washington, DC, USA : The Institute, 1993.
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Stiftung, Robert Bosch, European Cultural Foundation et International Society for Intercultural Education, Training, and Research., dir. The Role of intercultural mediators in Europe : Results of the SIETAR-Roundtable in Amsterdam, 16 May 1986 = Le Rôle des médiateurs interculturels en Europe : résultats de la table ronde au congrès SIETAR à Amsterdam, 16 mai 1986. Stuttgart : R. Bosch, 1987.
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Mudimbe-boyi, M. Elisabeth. Essais sur les cultures en contact : Afrique, Amériques, Europe. Paris : Karthala, 2006.
Trouver le texte intégralChapitres de livres sur le sujet "Intercultural communication – Europe"
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Wang, Xiaojing. « Hopeful Disappointment : Cultural Morphology and the Relation Between China and Europe ». Dans Intercultural Communication with China, 9–39. Singapore : Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4014-6_2.
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Lähdesmäki, Tuuli, et Aino-Kaisa Koistinen. « Explorations of Linkages Between Intercultural Dialogue, Art, and Empathy ». Dans Dialogue for Intercultural Understanding, 45–58. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_4.
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AbstractIn the 2000s, European societies have transformed quickly due to the networked global economy, deepening a European integration process, forced and voluntary movement of people to and within Europe, and influence of social media on culture, communication, and society. Europe has become an increasingly diverse and pluricultural continent where many people simultaneously identify with multiple different cultural and social groups. In such “super-diversified” (Vertovec in New complexities of cohesion in Britain: Super-diversity, transnationalism and civil-integration, Communities and Local Government Publications, Wetherby, 2007) European societies diversity itself is broad, multidimensional, and fluid (Vertovec in New complexities of cohesion in Britain: Super-diversity, transnationalism and civil-integration, Communities and Local Government Publications, Wetherby, 2007; Blommaert and Rampton in Language and Superdiversity. Diversities 13(2):1–21, 2011). Different social locations and identities intersect within them—whether cultural, ethnic, national, social, religious, or linguistic. At the same time, however, European societies have faced the rise of diverse populist and radical right-wing movements promoting profoundly monoculturalist views and cultural purism. What are the means to confront this polarization of views and attitudes in Europe?
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Chikudate, Nobuyuki. « Limitations and Potentials of Intercultural Communication in Unethical Business Conventions : A Theoretical Scrutiny of Intercultural Communication, Business Ethics, Habermasian Discourse Ethics and Foucaultian Aesthetics ». Dans Asia and Europe in the New Global System, 262–82. London : Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230503069_14.
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Rapanta, Chrysi, et Susana Trovão. « Intercultural Education for the Twenty-First Century : A Comparative Review of Research ». Dans Dialogue for Intercultural Understanding, 9–26. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.
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AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
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Molino, Alessandra, Slobodanka Dimova, Joyce Kling et Sanne Larsen. « Intercultural communication and identity in English-medium instruction ». Dans The Evolution of EMI Research in European Higher Education, 177–96. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003150923-8.
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Zapata-Barrero, Ricard, et Zenia Hellgren. « Intercultural Citizenship in the Making : Public Space and Belonging in Discriminatory Environments ». Dans IMISCOE Research Series, 111–28. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25726-1_7.
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AbstractPublic space is essential to foster a sense of belonging among immigrants and racialized groups. This is especially true for groups who are still framed as different in relation to an abstract but taken-for-granted notion of we-ness that remains strongly connected to colonial thinking (Mayblin & Turner, 2021), according to which people perceived as white and western represent the norm in European societies. In this chapter we assume that there is an interrelation between the concepts of discrimination and interculturalism that is essential for the life conditions of immigrants and racialized groups. On the one hand, ethnic discrimination constitutes an impediment for the fulfilment of interculturalist policy goals, while on the other hand, interculturalism, understood as a strategy promoting contact among people from different backgrounds, including nationals, may potentially constitute a fruitful political and discursive tool to combat discrimination (Hellgren & Zapata-Barrero, 2022). In this chapter we defend that intercultural citizenship is a useful conceptual framework to analytically examine how such belonging could be constructed in multiethnic urban neighbourhoods, understanding multiplicity of linkages across ethnic divides as a key element. For such multiple ways of understanding contact (including formal/informal, conventional/unconventional, and also nonverbal communication, body language, eye contact, gestures and even silence (Samovar et al., 2015) to fulfil the conditions of citizenship-making and developing a sense of belonging need to take place under conditions of equality and power-sharing or be discrimination-free. We contend therefore that these people-to-place linkages in diversity settings are even more important than the probably more traditional people-to-people linkages that usually define interculturalism (Zapata-Barrero, 2017). For instance, migrants tend to use open public spaces, community gardens, and parks to gather and congregate in ways that are reminiscent of their home country, transforming the parks of their adoptive community into familiar spaces, creating an “autotopography” that links their daily practices and life experiences to a deep sense of place (Agyeman, 2017).
