scholarly journals Kultūrinio supratimo, tautinio tapatumo ir tarpkultūrinės komunikacijos įgūdžių ugdymo priemonės

2008 ◽  
Vol 45 ◽  
pp. 85-89
Author(s):  
Alena Korshuk

Straipsnyje diskutuojama, kokia yra kultūrinio studentų savęs supratimo patirtis, kaip ji atsiskleidžia studentų darbuose: esė, iš analizių, interviu, iš eksperimentų, klausimynų ir kt. Ypač dėmesys straipsnyje telkiamas į interaktyvios tarpkultūrinės priemonės, tokios kaip „Kultūrinis detektyvas“, taikymą. Įvairių kultūrų (švedų ir baltarusių) studentų reakcijos – analizės objektas. Autorė siūlo keletą galimų „Kultūrinio detektyvo“ ir kitų priemonių, kaip taikytinų, dėstant Tarpkultūrinės komunikacijos dalyką.Means of developing cultural awareness, national identity and intercultural communication skillsAlena Korshuk SummaryThe present paper will introduce the experience of raising the cultural self-awareness of Belarusian students through interactive cross-cultural games like Cultural Detective and other tools.Key words: culture, national identity, comparison, cultural values, critical incidents

2020 ◽  
Vol 2 (3) ◽  
pp. 43-56
Author(s):  
Driss Benattabou

         The goal of this paper is to consider alternative ways to incorporate an intercultural communication course as an integral part of the curriculum designed for Moroccan learners of EFL. Some aspects of what comes to be dubbed as ‘deep culture’ should find room in the contents of the EFL course so as to alert Moroccan learners about the potential intercultural barriers they are far more likely to face. It is proposed that for an effective intercultural communication to take place, the English course should help foreign language learners explicitly understand what target linguistic forms might be and how their meanings may differ across cultures. The analysis of some instances of intercultural misunderstandings may surely give more credence to the vital importance of implementing a multicultural approach to education. This paper offers some teaching strategies to assist Moroccan learners of EFL overcome these intercultural barriers.


2015 ◽  
Vol 1 (1) ◽  
pp. 48
Author(s):  
Lois Spitzer

<p>The majority of students who took this general education undergraduate course in developing cross-cultural understanding at a state college in the northeastern United States reported that their level of cross-cultural competence and global awareness increased by the end of the course. The primary course objective was to help students better understand their own cultural roots and become more globally aware of other cultural groups. This limited study revealed that this one undergraduate college course was successful in increasing cultural self-awareness, cross-cultural competence, and global awareness among the students who took the course. In addition, it points to the need for more courses to be added to college curricula and for more statistically significant studies to be conducted.</p>


2005 ◽  
Vol 86 (2) ◽  
pp. 181-188 ◽  
Author(s):  
Miu Chung Yan ◽  
Yuk-Lin Renita Wong

The cultural competence approach has grown significantly in the North American human service professions. The reliance of social workers on cultural awareness to block the influence of their own culture in the helping process entails three problematic and conflicting assumptions, namely, the notion of human being as cultural artifact, the use of self as a technique for transcending cultural bias, and the subject-object dichotomy as a defining structure of the worker-client relationship. The authors contend that there are conceptual incoherencies within the cultural competence model's standard notion of self-awareness. The conceptualization of a dialogic self may unsettle the hierarchical worker-client relationship and de-essentialize the concept of culture. Cross-cultural social work thus becomes a site where client and worker negotiate and communicate to cocreate new meanings and relationships.


Author(s):  
Sima T. Shafizadeh ◽  

The factor of national identity, which is the complete opposite of globalization, manifests itself in various spheres of human activity such as politics, public life, literature, and various fields of art. Today, national identity is being fought both at the individual and social levels. Globalist theory and globalist thinking in the twentieth century led to fundamental changes in the life of society. In particular, with the globalization of cultures, a synthesis of world cultural values is observed, the process of the emergence of new ones is underway. The development of this diversity in unity is the only possible historical, philosophical and political paradigm of globalization. The problem of national identity is becoming more and more relevant in the struggle between the West and the East. The article deals with the influence of traditions and the theory of global thought on the essence of the national literatures of Azerbaijan and Turkey. The methods of analysis are associated with a conceptual approach to the general directions of literary trends in the modern artistic word. In particular, these are historicalliterary, cultural-historical, comparative and typological research methods. This influence manifested itself through literary movements (modernism, postmodernism, existentialism, feminism), various styles and images oriented towards the West. The negative aspects of globalization tear the artistic image away from ethnic roots, national identity, national and moral values, a person remains alone with his problems, searches for and finds himself in the global world. In Azerbaijani literature, this process is often called �existentialism�, and in Turkish literature �varolusculuk ak?m?�, it is also called �literature of alienation�. In the literature, globalist writers are united by the following features: to keep up with this trend; to join this trend in accordance with the requirements and influences of innovative trends, as opposed to traditionalism; to be a supporter of the ideology of �common cultural values� of globalism with �world man�, �world home�, �secular thought�, �secular thought�, �secular art style�. The world in which a person lives is changing, chaos is formed in the human brain, and the hero in the spiritual world goes in search of truth. In many cases, when this is not achieved, he considers himself small, useless, powerless, helpless in the global world, prone to asceticism, alienation, the feeling of nearness of death becomes normal for him, and he is faced with psychological trauma. This not only alienates a person from national identity, national character, national moral self-awareness, but, as already noted, creates a number of psychological and moral problems.


