scholarly journals Conciencia lingüística y cultural a través del léxico y la imagen: diccionario audiovisual bilingüe y bicultural FR-ES

2021 ◽  
pp. 267-291
Author(s):  
Gemma Sanz Espinar ◽  
Aránzazu Gil Casadomet
Keyword(s):  
Cultural Competence ◽  
Bilingual Education ◽  
Cultural Differences ◽  
Multicultural Competence ◽  
Linguistic Relativity ◽  
Nous Proposons ◽  
Cultural Relativity ◽  
Early Stages ◽  
Digital Format ◽  
Visual Dictionary

La educación bilingüe desde etapas tempranas (Candelier & Castelotti, 2013) ha tenido un amplio desarrollo en Europa en los últimos 30 años, lo que ha desembocado en la definición y estudio de la competencia plurilingüe y pluricultural, en el desarrollo de la didáctica del plurilingüismo y de un complejo polo de conceptos en relación con la competencia cultural (intercultural, metacultural, transcultural...). En este marco, nos proponemos diseñar un diccionario visual bilingüe y bicultural francés-español que permita visualizar las diferencias conceptuales y culturales entre las lenguas y culturas francesa y española. En el uso de imágenes, preferiremos el uso de fotos, específicas y diferenciadas para las palabras de cada lengua de modo que se pueda desarrollar la conciencia de la relatividad lingüística (éveil aux langues) y de la relatividad cultural (éveil aux cultures). Gracias a un formato digital, se añadirá una versión sonora, de modo que se creará un diccionario audiovisual bicultural francés-español (BICAV bicultural FRES). Bilingual education from early stages (Candelier & Castelotti, 2013) has been developed in Europe over the last 30 years, which has led to the definition and study of multilingual and multicultural competence, the development of multilingualism didactics and complex concepts related to cultural competence (intercultural, metacultural, transcultural...). Within this framework, we propose to design a bilingual and bicultural French-Spanish visual dictionary that allows us to visualise the conceptual and cultural differences between the French and Spanish languages and cultures. Images, and specially pictures, for each word in each language, will develop awareness of linguistic relativity (éveil aux langues) and cultural relativity (éveil aux cultures). A sound version will be added thanks to a digital format in order to create a French-Spanish BILingual and BICultural AudioVisual dictionary (BILBICAV FRES). L'éducation bilingue dès les premières étapes (Candelier & Castelotti, 2013) a connu un développement important en Europe au cours des 30 dernières années, qui a conduit à la définition et à l'étude de la compétence plurilingue et pluriculturelle, au développement de la didactique du plurilinguisme et de concepts complexes en relation avec la compétence culturelle (interculturelle, métaculturelle, transculturelle...). Dans ce cadre, nous proposons de concevoir un dictionnaire visuel bilingue et biculturel français-espagnol qui permette de visualiser les différences conceptuelles et culturelles entre les langues et cultures française et espagnole. Dans l'utilisation des images, nous préférerons l'utilisation de photos, spécifiques et différenciées pour les mots de chaque langue afin de développer la conscience de la relativité linguistique (éveil aux langues) et de la relativité culturelle (éveil aux cultures). Grâce à un format numérique, une version sonore sera ajoutée, de sorte qu’un dictionnaire audiovisuel biculturel français-espagnol (BICAV bicultural FRES) sera créé.

scholarly journals Program level of nursing students and the achievement of intercultural sensitivity after service learning experiences

2017 ◽  
Vol 6 (2) ◽  
pp. 73
Author(s):  
Catherine S. Thomas ◽  
Leona Konieczny
Keyword(s):  
Nursing Students ◽  
Service Learning ◽  
Cultural Competence ◽  
Cultural Differences ◽  
Nursing Faculty ◽  
Cultural Sensitivity ◽  
Intercultural Sensitivity ◽  
Nursing Curricula ◽  
Paired Samples ◽  
Maximal Gain

Nursing students require education and experience to develop cultural competence. Cultural sensitivity is a step on the journey to cultural competence. Nursing curricula vary regarding when and how to promote cultural sensitivity. Service learning (SL), is an experiential pedagogical method, which provides the opportunity to communicate and interact with persons from various cultures. A descriptive pilot study was undertaken in order to examine whether the program level affects the intercultural sensitivity of nursing students exposed to SL. The original Intercultural Sensitivity Scale (ISS) was used to assess intercultural sensitivity. In a paired samples t test, two statements in the ISS relating to Interaction Confidence (p = .006) and Respect for Cultural Differences (p = .002) demonstrated junior level students had increased intercultural sensitivity scores when compared with sophomore level students’ scores. This study may provide guidance to nursing faculty in determining at which level of students who will have maximal gain from SL.

Is Information Ethics Culture-Relative?