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« Interpersonal Communication, History, and Intercultural Coherence : Timothy Stephen ». Dans Communication in Eastern Europe, 14–34. Routledge, 2012. http://dx.doi.org/10.4324/9780203053003-6.
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« On the Communication of Sacred Texts : Intercultural Comparison or Intercultural Encounter ». Dans Interreligious Hermeneutics in Pluralistic Europe, 379–96. Brill | Rodopi, 2011. http://dx.doi.org/10.1163/9789401200370_020.
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Ife, Anne. « Language and Othering in Contemporary Europe ». Dans The Cambridge Handbook of Intercultural Communication, 396–411. Cambridge University Press, 2020. http://dx.doi.org/10.1017/9781108555067.029.
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« Intercultural communication between North-Africa and Southwestern Europe ». Dans Paradise Lost, 240–58. BRILL, 1997. http://dx.doi.org/10.1163/9789004491472_014.
Texte intégralActes de conférences sur le sujet "Intercultural communication – Europe"
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Zoltan, Kato, et Doru alexandru Plesea. « E-LEARNING, INTERCULTURAL DIMENSION AND DIFFERENCES ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-089.
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All across Europe, schools and universities have been setting up new training methods in order for students to develop intercultural skills and competence. In multilingual societies the pedagogical assumptions of e-learning environments need to be made explicit. World Wide Web with the rapid development of Information and Communication Technologies in Romania has caused changes in the way teaching and learning is viewed increasing the diversity of the beneficiary population. Romania is a country with a multicultural and multilingual society. In these societies the implicit pedagogical assumptions of e-learning environments need to be made explicit. Two different cultural dimensions of educational practices are more specifically concerned: the pedagogical culture and the values, beliefs, attitudes, theories and models involved; and the digital culture and the emerging transformations related to knowledge and pedagogical modeling. This article focuses on examining the various effects of cultural factors regarding the e-learning process in Romania. An e-learning environment is one where the educational practices are based on information and communication technology. There can be a combination of online and offline, solitary and group learning. As Internet culture existing in cyberspace is not geographically tied, learning through e-learning is no longer bound by location (school, training center) or time, but is actually dependent on technology. Examining the relationship between culture and language we discover that they are closely linked to the issue of national identity. After the Dutchman Geert Hofstede, researcher of corporate culture, national culture is the software of the mind, specific and learned patterns of thought and behavior, relatively clear limiting potential answers to basic questions of existence, sets the example, modus operandi for survival, and it is necessary for us to be successful persons. Overviews of cultural considerations (linguistic, national and individual aspects) can help build and implement effective e-learning. After examining the sociolinguistic distribution will explore the learning process in terms of culture-dependent characteristics, and possible ways of customization. The development of intercultural abilities can lead the way to an enhanced experience of learning. Considering that ensuring equal opportunities is important to know what to do with e-learning software - acquired abroad or produced locally - by introducing a limited market (the speakers of Hungarian / Rromani). Finally, the paper analyses the e-learning platforms offered by the major Romanian Universities and the way they respond to the needs of Hungarian and Romani minorities, taking in account their cultural and pedagogical peculiarity. The aimed scope of this paper is to submit to the universities and to the Ministry of National Education some solutions to increase the access of Hungarian and Rromani minorities to on-line learning higher education.
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Condruzbacescu, Monica. « E-TWINNING - THE COMMUNITY FOR SCHOOLS IN EUROPE ». Dans eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-139.
