Zeitfaktoren bei interkultureller Kommunikation in Gruppen — phänomenologische Fragmente

Communication, in intercultural contexts, is not only confronted with different customs dealing with the time concept of various countries of origin. Considerable time is needed when communication breaks down in groups when coping with language and other cultural problems. When people have subject specific things in common, they are more able to overcome cultural differences and, to a certain extent increase understanding between each other. Intercultural groups seem to communicate quicker in this case than those who lack compatibility because they are not subject to the respective culture-bound ways of working in cross-cultural groups which hinder communication.     

Performing India in America through Pragma-Cultural Markers

Intercultural Communication is marked in literary discourse in numerous ways. Diasporic literary discourse representing intercultural communication uses pragma-cultural markers such as food and music as tools of intercultural communication. This paper attempts to examine intercultural communication foregrounding these pragma-cultural markers as represented in Chitra Banerjee Divakaruni’s Queen of Dreams within the framework provided by Relevance Theory (:249). This paper foregrounds the manner in which writers like Divakaruni deploy pragma-cultural markers to express multiple linguistic and cultural perspectives in their literary narratives, thereby portraying an amalgamation of America and India and facilitating intercultural communication which is a dialectical process, as on the one hand the “America” that is in the hearts, minds, and words of these writers shapes their expressions and on the other, their growing presence in terms of their literary output is changing the definition of American art and culture.     

Effective educators are culturally competent communicators

Effective formal education or schooling is not simply a matter of teaching and learning curriculum content. It is also about values, assumptions, feelings, perceptions and relationships. No education can take place without interpersonal communication. Effective teaching can thus be qualified in terms of relating effectively in the classroom. Effective education thus also presupposes effective communication skills. Communication as the means and indeed the medium of education is therefore crucial to school success in culturally diverse education. Teachers should therefore be sensitive to the potentially problematic outcomes of intercultural communication in the culturally diverse class. Communication may be a useful source of intercultural knowledge and mutual enrichment between culturally diverse students if managed proactively by the teacher. Otherwise, it could be a source of frustration, misapprehensions, intercultural conflict and ultimately school failure. Effective and successful communication is difficult to realise even in the most favourable circumstances. Intercultural factors, therefore, create the potential for numerous communication problems and intercultural conflict. Communication, both verbal as well as non-verbal, is critically important in cross-cultural competence. As language and culture are inextricably bound, cross-cultural communication is complex and potentially problematic. In this paper, it is argued that effective educators are effective communicators and thus culturally competent in cross-cultural encounters.     

Book Reviews

Books reviewed: John F. Sawyer and J. M. Y. Simpson (eds.), Concise Encyclopedia of Language and Religion Nikolas Coupland, Srikant Sarangi and Christopher N. Candlin (eds.), Sociolinguistics and Social Theory Ron Scollon, Mediated Discourse: The Nexus of Practice Richard Gwyn, Communicating Health and Illness Guus Extra and Durk Gorter, The Other Languages of Europe: Demographic, Sociolinguistic and Educational Perspectives Council of Europe, Common European Framework of Reference for Languages: Learning, Teaching, Assessment Abdul Karim Bangura and Martin C. Muo, United States Congress and Bilingual Education Shelley Angelil–Carter, Stolen Language? Plagiarism in Writing Michael Toolan, Narrative: A Critical Linguistic Introduction Jacob L. Mey, Pragmatics: An Introduction     

Book Reviews

Book reviewed in this article: MOSER, S., N. MAHER, A. KALAN and J. CONNELL, Migration and Identity in Sydney: Icelanders, Minangkabau and White Russians O'SULLIVAN, P., (Ed.), The Irish World Wide: History, Identity. Volume One: Patterns of Emigration AGER, D, G. MUSKENS and S. WRIGHT (Eds), Language Education for Intercultural Communication ATA, Abe (I) Wade (Ed.), Religion and Ethnic Identity: An Australian Study     

Book Reviews

Books reviewed:
James Paul Gee, An Introduction to Discourse Analysis
Alastair Pennycook, English and the Discourses of Colonialism
Allan Bell and Peter Garrett (eds.), Approaches to Media Discourse
Isabella Paoletti, Being an Older Woman: A Study in the Social Production of Identity
Karl Erik Rosengren, Communication: An Introduction     

From Theory to Implementation: intercultural education in Italian schools

This article examines the gap existing between the de jure and the de facto situation of im/migrant children in Italian schools. Basing our comments on the specific pedagogical expertise and activities of CD/LEI (Centro di Documentazione/Laboratorio per una Educazione Interculturale — Research/Documentation Centre on Intercultural Education), an inter‐institutional organization operative in Bologna, we will discuss ways of creating a multicultural learning environment, in order to address more effectively the educational needs of im/migrant pupils in Italy.

