FOSTERING GLOBAL COMPETENCE AND CROSS-CULTURAL COMMUNICATION USING 21ST CENTURY TOOLS: A U.S. AND ISRAELI COLLABORATION

The English language is lingua franca, and although perceived as the global language of modernity and success, its viral spread has inadvertently created marginalizing socioeconomic inequalities. This position paper argues that English language educators in higher education should take a more active role in promoting and implementing University Social Responsibility (USR) programs. English teachers need not limit their focus on language teaching and cross-cultural communication but, at the same time, take on other roles aimed at addressing the needs of the marginalized.

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Cross-Cultural Communication in Multi-Ethnic Educational Space

Scientific Research and Development Modern Communication Studies ◽

10.12737/19823 ◽

2016 ◽

Vol 5 (3) ◽

pp. 24-28 ◽

Cited By ~ 4

Author(s):

Воевода ◽

Elena Voevoda

Keyword(s):

International Students ◽

21St Century ◽

Cross Cultural ◽

The State ◽

Cultural Communication ◽

Teaching Process ◽

Cultural Conflicts ◽

Cross Cultural Communication ◽

Academic Communication ◽

Regions Of Russia

Migration processes that have embraced the whole world and serve as one of the specific features of the 21st century have necessitated revision of priorities in preparation for cross-cultural communication. Traditionally it was common practice to prepare students for cross-cultural communication abroad while today, Russia numbers hundreds of multi-ethnic and multi-cultural companies and organizations both in the private and the state sectors. University authorities take certain efforts to help international students adapt to the teaching process. But no one considers it necessary to prepare Russian students for facing other cultures that are represented by their peers from the various regions of Russia. Lecturers face the same problem and often fail to realize that students who are seemingly reluctant to work in the classroom are culturally motivated. In both cases, the cultural clash may create communication barriers in academic communication and provoke inter-cultural conflicts. That explains the necessity of systematic work with the aim of preparing both students and lecturers for cross-cultural communication in the multi-ethnic educational space.

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International Scientific Conference “Language, Culture, Mentality: Issues and Prospects of Philological Research” (Kursk, April 18–19, 2019)

Russian Foundation for Basic Research Journal Humanities and social sciences ◽

10.22204/2587-8956-2019-097-04-177-180 ◽

2020 ◽

pp. 177-180

Author(s):

Nikolay Stepykin ◽

Diana Mironova

Keyword(s):

Literary Criticism ◽

21St Century ◽

Scientific Knowledge ◽

Cross Cultural ◽

Cultural Communication ◽

Scientific Conference ◽

Media Communication ◽

Cross Cultural Communication ◽

Foreign Literature ◽

Cultural Specificity

The Conference focused on the discussion of today’s relevant philological issues. It studied the unity and diversity of the paradigms of domestic and foreign linguistics, worldview from the perspective of modern scientific knowledge, cross-cultural communication of the 21st century, language personality in the context of media communication, the national and cultural specificity of a word, text, discourse; topical issues of research of Russian and foreign literature, etc. The variety of approaches and concepts of researchers in line with the anthropocentric paradigm of philological knowledge helps us to outline the prospects for further research in the field of linguistics and literary criticism.

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