2009 ◽  
pp. 154-167
Author(s):  
Philip Brey
Keyword(s):  
Intellectual Property ◽  
Property Rights ◽  
Cultural Differences ◽  
Intellectual Property Rights ◽  
Cultural Context ◽  
Information Ethics ◽  
Freedom Of Information ◽  
Cultural Relativity ◽  
Moral Claims ◽  
Different Cultures

In this article, I examine whether information ethics is culture relative. If it is, different approaches to information ethics are required in different cultures and societies. This would have major implications for the current, predominantly Western approach to information ethics. If it is not, there must be concepts and principles of information ethics that have universal validity. What would they be? The descriptive evidence is for the cultural relativity of information ethics will be studied by examining cultural differences between ethical attitudes towards privacy, freedom of information, and intellectual property rights in Western and non-Western cultures. I then analyze what the implications of these findings are for the metaethical question of whether moral claims must be justified differently in different cultures. Finally, I evaluate what the implications are for the practice of information ethics in a cross-cultural context.

scholarly journals Socio Cultural Approach as a Modern Direction of Teacher Training

2021 ◽  
Vol 8 (8) ◽  
pp. 169
Author(s):  
Gulnoza Gulomovna Rashidova
Keyword(s):  
Teacher Training ◽  
Cultural Competence ◽  
Secondary School ◽  
Cultural Differences ◽  
History Teachers ◽  
Cultural Traditions ◽  
Cultural Approach ◽  
History Teacher ◽  
Historical Heritage

This article describes the socio-cultural potential of the historical training of future history teachers and the possibility of using it in history lessons in secondary school. It was also noted that a history teacher should have socio-cultural competence to form students ' historical worldview, a sense of tolerance for social and cultural differences, respect and attentive attitude to historical heritage and cultural traditions. The main directions of the formation of the socio-cultural competence of the history teacher are developed.

Relationship of Racial Identity to Cultural Competence and Self-Esteem among Rehabilitation Counseling Graduate Students

2010 ◽  
Vol 41 (4) ◽  
pp. 21-29
Author(s):  
Mark H. Chae ◽  
Anthonia Adegbesan ◽  
Sharon Hirsch ◽  
Danny Wolstein ◽  
Alex Shay ◽  
...  
Keyword(s):  
Racial Identity ◽  
Graduate Students ◽  
Cultural Competence ◽  
Multicultural Competence ◽  
Rehabilitation Counseling ◽  
Self Esteem ◽  
Rehabilitation Counselor ◽  
Identity Attitudes ◽  
Relationship Of ◽  
The Relationship

The current study investigated the relationship of racial identity to cultural competence and self-esteem among 134 rehabilitation counseling graduate students. Additionally, the study investigated the relationship between exposure to diversity related experiences and cultural competence. Multiple regression analyses indicated that White racial identity attitudes accounted for significant variance in self-reported perceived multicultural competence and self-esteem. Additionally, multicultural coursework was predictive of multicultural competence. Implications for rehabilitation counselor education and training are presented.

Issues of clinical and cultural competence in Caribbean migrants

2012 ◽  
Vol 49 (2) ◽  
pp. 223-244 ◽  
Author(s):  
Frederick W. Hickling ◽  
Vanessa Paisley
Keyword(s):  
Cultural Competence ◽  
Cultural Differences ◽  
Cultural Influences ◽  
Language Differences ◽  
Therapeutic Experience ◽  
The World ◽  
The Caribbean ◽  
And Migration ◽  
Very High

The level of out-migration from the Caribbean is very high, with migration of tertiary-level educated populations from Caribbean countries being the highest in the world. Many clinicians in receiving countries have had limited diagnostic and therapeutic experience with Caribbean migrants, resulting in diagnostic and therapeutic controversies. There is an urgent need for better understanding of these cultural differences. The paper explores issues of clinical and cultural competence relevant to assessing, diagnosing, and treating Caribbean migrants with a focus on three areas: cultural influences on illness phenomenology; the role of language differences in clinical misunderstandings; and the complexities of culture and migration. Clinical issues are illustrated with case studies culled from four decades of clinical experience of the first author, an African Jamaican psychiatrist who has worked in the Caribbean, North America, Europe, and New Zealand.