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The paper focuses on Etwinning, the community for schools in Europe. Launched in 2005 as a fundamental component of the eLearning program of the European Commission, eTwinning has become an integral part of the Erasmus +, the EU Programme for Education, Training, Youth and Sport, in 2014. The Central Support Service eTwinning is run by European Schoolnet, an international partnership formed of 31 European ministries of education, which designs learning tools for schools, teachers and students in Europe. ETwinning promotes school collaboration in Europe through information and communication technologies by providing support, tools and services to schools. The portal is available to teachers through online tools by which they may seek partners, can start the project, they can exchange ideas and best practices and can start to work immediately thanks to the broad range of customized tools on the eTwinning platform. From October 2007, eTwinning started to be carried out in Romania. In the long term, it aims to improve the abilities to use new technologies, to improve communication in foreign languages, knowledge and intercultural dialogue.The paper also deals with the development of key competences through eTwinning, rules of communication and behavior inside etwinning community and implications for teaching activities. The next part of the paper presents Etwinning advantages from eLearning perspective: accessibility, the freedom of decision, professional community, information resources, training opportunities for teachers, specialist support, motivation and recognition systems. ETwinning platform is ideal for secondary education because it offers extensive opportunities for managing virtual spaces - which facilitates, in a much higher degree than other web platforms, learning activities. Benefits of eTwinning platform for students and teachers involved in online learning projects by collaboration at European level are very high due to factors such as: the opportunity to interact with students and teachers in other European countries, didactic and technological support offered by the portal to the highest European standards, innovative working tools, teamwork, stimulate interest and critical thinking. Advantages for school are also important because the image of the school is promoted by eTwinning projects and foundations of a future collaboration at the institution level in future partnerships are set up.
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Kennedy-Karpat, Colleen. « Adaptation studies in Europe ». Dans 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.
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Adaptation is a creative process that crosses and blurs boundaries: from page to stage, from small screen to big screen – and then, sometimes, back again. Beyond questions of form and medium, many adaptations also cross national borders and language barriers, making them important tools for intercultural communication and identity formation. This paper calls for a more intensive, transnational study of adaptation across print, stage, and screens in EU member and affiliate countries. For the highest possible effectiveness, interdisciplinarity is key; as a cultural phenomenon, adaptation benefits from perspectives rooted in a variety of fields and research methods. Its influence over transnational media flows, with patterns in production and reception across European culture industries, offers scholars a better understanding of how narratives are transformed into cultural exports and how these exchanges affect transnational relationships. The following questions are proposed to shape this avenue for research: (1) How do adaptations track narrative and media flows within and across national, linguistic, and regional boundaries? (2) To what extent do adapted narratives reflect transnational relationships, and how might they help construct Europeanness? (3) How do audiences in the EU respond to transnational adaptation, and how are European adaptations circulated and received outside Europe? (4) What impact does adaptation have in the culture industries, and what industrial practices might facilitate adaptation across media platforms and/or national boundaries? The future of adaptation studies and of adaptation as a cultural practice in Europe depends on the development of innovative, comparative, and interdisciplinary approaches to adaptation. The outcomes of future research can hold significant value for European media industries seeking to expand their market reach, as well as for scholars of adaptation, theater, literature, translation, and screen media.
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Kennedy-Karpat, Colleen. « Adaptation studies in Europe ». Dans 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.
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Adaptation is a creative process that crosses and blurs boundaries: from page to stage, from small screen to big screen – and then, sometimes, back again. Beyond questions of form and medium, many adaptations also cross national borders and language barriers, making them important tools for intercultural communication and identity formation. This paper calls for a more intensive, transnational study of adaptation across print, stage, and screens in EU member and affiliate countries. For the highest possible effectiveness, interdisciplinarity is key; as a cultural phenomenon, adaptation benefits from perspectives rooted in a variety of fields and research methods. Its influence over transnational media flows, with patterns in production and reception across European culture industries, offers scholars a better understanding of how narratives are transformed into cultural exports and how these exchanges affect transnational relationships. The following questions are proposed to shape this avenue for research: (1) How do adaptations track narrative and media flows within and across national, linguistic, and regional boundaries? (2) To what extent do adapted narratives reflect transnational relationships, and how might they help construct Europeanness? (3) How do audiences in the EU respond to transnational adaptation, and how are European adaptations circulated and received outside Europe? (4) What impact does adaptation have in the culture industries, and what industrial practices might facilitate adaptation across media platforms and/or national boundaries? The future of adaptation studies and of adaptation as a cultural practice in Europe depends on the development of innovative, comparative, and interdisciplinary approaches to adaptation. The outcomes of future research can hold significant value for European media industries seeking to expand their market reach, as well as for scholars of adaptation, theater, literature, translation, and screen media.
