Moving from a multicultural society towards an intercultural one through an educational initiative: The example of Training of Intercultural Trainers (TOIT) of Young SIETAR (YS) (original) (raw)
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A status report of the Intercultural Profession 2014
The past ten years have seen a tremendous growth in the number of intercultural services offered, available trainers, coaches and consultants, training certificates or licensing courses and master degrees graduates. With this growth comes an increased need for understanding: An understanding for the professional identity of an industry that is growing in size, its areas of application and its variety of professional background. Each new interculturalist is faced with the same task when entering a young, agile field that is not defined, regulated or benchmarked. The results of this global survey of professionals working in the intercultural industry are presented here with two main goals in mind: 1. Gain an understanding of the nature of the intercultural profession globally in 2014 2. Provide guidance to newcomers in the intercultural field The purpose of this survey is not to put forward personal interpretations or speculations about the field and its purpose but to create benchmarks as well as to update the profile of this industry following the research done by Berardo & Simmons (2004) and Berardo (2008). The results of this survey will be presented in a descriptive manner, leaving room for each reader to interpret the results according to their experiences, awareness and professional and personal situation. An extensive appendix lists the answers to open questions about certifications of interculturalists and methods they use in their work. The lists provide useful insight into the vast variety of training and certification programs globally as well as the preferred methods and tools interculturalists use in their work. Newcomers to the field as well as seasoned professionals will find inspiration for further professional development opportunities.
The Crisis of Intercultural Training – and a Way Out (2011)
Purpose -Since the intercultural communication discourse is regarded to be in a crisis since almost a decade, this research aims to argue the consideration of an alternative approach, which is more capable to grasp the intercultural challenge nowadays starting from its basic assumptions to its practical consequences by a methodological and theoretical investigation.
Developing Intercultural Competencies : An Educational Imperative for the21st Century
2009
How shall I talk of the sea to the frog, if it has never left its pond ? Chung Tsu, th Century B. C. In today's world, the effects of globalization and new technologies have had dramatic effects-both positive and negative-on people around the globe. More people than ever before in the history of the world now have direct and indirect contact with each other. Direct intercultural contact occurs through study abroad, migration, and international travel, whereas indirect contact is facilitated through technological advances such as the internet, email, text messaging, skype, and more. This situation presents both new opportunities and new challenges. Today, everyone needs to develop abilities that will ensure positive interactions when dealing with people from other cultures-whether with members of ethnic minority groups within the same country or across national borders-and the university must Note : The author wishes to acknowledge receipt of special research funds provided by Matsuyama University in support of the preparation and development of this article.
This article raises the question of whether the traditional approach in intercultural training focusing on knowledge about cultural differences and skills to avoid culture clash is sufficient in order to prepare intercultural communication trainees for dynamic and psychologically demanding multicultural environments. Inspired by the concept of mentalizing in the psycho-therapeutic method called Mentalization-based treatment, training that encourages imaginatively “seeing the other from the inside and oneself from the outside” is suggested as better able to prepare for complex intercultural realities. Tolerance is seen as tolerance for being in the intercultural process as much as tolerance for others’ differences. A theoretical discussion between the notion of mentalizing in mentalization-based treatment and perceptions of empathy, imagination and mindfulness further provides insight into the role of interactive tools such as case work and role plays in intercultural training. These, in turn, are seen as best suited to fulfil the goals and ambitions of the theories. However, experiences gained from them must be verbalized in order to cause increased awareness.
Passport to intercultural enhancement: diversity
American tertiary institutions engender in students an openness to racial and cultural diversity. Freshman Year Experience Curriculum Committee has chosen Persepolis by Marjane Satrapi for the common reader for 2011-2012 school year. While all students in the program are required to read the book, the role of the book in the different sections may be different. The aim of awareness. 2012 Published by Elsevier Ltd.
2008
᭤ Comunicazione interculturale 2, 3 ᭤ Teaching cultural studies 5 ᭤ Intercultural approach 8 ᭤ Apprendimento del lessico in L2 13 The European Union have designated the year 2008 as the 'European Year Of Intercultural dialogue', "an open and respectful exchange of views between individuals and groups belonging to different cultures that leads to a deeper understanding of the other's global perception." (White Paper on Intercultural Dialogue). In acknowledgment of the European Union's decision this is the first of two editions of LANG matters dedicated to the theme of intercultural dialogue. An effective dialogue encourages the respectful sharing of ideas and its objective is to enable us to live together peacefully in a multicultural world made up of individuals equipped with different (long live our differences!) patterns of thinking and feeling which have been acquired in 'lifelong and lifewide learning'. It is the collective programming of the mind which distinguishes the members of one group from another, and Paolo Balboni, in our opening article, suggests that Hofstede's "software of the mind" can help us to observe intercultural communication and avoid cultural misunderstandings: dialogare, si… ma attenti ai fischi per fiaschi. Donata Bazato and Fiona Dalziel stress the fact that "fostering intercultural dialogue through cultural studies" provides an ideal opportunity to work on themes such as globalization, migratory flows and multicultural society and present stimulating ways in which students can gain a deeper understanding of these phenomena. Well, fasten your seatbelts to the world and watch out for the different behavioural norms you may encounter in other countries. Even minor cultural differences can become major barriers to communication and cooperation and therefore Angela Vanni talks about "consapevolezza interculturale: una chiave per l'incontro e il dialogo fra culture diverse". The project aims to demystify these cultural differences, and "put the idea in the minds of students that it is useful and fun to learn about different cultures." An intercultural approach to the teaching of civilization can be achieved through creative and stimulating lessons as shown in Aldo Magagnino's article, 'An Experience in Multiculturalism and Inclusion'. Through surfing the net, drawings, posters, songs to aid children with visual disabilities, etching techniques and a musician who can play the didgeridoo, a class of wonderful students at the Istituto Comprensivo Polo 2 in Gallipoli now know what 'Waltzing Matilda' is all about. In addition, in this issue Anila Scott-Monkhouse offers an extensive range of challenging and interesting activities and continues the theme of revision and recycling language through 'parole, parole, parole' suggesting that Neuro-Lingusitic Programming (NLP) and the Multiple Intelligence theory are both useful for vocabulary retention and revision. We would like to thank you, the readers, for supporting this magazine through letters and constant feedback. Our Methodology Section is much appreciated and we hope you find the articles informative and useful. Please continue to write to us as we feel it is important to hear your points of view!
Journal of International and Intercultural Communication, 2014
As the finale, the participating scholars connect their discussion of key intercultural urgencies, issues, and challenges to our role as intercultural scholars and the pathways for engagement. We all inhabit different and multiple roles for addressing and confronting such urgencies-as researchers, practitioners, activists, teachers, and community members with macro and micro modes of agency, influence, and impact. Discussants grapple with how to envision these roles in contemporary society and actuate meaningful change for multiple constituencies and communities around us.