scholarly journals Cross-cultural Competence as a Foundation for Professional Diplomacy in the New Post-COVID-19 Reality

2021 ◽  
Vol 5 (4) ◽  
pp. 18-29
Author(s):  
M. A. Khalil
Keyword(s):  
Cultural Competence ◽  
Professional Education ◽  
Intercultural Sensitivity ◽  
Methodological Approach ◽  
Cross Cultural ◽  
Developmental Model ◽  
Human Communication ◽  
National Cultures ◽  
Religious Traditions ◽  
Cross Cultural Communication

In this contribution we argue that cross-cultural competence (CCC or 3C) is being an indispensable proficiency in professional work of diplomats worldwide despite any changes that happened in professional interaction due to the recent COVID-19 pandemic. It is also suggested that deglobalizing processes significantly strengthened by COVID-19 have made the necessity for specialists professionally involved in international relations to acquire cross-cultural competence even greater than before. The current global situation shows that deglobalization — slowing down of globalization in all spheres of life — is a new reality and it is important to adjust to it as soon as possible. Cross-cultural competence is defined here as a complex of theoretical knowledge and key practical skills enabling to efficiently and successfully communicate with the representatives of different cultures and religious traditions as well as to feel psychologically comfortable in a foreign environment. A reduced number of personal business interactions lead to the urge for their higher efficiency that is supposed to be reflected in a better understanding of the interlocutor’s motivations, stands and reactions. At the same time cultural specifics remains the main factor shaping human communication whether it is conducted offline or online. Today as the tendency to conduct online conferences and meetings increases, we witness an increased need to learn to understand the attitudes of our virtual interlocutors, who are coming from various national cultures and traditions. In the course of online meetings, the necessity to correctly decipher their body language, for example, has decreased — one can hardly see a full figure on the PC screen. And consequently, verbal communication started to prevail over non-verbal one increasing the demand for proper interpretation of words, phrases, tone, mimics and gestures that are still very widely used during virtual communication. The next step would be using the most relevant arguments and approaches to deliver one’s own position and/or opinion. To successfully apply both mechanisms — of receiving messages and replying to them — during communication of people from different national cultures it would require the knowledge of cultural specifics that is provided by cross-cultural competence courses, training, seminars, or any other educational programmes. Programmes in cross-cultural competence are supposed to include at least three following components: 1) regional studies, 2) axiological orientations, 3) models and norms of behavior, while axiological orientations are seen as the most important one. Finally, the conclusion is made about a serious need to include cross-cultural competence programmes into the training of diplomats-to-be at the early stages of their professional education. At the same time, it is highly recommended for professional upgrade of the already serving diplomats worldwide. The methodological approach used in the present research combines content analysis of the post-COVID publications by the leading international experts in the diplomatic field as well as acting diplomats with the Developmental Model of Intercultural Sensitivity (DMIS) elaborated by the prominent American sociologist Milton Bennet. The latter is a six-level sсheme, according to which it is possible to figure the level of person’s skillfulness in cross-cultural communication.

scholarly journals Developing Intercultural Competence Through Design Thinking

2021 ◽  
Vol 1 (15) ◽  
pp. 9-21
Author(s):  
Tetiana Hantsiuk ◽  
Khrystyna Vintoniv ◽  
Nataliia Opar ◽  
Bohdan Hryvnak
Keyword(s):  
Cultural Competence ◽  
Intercultural Competence ◽  
Design Thinking ◽  
Research Problem ◽  
Cross Cultural ◽  
Cross Cultural Communication ◽  
Intercultural Skills ◽  
Intercultural Interactions ◽  
Development Of Students ◽  
Cultural Interactions

Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.

Overview

2019 ◽  
pp. 3-20
Author(s):  
Misa Kayama ◽  
Wendy L. Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
Cultural Psychology ◽  
Methodological Approach ◽  
Theoretical Perspective ◽  
Cross Cultural ◽  
Developmental Model ◽  
School Age Children ◽  
Elementary School Age ◽  
Cross Cultural Study ◽  
The Common

Chapter 1 introduces a cross-cultural study of the common and culturally nuanced perspectives of experienced educators from Japan, South Korea, Taiwan, and the U.S. on how they support the development of elementary school–age children exposed to stigmatization associated with disabilities. The authors present a cultural developmental model of disability and stigmatization focusing on children’s emerging cultural selves. They also describe the theoretical perspective guiding their inquiry, developmental cultural psychology, including the concept of universalism without uniformity. Next, the chapter presents the book’s methodological approach, which is cross-cultural and includes the deliberate integration of insider and outsider perspectives on cultural contexts and disability. Finally, the authors provide an overview and roadmap to the book.