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Marinescu, Roxana. « USING NEW MEDIA AND TECHNOLOGIES IN FOREIGN LANGUAGE EDUCATION FOR PLURILINGUAL COMMUNICATION AND DEMOCRATIC CITIZENSHIP ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-267.
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This paper focuses on outlining some effects that the use of new media and technologies in foreign language education has on both plurilingual communication and on democratic citizenship. At the moment in the European Union there are 27 member states and 23 officially acknowledged languages. With increasingly mobile European citizens and a growing number of immigrants from non-European countries, Europe faces the challenge of providing equal opportunities to all citizens and, at the same time, ensuring that their linguistic and cultural heritage will be preserved. This paper starts from the necessity stated in some European documents that the European citizen should learn at least two foreign languages, English being in practice one of those, for better or worse. Also foreign language education is viewed in connection with citizenship rights and intercultural communication, for a European citizen fully equipped for flexible work contexts in a time of increased mobility. With 'language rights' viewed as part of 'human rights' and with Europe a multilingual area, the plurilingual European citizens should be able to make effective use of all their educational strategies in order to enhance their chances in social and economic life. European educational policies should thus take into consideration the inclusion of new media and technologies in formal education, as well as the impact they have on the informal education of European citizens, and should evaluate the extent to which the use of these e-tools affects language learning in the context of multilingualism. This paper also briefly presents an overview of the results of a small scale survey conducted within the Bucharest University of Economic Studies among first-year students by means of a questionnaire and informal discussions. The survey focuses on how they use the new media in formal and informal language learning, especially English language learning.
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Bolgari, Natalia. « Defining intercultural communicative competence from international perspective ». Dans International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova : Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.15.
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The article tackles the intercultural dimension in the language teaching process, focusing on teaching English. It also analyzes intercultural communicative competence from an international perspective, comparing American, European and Asian cultures. The aim of the paper is to characterize the main notions (the notion of self in society; the notion of language and communication and the notion of education and development), which are the main pillars in defining and developing the intercultural communicative competence, and to specify their impact in a non-European context.
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SAVA, Anastasia. « L’approche interculturelle dans l’enseignement d’une langue étrangère en contexte heuristique ». Dans Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p165-170.
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The intercultural perspective is one of the general skills that a language learner must acquire, as defined in the Common European Framework of Reference for Languages. Culture in language teaching is indispensable, not only to learn to communicate effectively, but also because it is an ethical means. The didactic approach of the intercultural perspective emphasizes an intercultural communication as a study of the communications between people of different nationalities because each human being carries with him a different cultural baggage. The new heuristic orientation in the current didactics comes to develop this competence of intercultural communication to the one who learns a foreign language being the basis of an effective and active learning that incites the student, forces him to think, to reflect and to discover. The heuristic method is a method of exploring reality, of the knowledge of the learner himself, it is a focused approach to the learner who is required to play an active role in his formation.
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Colibaba, Anca cristina, Irina Gheorghiu, Stefan Colibaba, Carmen Antonita, Irina Croitoru et Ovidiu Ursa. « INNOVATIVE STRANDS IN THE ZOE PROJECT ». Dans eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-120.
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The article is a study on the ZOE project, Zoonoses Online Education, (2016-1-RO01-KA203-024732), a European project funded by Erasmus+ programme for the years 2016-2019. The project has been developed within an international partnership including a wide range of institutions (Universities, medical and educational institutions, non-governmental educational organisations and IT centres) from Bulgaria, Italy, Spain and Romania. The project promotes a better understanding of zoonoses and outlines the role of interdisciplinary research and technology enriched education where professionals can share their knowledge and experience. Further more, it also raises awareness about the importance of creating synergies between the human and veterinary medicine and encourages raise-awareness interventions related to identifying, monitoring and controlling malaria and dirofilariosis. The article focuses on the project's interdisciplinarity: the ZOE project encompasses medicine, veterinary practice, linguistic communication in six languages, internationalisation of higher education and technology enriched education. It also highlights the innovative character of its guidelines on infectious zoonotic diseases, malaria and dirofilariosis, which were once eradicated in Europe but have appeared again. The article describes the project's idea and main objectives, highlighting its focus and innovative activities. The study gives interesting insights into the innovative and ICT based teaching/ learning MOOC project course, which is supported by videos in six languages. The linguistic MOOC (Massive Open Online Course) created within the project aims to improve students' skills in zoonotic clinical procedures and medical communication and intercultural skills. The project addresses not only medical lecturers and language teachers teaching medical students but also medical students and the public at large.
