scholarly journals Negotiating In Cross-Cultural Contexts

2015 ◽  
Vol 21 (1) ◽  
pp. 185-191
Author(s):  
Alexandra-Florenţa Costin
Keyword(s):  
New Technologies ◽  
Cultural Practices ◽  
Cross Cultural ◽  
Global Culture ◽  
International Media ◽  
Business Context ◽  
Cross Cultural Communication ◽  
Cultural Variables ◽  
Cultural Boundaries ◽  
Cultural Negotiations

Abstract Accentuated by globalization, the overlapping and the dissemination of values, beliefs and perceptions pertaining to different cultures have reached an unprecedented level, phenomenon which, with the contribution of new technologies and the international media, led to the creation of a new global culture. The constant movement of large masses of people with different personal goals has brought into contact individuals coming from various cultures, who found themselves in the position of trying to understand, filter and harmonize new cultural practices as well as developing skills for coping with them; due to widespread businesses spanning national borders, negotiation practitioners frequently encounter business opponents from unfamiliar cultures and resort to strategies and tactics meant to cross cultural boundaries and the obstacles of the business context. The paper is an overview of concepts and findings regarding the origin of the global culture as cultural co-existence in the international space, with an emphasis on the concepts of cross-cultural communication and cross-cultural competence, cultural variables and their impact on cross-cultural negotiations.

The World Wide Web and Cross-Cultural Teaching in Online Education

2009 ◽  
pp. 1020-1042
Author(s):  
Tatjana Takševa Chorney
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
The World ◽  
Interactive Nature

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.

scholarly journals Making MNC Competitive Through Effective Cross Cultural Negotiations

2018 ◽  
Vol 7 (1) ◽  
pp. 21
Author(s):  
Yezdi H. Godiwalla
Keyword(s):  
Multinational Corporation ◽  
Negotiation Process ◽  
Cross Cultural ◽  
Cultural Setting ◽  
Organizational Environments ◽  
Cross Cultural Communication ◽  
Day To Day Operations ◽  
Cultural Negotiations ◽  
Social Entities ◽  
Different Cultures

An organization exists in the context of other entities (such as other organizations and governmental, political and social entities) in its organizational environments. The organization’s focal entities become its task environments that require its immediate attention and it has to interact with all such entities so that it is able to satisfy their expectations from it, and, in turn, by pursuing its strategy, it achieves its own goals. This is the model that describes the situation of any organization, including a multinational corporation (MNC) in its international and multi-cultural setting. Often, the negotiation process for meeting an organization’s needs may involve managing inherent conflict, disagreement or competing for constrained resources, thus making negotiation an arduous process. The very basis of give-and-take interactions and negotiations across different cultures, that typify an MNC in its multi-cultural setting, becomes the foundation for cross cultural negotiations. Such negotiations provide the MNC the method of communicating with its diverse entities and seek the services from them for it to achieve its goals. Because an MNC operates in an international and multi-cultural setting, its many entities are of diverse nature and cross cultural communication and negotiation skills become the critical. The inter-organizational interactions of an MNC in its international and multicultural setting become the basis of its day-to-day operations.

Riding Critical and Cultural Boundaries

2010 ◽  
pp. 71-82
Author(s):  
Julie Faulkner ◽  
Bronwyn T. Williams
Keyword(s):  
New Technologies ◽  
Literacy Practices ◽  
Cross Cultural ◽  
Cultural Norms ◽  
Cultural Boundaries ◽  
American Students ◽  
Student Cohorts ◽  
On Line ◽  
Television Study ◽  
The Impact

This chapter explores the impact of new technologies on young peoples’ literacy practices, with a particular focus on humour as text. Acknowledging ways in which rapidly-changing cultural and technological conditions have reshaped how people work and play, the authors work within expanded definitions of literacy, or multiliteracies. Exploring the potential of humour to interrogate cultural assumptions, Australian and American students participated in a cross cultural television study. They viewed a ‘foreign’ sitcom, asking to what extent knowledge of the sitcom’s cultural norms was fundamental to an appreciation of the intended humour of the series. The student cohorts then communicated on line, developing their reading of the sitcoms in a cross cultural forum. The study asks how the students’ multiliterate practices, including their critical interpretations of television comedy, hold implications for literacy education.

Collaborative Writing 2.0

2018 ◽  
pp. 283-302
Author(s):  
Robert Martínez-Carrasco
Keyword(s):  
Language Learning ◽  
Cultural Practices ◽  
Collaborative Writing ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Discursive Practices ◽  
Cross Cultural Communication ◽  
Meaning Negotiation ◽  
Cultural Component ◽  
Cultural Skills

Technology-enhanced language learning has broadened the horizons of collaboration in the L2 classroom. At the same time, it has brought the cultural component closer, enriching the overall picture for students when learning a foreign language. This highlights the need for students to develop solid cross-cultural skills regarding the meaning negotiation processes underlying the discursive practices of their respective L2 communities. Only by acknowledging the referential, semiological nature of language and understanding cultural practices in situated terms may students be truly socialized in their L2. This study explores the perception of students regarding wiki-based collaborative writing as a resource in the L2 classroom while paying special attention to the treatment of culture specific elements that may hinder effective cross-cultural communication in their L2.