scholarly journals Formation of Cross-cultural Competence among Foreign Students of the Preparatory Department of FSBEI HE Yaroslavl State Agricultural Academy

2020 ◽  
pp. 5-9
Author(s):  
Т.В. Юрьева ◽  
В.А. Михайлова
Keyword(s):  
Cultural Competence ◽  
Foreign Students ◽  
Cross Cultural ◽  
Russian Language ◽  
Cultural Communication ◽  
Communicative Behavior ◽  
Cross Cultural Communication ◽  
Final Project ◽  
The Cross ◽  
The Russian Language

В статье раскрывается проблема формирования кросс-культурной компетентности иностранных учащихся на занятиях по русскому языку как иностранному. Авторы расшифровывают понятие кросс-культурной компетентности, эффективности коммуникации и выделяют факторы и условия их формирования. Отмечается, что каждая культура обладает своей собственной поликодовой системой, расшифровка которой зависит от кросс-культурной компетенции коммуникантов. Выделяются основные признаки кросс-культурной компетенции, которыми являются эмпатия и толерантность, лежащие в основе любого эффективного межкультурного общения, наличие знаний об иной культуре, помогающих правильно интерпретировать коммуникативное поведение представителей другой культуры и готовность к процессу кросс-культурной коммуникации с опорой на накопленный коммуникативный опыт в сфере кросс-культурных контактов. Демонстрируются практические приёмы и методы достижения позитивных результатов. Помимо информации о фонетической, грамматической, лексической системах русского языка, иностранные слушатели должны получить знания об иной, в данном случае русской культуре, помогающие правильно интерпретировать коммуникативное поведение её представителей. Работа в этом направлении проводится уже с первых уроков русского языка, даже на этапе вводно-фонетического курса, и систематически продолжается на всём этапе довузовской подготовки. Авторы приходят к выводу, что в процессе работы с иностранными слушателями Ярославской ГСХА на подготовительном отделении используются различные формы работы в кросс-культурном поле, дающие положительный результат. Завершающий проект (встреча со студентами направления «Журналистика» ЯГПУ им. К.Д. Ушинского) воочию продемонстрировал эффективность используемых методов. Активное использование кросс-культурных коммуникаций ведёт к ускорению и облегчению процесса социокультурной адаптации обучающихся, что в итоге приводит к более высокой эффективности обучения иностранных студентов в условиях русской языковой среды. The article reveals the formation problem of foreign students’ cross-cultural competence in classes in the Russian language as a foreign language. The authors decipher the concept of cross-cultural competence, communication efficiency and distinguish factors and conditions for their formation. It is noted that each culture has its own multicode system, the decoding of which depends on the cross-cultural competence of communicants. The main features of cross-cultural competence are empathy and tolerance which are the basis of any effective cross-cultural communication, the presence of knowledge about a different culture that helps to correctly interpret the communicative behavior of another culture representatives and the readiness for the process of cross-cultural communication based on the accumulated communicative experience in the field of cross-cultural contacts. Practical techniques and methods of achieving positive results are demonstrated. Besides information about the phonetic, grammatical, lexical systems of the Russian language, foreign listeners should gain knowledge of a different in this case Russian culture helping to correctly interpret the communications behavior of its representatives. Work in this direction is carried out already from the first lessons of the Russian language, even at the stage of the introductory phonetic course and systematically continues at the entire stage of pre-university tutorial. The authors conclude that in the process of working with foreign students of the Yaroslavl SAA various forms of work in the cross-cultural field are used at the preparatory department giving a positive result. The final project (a meeting with students of the Journalism direction of YSPU named after K.D. Ushinsky) personally demonstrated the effectiveness of the methods used. The active use of cross-cultural communications leads to the acceleration and facilitation of the process of students’ socio-cultural adaptation which ultimately leads to a higher efficiency of teaching foreign students in the Russian language environment.

scholarly journals Intercultural Communication from the Position of Linguistics, Extraling Vistics and Social Psychology