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Herlo, Dorin. « ELEARNING IN INTERCULTURAL LEARNING ». Dans eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-160.
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The process of promoting intercultural learning was accelerated in the 1990s, by the European Council, and coincided with the acknowledgment of its relevance not only in the countries of Western Europe that were the most important targets for migration, but also in other parts of Europe, such as the southern countries or the countries of Central and Eastern Europe where issues of cultural diversity have become very important after the fall of the communist regimes in this area. In nowadays the educators face with intercultural challenges in many learning situations, for which they have not been prepared sufficiently in their own training, because intercultural issues are only on the teacher curriculum agenda since a couple of years. For this reason, it need to form and develop the intercultural competence - one of the eight key competence needed for every young and every educator of our days - by initial and continuous training. If the general objective of intercultural learning activities is to equip young people and adults with necessary competences for living in a intercultural society, its specific objectives refer to: a) knowledge about culture in general and its impact on individual and group behaviour, about one's own culture(s) and about the cultures of others; b) skills related to life in a intercultural society (become aware of one's own cultural determinations, of prejudices and stereotypes and identifying them to the others, ability to take different viewpoints, communicative and relational skills, etc); c) attitudes, such as respect for cultural diversity and for the other's cultural identity, reject discrimination and intolerance; d) stimulating action for promoting intercultural society, for combating discrimination and intolerance. This article aims to analyse some aspects of applied strategies, including e-learning activities, in intercultural learning, used in initial training courses with the students from bachelor and master level, which led to accomplish those specific objectives.
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Mušura, Gordana. « THE IMPORTANCE OF ACQUIRING INTERCULTURAL COMMUNICATIVE COMPETENCE FOR PRESENT AND FUTURE TOURIST PROFESSIONALS IN MONTENEGRO ». Dans Fourth International Scientific Conference ITEMA Recent Advances in Information Technology, Tourism, Economics, Management and Agriculture. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/itema.2020.69.
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The aim of this paper2 is to discuss and emphasize the importance of acquiring and developing intercultural communicative competence (hereinafter ICC) for tourist professionals in the context of strategic advantages of Montenegro as a tourist destination. Montenegro, as a multicultural, multiethnic and multi-confessional country with a very rich and ancient cultural heritage and preserved natural resources, strives for European integration and achieving international competitiveness in the field of tourism through the development of its strategic advantages. In order to achieve progress in tourism industry, it is necessary to apply an interdisciplinary approach, which includes a symbiosis of elements of culture and tradition with the need and demands of modern tourists who want to communicate with the domicile population, or at least with their hosts, as well as to feel comfortable and welcome at the destination they have chosen for their holiday. Therefore, communicative and affective segments must be added to this interdisciplinary approach which inevitably includes the acquisition of new skills in intercultural communication at the international level. Such communication enables the development of ICC through the inclusion of both linguistic and cultural elements of education in tourism and applying the intercultural approach in foreign language teaching. Furthermore, developing intercultural aspects in tourism should be seen as one of core advantages of smaller and still insufficiently affirmed tourist regions, such as Montenegro, especially in these disruptive circumstances of crisis caused by Covid -19 virus.
Rapports d'organisations sur le sujet "Intercultural communication – Europe"
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Гарлицька, Тетяна Сергіївна. Формування міжкультурної компетентності як одна з умов запровадження європейських стандартів мовної освіти. Wschodnioeuropejski Institut Psychologii, 2022. http://dx.doi.org/10.31812/123456789/7064.
Texte intégralRésumé :
Статтю присвячено обґрунтуванню важливості формування міжкультурної компетентності, зокрема у студентів філологів. Реалізація міжкультурної компетентності розглядається як одна з умов запровадження європейських стандартів мовної освіти. Сучасні глобалізаційні процеси, розширення міжкультурних контактів вимагають від освітнього простору України орієнтації на виховання фахівця нового рівня – суб’єкта полікультурного простору. Професійна компетентність фахівців різних галузей стає неможливою без володіння ними міжкультурною компетентністю. Поняття «міжкультурна компетентність» розглядається в роботі як міждисциплінарний феномен та досліджується з позицій філософії, культурології, соціології, психології, педагогіки та лінгводидактики. Особливу увагу зосереджено на зв’язку культури та мови, оскільки мовні знання є інструментом пізнання іншої культури та важливою умовою міжкультурної комунікації. The article raises the problem of importance of intercultural competence forming, in particular among students of philology. The realization of intercultural competence is considered as one of the conditions for establishment of the European standards of language education. Modern globalization processes, expansion of intercultural contacts demand the Ukrainian education to be focused on the new level specialist – the subject of multicultural surrounding. Professional competence of specialists of different fields is impossible without possessing intercultural competence. The concept «intercultural competence» is considered as multidisciplinary phenomenon which is studied from different points of view: philosophical, cultural, sociological, psychological, pedagogical and linguodidactic. The main attention is focused of the connection of culture and language because language competence is the tool for another culture cognition and an important condition of intercultural communication.