Ethics in Transcultural Psychiatry

2017 ◽  
Vol 41 (S1) ◽  
pp. S51-S51
Author(s):  
M. Schouler-Ocak
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Cultural Competence ◽  
Mental Health Care ◽  
Cultural Differences ◽  
Minority Groups ◽  
Transcultural Psychiatry ◽  
Culturally Competent ◽  
Cultural Backgrounds ◽  
Competing Interest

Global migration and the increasing number of minority groups, including immigrants, asylum seekers, refugees and ethnic minorities, mean that increasingly, psychiatrists and patients may come from different cultural backgrounds. Therefore, cultural differences between patients and clinicians have become a matter of growing importance to mental health care as western societies have become increasingly diverse. This talk will attempt to illustrate how attention to these cultural differences enriches the discussion of ethics in mental health care. This talk will also attempt to underline that cultural competence is able to enhance the ethical treatment of mental health of patients from different cultural backgrounds. Consequently, to be culturally competent, a clinician must be sensitive, knowledgeable, and empathetic about cultural differences. Therefore, cultural competence is a concrete, practical expression of bioethics ideals. According to Hoop et al. in 2008, it is a practical, concrete demonstration of the ethical principles of respect for persons, beneficence (doing good), nonmaleficence (not doing harm), and justice (treating people fairly), the cornerstones of ethical codes for the health professions.In this talk the complex relationship between culture, values, and ethics in mental health care will be analyzed and discussed.Disclosure of interestThe author declares that he has no competing interest.

scholarly journals Intercultural Competence in Fostering Teachers’ Reflection in Understanding Students’ Diversity

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Oktifani Winarti
Keyword(s):  
Cultural Differences ◽  
Multicultural Competence ◽  
Intercultural Competence ◽  
Specific Aspect ◽  
Student Diversity ◽  
Self Reflection ◽  
Theoretical Context ◽  
Teacher Student ◽  
Different Cultures

In recent decades, the development of multicultural competence, or synonymously called intercultural competence (IC), has been developed as a theoretical context in education areas. Teachers’ inner reflection can do more in specific aspect of learning quality by understanding students’ cultural differences through intercultural competence understanding. Adding self-reflection in the process of understanding interaction within different cultures and language will add more self-value in lessen the ethnocentricity. As teachers are having different culture experience, they would share to each other about the differences to another teacher, in which it allows the teachers to reflect from one another. This would subsequently, help teachers to run innerreflection to themselves, to dig more on their own values, that probably added after having cultural-changing experience Keywords: Intercultural competence, teacher, student diversity

scholarly journals Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach

2020 ◽  
Vol 15 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Jill Kochanek
Keyword(s):  
Cultural Competence ◽  
Cultural Differences ◽  
Athletic Training ◽  
Interdisciplinary Approach ◽  
Athletic Training Education ◽  
The United States ◽  
Intergroup Dialogue ◽  
Practical Skills ◽  
Culturally Sensitive Care ◽  
Diverse Context

Context Sport is an increasingly diverse context. This reality has prompted clinicians and educators to emphasize cultural competence education in athletic training. However, few efforts go beyond traditional, didactic methods and teach cultural competence in practically meaningful ways. One evidence-based approach that has potential to promote cultural competence in athletic training education is intergroup dialogue. Objective To describe intergroup dialogue in concept and research, demonstrate why this pedagogy can support cultural competence in athletic training education, and detail what such an approach looks like in practice. Background Intergroup dialogue has origins in critical pedagogical philosophies and emerged as a part of broader social and political movements in the United States. Over the last 30 years, scholars have systematically employed and studied the approach in higher education. Description Intergroup dialogue is an interdisciplinary approach that teaches people how to communicate across differences. Guided by trained facilitator(s), this method can help participants develop an understanding of diversity and practical skills to constructively navigate social-cultural differences in order to improve relationships and effect positive social change. Clinical Advantage(s) Intergroup dialogue can address the critical need for engaging pedagogy that helps athletic training students and practitioners develop cultural competencies. This method can equip those in athletic training with a critical awareness of social-cultural differences and practical skills to provide culturally sensitive care and promote equity. Conclusion(s) Athletic training educators can consider intergroup dialogue as a promising pedagogical approach to promote cultural competence in athletic training

scholarly journals Addressing culture within healthcare settings: the limits of cultural competence and the power of humility

2019 ◽  
Vol 10 (1) ◽  
pp. e124-127 ◽  
Author(s):  
Lauren MacKenzie ◽  
Andrew Hatala
Keyword(s):  
Cultural Competence ◽  
Cultural Differences ◽  
Health Care Providers ◽  
Medical Curriculum ◽  
Cultural Humility ◽  
Care Providers ◽  
Patient Centered ◽  
Self Reflection ◽  
Healthcare Settings

As Canada continues to grow in diversity, health care providers will be encouraged to become more aware of cultural differences and their impact on health (7-9). The adoption of cultural competence teaching within medical curriculum was an important step. However, this approach does not fully capture the complexity and dynamism inherent to culture, and fails to acknowledge the culture(s) of biomedicine we are situated in as care providers. Without recognizing the role of culture in biomedical practice, we cannot fully implement a patient-centered approach to care. Applying the concept of cultural humility and its critical self-reflection is an important next step towards meaningfully addressing culture within the clinic.

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