2021 ◽  
Vol 8 (2) ◽  
pp. 62-69
Author(s):  
V.A. Kornev ◽  
O.V. Murashkina
Keyword(s):  
Intercultural Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
National Cultures ◽  
Professional Activities ◽  
Cross Cultural Communication ◽  
The Awakening ◽  
Priority Task ◽  
Tolerance Education ◽  
Different Cultures

Cross-cultural communication is communication between representatives of different cultures, regardless of what field they communicate in. Now, when the mixing of peoples, the interpenetration of languages and cultures, the migration of population flows have reached an unprecedented scale, the problem of coexistence in a multicultural space, the dialogue of cultures, the education of tolerance for foreign cultures, the awakening of interest and respect for them, the overcoming of xenophobia, racism, nationalism and chauvinism is more acute than ever. This is the reason for the general increase in attention to intercultural communication, the study of its linguistic, sociological, psycholinguistic and other aspects.To date, research in the field of intersubject communication has focused on the behavior of people who encounter differences in language activity and the consequences of these differences. Most often, intersubject communication is interpreted as an adequate mutual understanding of communication participants belonging to different national cultures. Cross-cultural communication skills are necessary for those whose professional activities are directly related to the interaction between cultures and are carried out through communication. These include education, socio-political, translation, management, consulting, social work, journalism, business, etc. In recent years, increased interest not only in scientific circles, but also among the general public has attracted the problem of tolerance education. The main reasons for increasing attention to this problem are globalization, migration and socio-economic problems. In these conditions, the priority task is to address the problem of fostering tolerance in the younger generation.

scholarly journals CREATION OF POSITIVE MOTIVATION IN FUTURE NAVIGATORS FOR THE ACHIEVEMENT OF CROSS-CULTURAL COMMUNICATION SUCCESS

2018 ◽  
pp. 35-42
Author(s):  
Yuliia Buzovska
Keyword(s):  
Professional Education ◽  
Driving Force ◽  
Scientific Literature ◽  
Communication Training ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Internal Factors ◽  
Cross Cultural Communication ◽  
Higher Professional Education ◽  
Positive Motivation

The article highlights the importance of future navigators’ motivation creation that is a part of their cross-cultural communication training in the process of higher professional education. The conducted scientific literature analyses allowed us to determine that a person’s activity in general and a professional’s activity in particular are based on such classical components as a motive, aim, operations or means. Motivation is a driving force of an activity, and person’s activities are always motivated. The article reveals the essence of motives and motivation, the essence of future navigators’ motivation to cross-cultural communication; the article presents the main future navigators’ motives to effective cross-cultural communication creation, external and internal factors that influence this motivation. Keywords: activity, motive, motivation, future navigators, cross-cultural communication.

From a cross-cultural research to a film cross-analysis of Italian and American cultural generalizations and stereotypes: My Name is Tanino and Under the Tuscan Sun

2020 ◽  
Vol 8 (2) ◽  
pp. 255-268
Author(s):  
Giovanni Ciofalo
Keyword(s):  
United States ◽  
Cultural Differences ◽  
Intercultural Sensitivity ◽  
Cross Cultural ◽  
Developmental Model ◽  
University Research ◽  
Research Project ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Interpretative Approach

Abstract This article develops from a wider inter-university research project that focused on the analysis of reciprocal forms of representation of United States and Italy within media industries, and proposes a cross-analysis of the films My Name is Tanino directed by Virzì (2002) and Under the Tuscan Sun by Wells (2003). The aim is to highlight how both films refer to cultural generalizations and stereotypes in regards to American and Italian cultures in a complementary way. To identify the recurring elements of the communicative frame, the article takes an approach based on the recognition of high-context and low-context styles. Finally, to deepen the films’ shared logic of intercultural representation, this article proposes a further interpretative approach based on the Developmental Model of Intercultural Sensitivity (DMIS) (Bennett 2017), useful in categorizing recurrent attitudes towards cultural differences such as denial, minimization, defence, acceptance, integration and adaptation.

