scholarly journals Collecting within the system of sociocultural practices

2020 ◽  
pp. 94-105
Author(s):  
Elena Aleksandrovna Makarova
Keyword(s):  
Social Practice ◽  
Cross Cultural ◽  
Cultural Interaction ◽  
Main Condition ◽  
Basic Principles ◽  
Cross Cultural Communication ◽  
The Social ◽  
Communication Interaction ◽  
Communication Space ◽  
Significant Attention

This article is dedicated to systematization and analysis of the key principles of the social practice of collecting. Analyzing the causes of collecting activity alongside motives and prerequisites for collecting, the author explores the social character of interaction between an object and a human. The article touches upon the phenomenon of personification of things and objectification of people. Significant attention is paid to comprehension of the basic principles of collecting – a thing as such, and the time as the main condition of transformation of that think into a collectable item. The article reviews the integrated processes of cultural interaction in the course of creation and utilization of collection. Giving characteristics to communication space, the author determines and scrutinizes the three fields of communication: “subject – exhibit item” (interaction between the owner of collection and its items); “subject – subject” (the entire range of means of communication interaction, which makes a collection public and information rich; and “collection – audience” (interactive events created for the formation of cross-cultural communication).

scholarly journals Unexpected Disadvantages of a Simultaneous Quadrilingual Upbringing, a Case Study

2021 ◽  
Vol 9 (1) ◽  
pp. 1-12
Author(s):  
Jerome Dumetz ◽  
Jerome Dumetz ◽  
Jerome Dumetz ◽  
Jerome Dumetz
Keyword(s):  
Cross Cultural ◽  
Early Years ◽  
Cultural Communication ◽  
Growing Up ◽  
Cross Cultural Communication ◽  
Cognitive Difficulties ◽  
The Social ◽  
Positive Perspective

At the crossroad between linguistics and cross-cultural communication, multilingualism is frequently presented through its most positive perspective. However, if the long-term benefits outrun the disadvantages, frustration is often the dominant feeling among the speakers during their early years. Based upon meticulous observations and careful collection of examples in a multilingual family, this article is a case study of the difficulties encountered by polyglots growing up with four simultaneous languages: Russian, French, Czech, and English. Using the research framework usually developed for the study of bilingualism, the article reviews not only the psychological and cognitive difficulties encountered by tetraglots, but also the social and linguistic drawbacks they are confronted with. It also examines common multilingual strategies such as code-switching, words creation and language mixing. It concludes that the linguistic development of tetraglots does not differ much from bilingual ones, except for the elongated period before acquiring production speech. Quadrilingual children tend to speak later than not only monolingual children, but also bilingual ones.

Teaching Digital and Media Literacy as Cross-Cultural Communication

2017 ◽  
pp. 240-249
Author(s):  
Mary Catherine Boehmer
Keyword(s):  
United States ◽  
Media Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Backgrounds ◽  
Cross Cultural Communication ◽  
The Social ◽  
Access To Technology

As technology increasingly becomes a part of our day-to-day lives in the United States and throughout the globe, there is a greater push for students to develop the digital and media literacy skills necessary for the twenty-first century. In the United States, students learning these skills often come from a wide range of linguistic and cultural backgrounds. The diversity of the U.S. is one of its greatest strengths, but with this diversity come cultural differences in access to technology and how it is used across different cultural contexts. This chapter analyzes the constructs of digital and media literacy, the ways in which culture can be defined and how that can affect the intersectional identities performed in the social and participatory world of Web 2.0. It also examines access to technology and how technology is used for communication and accessing information in Russia, Germany, and Azerbaijan, and how approaching digital and media literacy through the lens of cross-cultural communication can help teachers to better meet the needs of learners from diverse backgrounds.