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Chan, Gregory. Contrasting Cultural Orientations among the Indian, Chinese, and Euro-American Peoples and Some Effects on Intercultural Communication. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.2268.
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Thunø, Mette, et Jan Ifversen. Global Leadership Teams and Cultural Diversity : Exploring how perceptions of culture influence the dynamics of global teams. Aarhus University, octobre 2018. http://dx.doi.org/10.7146/aul.273.
Texte intégralRésumé :
In the 21st century, business engagements are becoming increasingly global, and global teams are now an established form of organising work in multinational organisations. As a result, managing cultural diver-sity within a global team has become an essential part of ensuring motivation, creativity, innovation and efficiency in today’s business world.Global teams are typically composed of a diversity of experiences, frames of references, competencies, information and, not least, cultural backgrounds. As such, they hold a unique potential for delivering high performance in terms of innovative and creative approaches to global management tasks; however, in-stead of focusing on the potentials of cultural diversity, practitioners and studies of global teams tend to approach cultural diversity as a barrier to team success. This study explores some of the barriers that cultural diversity poses but also discusses its potential to leverage high performance in a global context.Our study highlights the importance of how team leaders and team members perceive ‘culture’ as both a concept and a social practice. We take issue with a notion of culture as a relatively fixed and homogeneous set of values, norms and attitudes shared by people of national communities; it is such a notion of culture that tends to underlie understandings that highlight the irreconcilability of cultural differences.Applying a more dynamic and context-dependent approach to culture as a meaning system that people negotiate and use to interpret the world, this study explores how global leadership teams can best reap the benefits of cultural diversity in relation to specific challenging areas of intercultural team work, such as leadership style, decision making, relationship building, strategy process, and communication styles. Based on a close textual interpretation of 31 semi-structured interviews with members of global leader-ship teams in eight Danish-owned global companies, our study identified different discourses and per-ceptions of culture and cultural diversity. For leaders of the global leadership teams (Danish/European) and other European team members, three understandings of cultural diversity in their global teams were prominent:1)Cultural diversity was not an issue2)Cultural diversity was acknowledged as mainly a liability. Diversities were expressed through adifference in national cultures and could typically be subsumed under a relatively fixed numberof invariable and distinct characteristics.3)Cultural diversity was an asset and expressions of culture had to be observed in the situationand could not simply be derived from prior understandings of cultural differences.A clear result of our study was that those leaders of global teams who drew on discourses of the Asian ‘Other’ adherred to the first two understandings of cultural diversity and preferred leadership styles that were either patriarchal or self-defined as ‘Scandinavian’. Whereas those leaders who drew on discourses of culture as dynamic and negotiated social practices adhered to the third understanding of cultural di-versity and preferred a differentiated and analytical approach to leading their teams.We also focused on the perceptions of team members with a background in the country in which the global teams were co-located. These ‘local’ team members expressed a nuanced and multifaceted perspective on their own cultural background, the national culture of the company, and their own position within the team, which enabled them to easily navigate between essentialist perceptions of culture while maintain-ing a critical stance on the existing cultural hegemonies. They recognised the value of their local knowledge and language proficiency, but, for those local members in teams with a negative or essentialist view of cultural diversity, it was difficult to obtain recognition of their cultural styles and specific, non-local competences. 3Our study suggeststhat the way global team members perceive culture, based on dominant societal dis-courses of culture, significantly affects the understandings of roles and positions in global leadership teams. We found that discourses on culture were used to explain differences and similarities between team members, which profoundly affected the social practicesand dynamics of the global team. We con-clude that only global teams with team leaders who are highly aware of the multiple perspectives at play in different contexts within the team hold the capacity to be alert to cultural diversity and to demonstrate agility in leveraging differences and similarities into inclusive and dynamic team practices.