2016 ◽  
Vol 4 (3) ◽  
pp. 376
Author(s):  
Yuti Ran

<em>In the current climate of internationalization, intercultural communication is rapidly growing in importance. This paper firstly discusses the inappropriateness of current English teaching and the necessity on developing college learners’ intercultural competence on the basis of the research results on cultural awareness carried out among learners and teachers in universities home and abroad. Then it explores the teaching strategies on how to cultivate learners’ intercultural competence in EFLT classroom. By employing the techniques of presentation, analysis, discussion, comparison and contrast between Chinese culture and western culture in the teaching content, the learners can obtain the knowledge of both cultures, expand their cultural awareness, increase their tolerance of the existence of difference, understand the new and different cultural patterns and develop a perspective of cross-cultural awareness. This progressive procedure on integrating Chinese culture with western culture in EFLT classroom reinterpreted and extended the tradition procedure in culture teaching.</em>


Author(s):  
Valeriia Petrovna Osadchaia ◽  
Olga Lvovna Ivanova ◽  
Elizaveta Iosifovna Getman

The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Oscar Dousin ◽  
Rini Suryati Sulong

Purpose In the study of expatriation and expatriate adaptation, there are limited studies that focus on issues faced by expatriates working in foreign countries with very distinct cultures. This study aims to explore this idea through the experiences of western expatriates working in the Kingdom of Saudi Arabia (KSA). Two research questions were posed to examine the cross-cultural issues and challenges faced by expatriates in the KSA, as well as the role of cross-cultural training in expatriate adjustment. Design/methodology/approach The study was guided by an interpretivism paradigm through a qualitative method by using a semi-structured in-depth interview approach. Interviews were conducted among 12 expatriates from the USA and UK who are currently working in KSA. Findings A coding technique and theoretical thematic analysis was conducted to analyze the data. The results of this study highlighted three key themes that had a considerable influence on expatriates’ adjustment, in particular: culture shock, lack of pre-departure training and the demand for an extensive cross-cultural training. Research limitations/implications It is acknowledged that the existence of sub-cultures within the KSA would expose the respondents to varying cultural values within the community. Thus, future studies within a similar context should consider the influence of intra-cultural variations. Originality/value The findings of the study emphasized on the importance understanding the cultural gap between home and host country and the individual cultural awareness of the expatriate. It calls attention to the need for a tailored and extensive pre-departure, cross-cultural training and a collaborative effort between employees’ and managers to improve expatriates’ motivation and retention.


2019 ◽  
Vol 9 (4) ◽  
pp. 226-237
Author(s):  
Fatima Zohra El-Ouali ◽  
Noureddine Mouhadjer

The way individuals define themselves is assumed to be tightly linked to social and cultural values of the environment they are raised in. Yet, identity is not static and forming a cultural identity requires adapting beliefs and practices of one or more cultural communities. Hence, this paper is an attempt to bring the issue of identity construction in question as a result of direct contact with people from different cultures and what it may engender as a change in social, cultural behaviour, and positions. The present study investigates the impact of study abroad experience on sojourners’ cultural identity. It tries to highlight the nature of the crossing borders experience, and how it strongly contributes to the creation of a new cultural identity. This research work relies on a case study that consists of 25 Algerian students who are actually enrolled in a long-term programme at different universities in the United Kingdom. The data were gathered through the use of both questionnaire and semi-structured interview administered to these sojourners. Then, data were analyzed both qualitatively and quantitatively. The findings first display the competencies developed by students while abroad. Second, the study explores how cultural identity is being reconstructed and negotiated during the intercultural communication. Third, the extracts of the study reveal that the sojourners are aware of the cross-cultural adaptation process and they try to cope with the challenges they face as well as avoiding communication breakdowns and misunderstandings. As a result, we contribute to the literature concerning constructing and negotiating identities in different socio-cultural contexts. Key-words: Cultural Identity; Cross-cultural Adaptation; Identity Negotiation; Intercultural Communication; Study Abroad.  


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