Research on Theoretical and Methodological Basis of Cross-Cultural Communication

10.12737/1894 ◽  
2013 ◽  
Vol 2 (6) ◽  
pp. 35-41 ◽  
Author(s):  
Чертовских ◽  
Olga Chertovskikh
Keyword(s):  
Cross Cultural ◽  
Educational Process ◽  
Modern World ◽  
Cultural Communication ◽  
Cultural Interaction ◽  
Distinctive Character ◽  
Methodological Basis ◽  
Cross Cultural Communication ◽  
Cultural Dialogue ◽  
Main Components

The theoretical and methodological basis of cross-cultural communication in the modern world has been considered and investigated in this paper. The need of cross-cultural communication concept introduction in educational process on English has been revealed. Purposes and problems related to studying of cross-cultural communication in the modern globalized society have been defined. Cross-cultural communication (CCC) is the process of intercourse between representatives of different peoples, e.g. different languages and cultures. This kind of intercourse exactly can be called as cross-cultural dialogue. The main objective of such dialogue is forming a bilingual personality. CCC assumes equal cultural interaction of representatives of various linguo-culture communities, taking into account their distinctive character and originality that results in need of universal identification on the basis of foreign-language and own cultures comparison. In the course of analysis related to theoretical and methodological papers devoted to the problem of cross-cultural communication the main components of CCC course have been revealed. The conducted research has confirmed the need of studying not only foreign languages, but also cultures of other people, their customs, traditions, standards of behavior. It is defined by that now the process of cultures consolidation has captured various spheres of all countries’ public life.

scholarly journals PROBLEMATIC ISSUES OF CROSS-CULTURAL INTERACTION IN THE CONTEXT OF INTERNATIONAL MANAGEMENT

2018 ◽  
pp. 52-60
Author(s):  
Irina Onyusheva ◽  
Etiopia Elisa Changjongpradit
Keyword(s):  
Cultural Differences ◽  
International Business ◽  
Business Environment ◽  
International Management ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Interaction ◽  
Business World ◽  
Organization Management ◽  
Cross Cultural Communication

This paper discusses the expansion of cross-cultural communication in today’s business world along with the cultural structures from two main school of cross-cultural communication. The key aim was providing a clearer view on this problem so that to assist in dealing with cultural differences in work places and in business environment overall. The authors investigated the factors that cause issues in a multicultural workplace and how organization management should approach these matters along with why it is important to have such knowledge and promote cross-cultural communication. Detailed recommendations are also provided on how to minimize communication conflicts in the international business settings.

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 Insights extraction on cross-cultural interaction through astronomy online labs using data analytics

2019 ◽  
Vol 16 (1) ◽  
pp. 508
Author(s):  
M. Bakri ◽  
Norhaslinda Kamaruddin ◽  
M. Hamiz ◽  
P. Marlia ◽  
A. H. S. Nurhasmiza ◽  
...  
Keyword(s):  
Social Benefit ◽  
Cross Cultural ◽  
Venn Diagram ◽  
Analysis Tool ◽  
Cultural Interaction ◽  
The Social ◽  
Non Local ◽  
Using Data ◽  
Visualization Techniques ◽  
Different Cultures

<span lang="EN-GB">Dialogical inquiry on astrology offers the participants to gain not only the intellectual and technological knowledge on the subject matter but also the social benefit of the interaction. Different cultures and values may pose as a challenge for adaptation when the participants start to collaborate in order to complete the group work. Hence, multiple sessions of cross-cultural interaction through Astronomy Online Labs had been conducted to give the participants a standardized platform to discuss and communicate. However, it is imperative to observe the content and frequency of the interaction to ensure both parties (Local and Non-local) benefited from such interaction. The interaction had been recorded and analysed to give us some insights for the improvement of the future participants’ engagement. The visualization techniques such as word cloud, word forest, timeline as well as Venn diagram approaches had been used and it is observed that the participants are actively communicating with the Non-local slightly dominating the session. It is hoped that the analysis tool can be embedded in the platform that it can provide dynamic analysis on the go while interaction happens so the moderator can steer the interaction to the intended topic</span><span>.</span>

8. DISCOURSE ISSUES IN CROSS-CULTURAL PRAGMATICS

2002 ◽  
Vol 22 ◽  
pp. 150-167 ◽  
Author(s):  
Diana Boxer
Keyword(s):  
Cross Cultural ◽  
Point Of View ◽  
The Other ◽  
Interlanguage Pragmatics ◽  
Potential Contribution ◽  
Essential Difference ◽  
Cultural Interaction ◽  
Cross Cultural Communication ◽  
Prejudice And Discrimination ◽  
Cultural Pragmatics

This chapter focuses on recent research in cross-cultural pragmatics (CCP) as distinct from interlanguage pragmatics (IP). The essential difference between the two lies in the perspective from which each views cross-cultural communication. CCP takes the point of view that individuals from different societies or communities interact according to their own pragmatic norms, often resulting in a clash of expectations and, ultimately, misperceptions about the other group. The misperceptions are typically two-way; that is, each group misperceives the other. In an age in which cross-cultural interaction is the norm not only across societies but also within them, different rules of speaking have the potential to cause stereotypes, prejudice, and discrimination against entire groups of people. Research in the area of CCP can greatly aid in ameliorating these consequences. Recent studies that view CCP from this two-way perspective are the focus of this chapter. The overview of this body of research demonstrates the potential contribution of the field of applied linguistics to mutual understanding through the study of discourse issues in cross-cultural pragmatics.