The World Wide Web and Cross-Cultural Teaching in Online Education

2011 ◽  
pp. 4146-4154
Author(s):  
Tatjana Takševa Chorney
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
New Technologies ◽  
Online Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Mediated Communication ◽  
Cross Cultural Communication ◽  
The World ◽  
Interactive Nature

Computer-mediated communication (CMC) and the properties of the online environment in general are inherently suited to help educators reconceptualize their role and engage in constructive cross-cultural communication. This is due to the new technologies’ potential to enable collaborative teaching in an environment of diverse users and to support multiple learning styles. At the same time, the presence of collaborative technology itself does not guarantee that successful cross-cultural communication and learning will take place. The disembodied nature of online communication can sometimes add to the inherent challenges that accompany face-to-face cross-cultural communication. Instructors who teach in cross-cultural contexts online will need to engage with the new technologies in a more purposeful way and apply that engagement to program design and teaching practice. They will need to devote some time to designing for interaction and collaboration in order to overcome common challenges in cross-cultural communication. A more systematic study of the open-ended and interaction- enabling properties of the World Wide Web would help those who design for diversity in online educational environment. The open-ended and interactive nature of the World Wide Web, as the main platform for online crosscultural teaching, can serve as a conceptual model to help teachers overcome common challenges in cross-cultural communication.

Luther's Bible: A Dynamic Equivalence Translation and Germanizing Force

1978 ◽  
Vol 6 (2) ◽  
pp. 213-234 ◽  
Author(s):  
Hans Kasdorf
Keyword(s):  
Cross Cultural ◽  
Protestant Reformation ◽  
German Language ◽  
Cultural Communication ◽  
Common People ◽  
Dynamic Equivalence ◽  
Cross Cultural Communication ◽  
Cultural Boundaries ◽  
The Common ◽  
Effective Transmission

Cross-cultural communication is more than linguistics. But no effective transmission of the Gospel takes place across cultural boundaries apart from careful attention to the linguistic component. The same can be said for indigenization and contextualization. And these missiological insights were not born in the twentieth century. They were strongly operative in the Protestant Reformation, and especially in Luther's pen. Anabaptist Kasdorf writes admiringly of his forebears' antagonist who so effectively did for his German compatriots what Jerome had earlier done for the common people of Rome. His earthy methods for translating biblical concepts into the “coarse and crude” emerging German language of his time can be instructive to the translator even today.

Teaching, Learning, Negotiating

2011 ◽  
pp. 253-275 ◽  
Author(s):  
T. Chorney
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
New Technologies ◽  
Computer Mediated Communication ◽  
Cross Cultural ◽  
Mediated Communication ◽  
Traditional Role ◽  
Cross Cultural Communication ◽  
Computer Mediated ◽  
Teaching Learning

New technologies and computer-mediated communication (CMC) in general seem inherently suited to result in constructive cross-cultural communication. Yet researchers note that students and teachers, both of whom are instructional planners, lack the skills necessary to function in environments where they are “collaborative designers, rather than transmitters of knowledge” (Campbell, 2004b). As a result, the new possibilities for cross-cultural teaching and learning through dialogue and negotiation in the online environment compel us to reconceptualize the traditional role of the instructor and to ask, what does it mean to teach collaboratively, interactively, open-endedly? This chapter examines several central questions related to this situation as well as provides an overview of the dialogue-enabling properties of the Internet environment and its potential to support multiple learning styles.

scholarly journals Transcultural Society in A Post-Colonial World

2019 ◽  
Vol 7 (12) ◽  
pp. 6
Author(s):  
Dr. Aseem Tripathi
Keyword(s):  
Deep Understanding ◽  
Cross Cultural ◽  
Cross Culture ◽  
Dominant Culture ◽  
Post Colonial ◽  
Cross Cultural Communication ◽  
The People ◽  
Time Space ◽  
Cultural Boundaries ◽  
Communication Differences

“Transcultural” is a term that refers to the life style of the people from different culture or national communities. It indicates movement across time, space and other cultural boundaries. Transcultural society is a group of people, living as a community, where different culture, religion and language work together with much understanding. It is a society which extends through all human cultures. It is an ideal of freedom embracing all the peoples of the world. Transculture is different from multiculture, Inter-culture and cross culture. Multicultural society is relating to different culture in which people live along side one another, but each cultural group does not interfere in another culture and it has no unnecessary interaction and engagement with each other. While interculture is the exchange of culture. Intercultural society has deep understanding and respect for all culture, where no one is left unchanged because every one learns from one another and grows together. One more type of society comes under post-colonial world and that is cross cultural society. It deals with the comparison of different cultures. In cross-cultural communication, differences are understood and acknowledged and can bring about individual change, but not collective transformations. In cross-cultural society, one culture is often considered ‘the norm’ and all other cultures are compared or contrasted to the dominant culture.

Problems in cross-cultural communication

1971 ◽  
Author(s):  
E. K. Eric Gunderson ◽  
Lorand B. Szalay ◽  
Prescott Eaton
Keyword(s):  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Cultural Communication
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