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4 results on '"Intercultural communication"'

1. Adult Learning, Democracy and Peace. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997).

Author

United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education.

Abstract

The workshop, "Adult Learning, Democracy, and Peace," had the important role of examining the relationship among adult learning, democracy, citizenship, gender, civil society, and a culture of peace. The speakers expressed a variety of opinions on the issue of globalization. Some rejected it as aggravating existing social tensions and inequalities and as leading to increased marginalization, while others partially acknowledged that globalization offers fresh possibilities and opportunities. Speakers discussed the following topics: adult learning strategies that are required to meet democratic aspirations and foster a culture of peace; understanding the local, the national, and the global stages and the tensions among them; adult learning for democracy; gender justice; moving from cultural confrontation to intercultural communication; adult learning for an active civil society; adult learning for gender democracy; pedagogical challenges for promoting democracy and a culture of peace; and pedagogical exercises dealing with conflict situations and reconciliation. (YLB)

Published
1999

2. Tolerance and Education in Multicultural Societies

Author

Wiater, Werner, Manschke, Doris, Wiater, Werner, and Manschke, Doris

Abstract

This book examines the concepts of tolerance and education in multicultural societies. It focuses on different aspects of multiculturalism in these societies and considers possible conflicts and tensions as well as best-practice examples of co-existence among different cultural groups. Special emphasis is placed on educational issues and schools. Contents of this book include: (1) Cultural Background and Educational Achievement in Germany (Werner Wiater); (2) Cultural Differences in Perception, Reasoning, Emotions, Education and Social Relations in East and Western Countries (Doris Manschke); (3) Tolerance, Religion and Education (Gerwald Wallnofer); (4) Tolerance and Citizenship Dimension in the Context of Education in Latvia (Alida Samusevica); (5) Legal Conditions for Cross-Cultural Understanding: The Example of "Hate Speech" (Patricia Wiater); (6) How Important Is Culture for Ethos (Manfred Kwiran); (7) Tensions and Conflicts in Socializational Teaching of Language and Literacy in Chinese Complementary Schools in Britain (Li Wei); (8) Thoughts about the "Bratislava Ethnic Model" (Jozsef Liszka); (9) The Culture of Mediterranean Honor (Christian Giordano); and (10) Immigration, Social Support, and Community from a Relational Perspective (Ma Paz Sandin Esteban and Ma Angels Pavon Ferrer).

Published
2011

3. Face and Facework in Conflict: A Cross-Cultural Comparison of China, Germany, Japan, and the United States.

Author

Oetzel, John, Ting-Toomey, Stella, Masumoto, Tomoko, Yokochi, Yumiko, Pan, Xiaohui, Takai, Jiro, and Wilcox, Richard

Abstract

Investigates face and facework during conflicts among undergraduate students across four national cultures: China, Germany, Japan, and the United States. Presents major findings concerning self-construals; power distance; individualistic, small-power distance cultures; large-power distance cultures; and relational closeness and status. Discusses the findings organized around the hypothesis and notes implications and limitations of the study. (SG)

Published
2001

4. Using English as a lingua franca for (mis-)managing conflict in an international university context: An example from a course in engineering

Author

Knapp, Annelie

Subjects
*LINGUA francas, *ENGLISH as a foreign language, *LEARNING, *TEACHING, *DISCOURSE, *CROSS-cultural communication, *LINGUISTICS, *CONFLICT management, *CROSS-cultural differences, *UNIVERSITIES & colleges
Abstract

Abstract: This paper focuses on problems of learning and teaching via English as a lingua franca at a German university. An analysis of audio data from a course in engineering will give evidence of how university courses may be severely affected by intercultural and linguistic problems. It will be argued that – although participants from a variety of cultural backgrounds may be reasonably effective in communicating about subject matter in English – problems will arise when a larger variety of communicative functions is involved in instructional discourse, for example negotiating forms of cooperation and resolving conflicts. It is hypothesized that this situation may be detrimental for the implementation of innovative and learner-centered types of teaching arrangements in the international university. Against this background, suggestions will be made for reducing such problems by utilizing adequate training materials for university teachers and students who need to operate in ELF settings. These materials include activities for raising awareness of culture-related differences in the perception of teachers’ and learners’ roles in a university context, as well as a dictionary of phrases, which is organized in pragmatic categories and offers support for realizing relevant communicative functions in university teaching contexts. The paper also addresses some methodological issues, such as the need for interrelated sets of empirical data and problems of identifying ELF characteristics and specifics of intercultural communication in the pragmatic domain. [Copyright &y& Elsevier]

Published
2011
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