Modeling Cross-Cultural Interaction in Ancient Borderlands

2018 ◽  
Keyword(s):  
Social Economic ◽  
Wide Spectrum ◽  
Interaction Model ◽  
Cross Cultural ◽  
Cultural Interaction ◽  
The Social ◽  
Depth Analysis ◽  
Cultural Exchanges ◽  
Complex Relationships ◽  
Cultural Interactions

Archaeologists who study cross-cultural interaction face the challenge of carefully untangling the web of complex relationships between people, landscapes, and material cultures. Over time the debate on describing cultural interaction scenarios centered on changing definitions of colonialism and frontier and at times obscured the in-depth analysis of complex social processes that take place in these contexts. In an attempt to bridge this gap, this book introduces the Cross-Cultural Interaction Model (CCIM) as a tool to visually display and organize the inherent complexity of the social, economic, and political interactions that take place in multicultural borderlands or across long distances. Through the CCIM, scholars are able to explore a wide spectrum of cultural interactions, expose what motivates participation in cultural exchanges, or highlight what people reject in these interactions. Throughout the book the CCIM is adapted by various scholars to specific datasets from a wide variety of geographical and temporal contexts around the world. The adaption of the CCIM in these and other case studies demonstrates not only the versatility of the model in multicultural contexts but also highlights its usefulness as an analytical tool. The process of graphically modelling cross-cultural interactions compels scholars to think about them in a different light and can be applicable not just in archaeological, but also historical and contemporary scenarios.

Cross-Cultural Communication in the Hellenistic Mediterranean and Western and South Asia

2017 ◽  
Author(s):  
Matthew Canepa
Keyword(s):  
South Asia ◽  
South Asian ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Hellenistic Period ◽  
Cultural Interaction ◽  
Persian Empire ◽  
Cross Cultural Communication ◽  
Visual Spatial ◽  
The Mediterranean

This chapter deals with West–Asian cross-cultural interaction that developed during the Hellenistic period in the aftermath of Alexander’s conquest of the Persian Empire as the land and sea routes between the Mediterranean and India opened up. Despite their constant warfare, the kings that dominated this region established diplomatic ties influenced by a rich range of linguistic, visual, spatial, and ritual idioms. Canepa views Mauryan pillars and inscribed edicts issued by the emperor Aśoka as responses both to local South Asian traditions of religion and empire, and also to those of the Achaemenids and Seleucids. The cross-cultural interaction of this period not only transformed contemporary worldviews and traditions, but also formed the basis for future exchanges among the Romans, Arsacids, Kuṣāṇas, and Sasanians.

Shedding light on the darker side of language

2017 ◽  
Vol 17 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Betty Beeler ◽  
Philippe Lecomte
Keyword(s):  
Group Behavior ◽  
Cross Cultural ◽  
Dark Side ◽  
Multicultural Teams ◽  
Team Members ◽  
Cultural Management ◽  
Cross Cultural Communication ◽  
The Social ◽  
Cross Cultural Management

The purpose of this article is to shed light on the “darker” side of language in cross-cultural communication and explore ways that it can be addressed, using a dialogical approach. Bakhtin’s dialogical perspective conceptualizes sensemaking as the co-construction of meaning through interconnected utterances (“addressivity” and “responsivity”), multivoicedness (“polyphony”), and multiple speaking styles (“heteroglossia”). We use these concepts to analyze the social processes underlying linguistic hegemony and language-based in-group behavior in a case study of the performance of six multicultural teams at an American subsidiary in France. We found that although dialogical practices proved to be effective in deterring the emergence of the dark side of language, the lack of a dialogical mindset prevailed in four of the six teams. These findings point to the need for cross-cultural management policies which reward addressivity, polyphony, and heteroglossia while penalizing team members who use their superior language skills to dominate others.

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