Second language acquisition: competency model with using Interactive technology in the EL classroom

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Maral Nurtazina ◽  
Maira Kadeyeva ◽  
Aisulu Shaikenova
Keyword(s):  
Second Language Acquisition ◽  
Cultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
University Education ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Models Of Teaching ◽  
Innovation Potential ◽  
Potential Methods

Cross-cultural communication in the context of competence and educational system is the major focus in this project. The paper concerns the issue of cross-cultural communication in the sphere of university education in the EL classroom. Special attention is given to the problems of innovation potential of different methods and models for the formation of cross-cultural competency. The article concentrates on developing cross-cultural awareness that students of non-linguistic higher schools should have knowledge in order to effectively communicate with other people. This awareness can be developed by means of particular didactic organization of a foreign language teaching process. Some methods and models aimed at students’ adopting peculiarities of foreign non-linguistic reality are considered here. Moreover, the author argues that there is a necessity to pay extra attention to the parameters of shaping cross-cultural competence. It is claimed that intercultural sensitizer (culture assimilator) is one of the most adequate and efficient techniques in enhancing cross-cultural competence in the process of training.     Keywords: Cross-cultural competence; innovative potential; methods and models of teaching; didactic organization

scholarly journals Universal Principles of Human Communication: Preliminary Evidence From a Cross-cultural Communication Game

2018 ◽  
Vol 42 (7) ◽  
pp. 2397-2413
Author(s):  
Nicolas Fay ◽  
Bradley Walker ◽  
Nik Swoboda ◽  
Ichiro Umata ◽  
Takugo Fukaya ◽  
...  
Keyword(s):  
Preliminary Evidence ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Human Communication ◽  
Cross Cultural Communication ◽  
Universal Principles

scholarly journals METHODOLOGY OF USING THE "LANGUAGE PORTFOLIO" TECHNOLOGY AS A MEANS OF FORMING INTERCULTURAL COMPETENCE IN TEACHING ENGLISH LANGUAGE

2021 ◽  
pp. 146-156
Author(s):  
А. Q. Zhetpisbay ◽  
A. E. Mashrapova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Cross Cultural ◽  
Cultural Relations ◽  
Intercultural Communicative Competence ◽  
Cross Cultural Communication ◽  
Technology In Teaching ◽  
Communication Interaction

The article is devoted to the problem of formation of intercultural communicative competence of students in the process of learning a foreign language. In the context of globalization and growing cross-cultural relations, this problem is very relevant. This article discusses the concept of "cross-cultural competence", as well as the use of the "language portfolio" technology in teaching a foreign language as an effective educational technology for the formation of cross-cultural competence. For full-fledged cross-cultural communication, interaction with representatives of other countries, the student must not only speak a foreign language, but also have cross-cultural competence. In this regard, the "language portfolio" technology allows students to develop language skills and cross-cultural competencies.

scholarly journals Intercultural Competence of Psychologists: Problems and Prospects of Study and Development

2020 ◽  
Vol 17 (1) ◽  
pp. 79-100
Author(s):  
Nadezhda M. Melnikova
Keyword(s):  
Cultural Competence ◽  
Intercultural Competence ◽  
Ethical Issues ◽  
Professional Community ◽  
Training System ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Training ◽  
Cross Cultural Communication ◽  
Cross Cultural Training

The article is concerned with the problem of cross-cultural training of psychologists. The author analyses various approaches to the definition and development of intercultural competence and highlights professional and ethical problems of psychological activity related to cultural competence/incompetence of specialists. Particular attention is paid to the specifics in training psychologists for cross-cultural counselling, the experience of organising psychological work in a multi-cultural environment, using the example of the Republic of Sakha (Yakutia), as well as some important aspects in how psychologists develop and manifest intercultural competence during ethnopsychological field studies. An analysis of the accumulated practical experience in a multicultural environment made it possible to identify the conditions for the successful development of cross-cultural competence, setting the psychologist’s value foundations and motivational readiness to communicate with people of other cultures. These conditions include: (1) a humanistic approach in psychology; (2) a subjectsubject approach to communication; (3) formation of scientific and professional thinking; (4) purposeful development of such mechanisms of understanding other people as decentration and reflection; and (5) mastering of conflict-resolution and group-work technologies. In this regard, the author concludes that the development of intercultural competence in the domestic psychologists’ training system requires not only a detailed discussion of ethical issues related to the psychologist’s activities or specifics of cross-cultural communication within the studied disciplines, but also the introduction of special cross-cultural communication development programmes and trainings in intercultural competence and cultural sensitivity. The cross-cultural training of psychologists can be based on the working model of ethnocultural competence proposed by T.G. Stefanenko. It is emphasized that the development of intercultural competence should involve not only an individual person but the entire professional community through research and open discussion of the current state of cross-cultural competence of psychologists as well as the entire complex of ethical issues.

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