The major findings of a book, recently published by the founder of CD/LEI and two colleagues are also presented. The book, entitled Dall'accoglienza alia Convivenza (From the Reception of Im/migrants to an Intercultural Society), is intended as a working tool for heads, teachers and school staff in primary and secondary schools in Italy.     

Development of intercultural competence among US American teachers: professional development factors that enhance competence

The increasing diversity of the student age population in the USA calls for increased cultural competence on behalf of educators to effectively teach students. This article reports on a study of a suburban school district’s initiatives that utilized the Development Model of Intercultural Sensitivity, the Intercultural Development Inventory (IDI) as a baseline measurement tool, and subsequent professional development for teachers, to promote the development of intercultural competence. ANOVA and regression analysis models were used to determine the variables that affect teachers’ perceived intercultural competence after their participation in professional development.     

Interkulturelle Kompetenz Beleuchtung eines Entwicklungsprozesses

Intercultural learning processes are multi-dimensional and cannot be limited to cultural Do??s and Don??ts. A core competency is the ability to manage change and to remain in control in situations with additional intercultural complexity. The methods used for developing intercultural competence are most effective in a combination of intercultural training and coaching. This learning arrangement covers different levels of learning including personal abilities, which build the foundation for intercultural success. During a coaching process existing abilities can be discovered and weak areas systematically developed. Knowledge is passed on most effectively in a training environment. Culture-general and culture-specific knowledge and the reflection upon one??s own cultural reference points build the foundation for exploring the nature of intercultural collaboration. The willingness to enhance one??s own behavior using new perspectives could be seen as the aim of the intercultural competence development. New perspectives can lead to innovative and culture sensitive strategies. Intercultural learning is more than learning rules of behavior and subsequent cultural adaptation. Intercultural competence can be defined as an extended ability for problem-solving in combination with personal abilities and cultural relevant knowledge that encourage effective intercultural team work.     

Interkulturalität in der Personal-, Team- und Organisationsentwicklung

Intercultural aspects are becoming more and more important for personnel development, team building and organizational development due to internationalization and globalization. This contribution describes fundamental principles with regard to the relevance of intercultural aspects in these three intervention fields and summarizes scientific research on this topic. Following a clarification of basic concepts, intercultural training and intercultural assessment centers — as specific personnel development activities — are treated, results of evaluation research are presented and recommendations for the application of these instruments are given. Team development is discussed with special regard to processes and effectiveness of multinational work groups. Intercultural influences on participation and intergroup relations are described as two main aspects of organizational development.     

Exploring intercultural sensitivity in early adolescence: a mixed methods study

The purpose of this mixed methods study was to explore levels of intercultural sensitivity in a sample of fourth to eighth grade students in the United States (n = 162). Intercultural sensitivity was conceptualised through Bennett’s Developmental Model of Sensitivity, and assessed through the Adapted Intercultural Sensitivity Index. Follow-up interviews provided additional information regarding the views and understandings of individual student participants. Quantitative data analysis indicated many early adolescents in this sample were accepting of cultural difference. However, subsequent qualitative data analysis suggested this acceptance was largely hypothetical, due to the participants’ perceived isolation from diversity. The implications of these findings are discussed.     

Mediating transnational spaces: international students and intercultural responsibility

Despite the significant body of literature on international students’ intercultural development, the core issue of how they see their own responsibility in transnational intercultural spaces is largely neglected. This paper addresses this paucity by examining the intercultural responsibility perceived by international students. It is based on a four-year study that includes interviews with 105 international students and fieldwork in vocational education institutions. It draws on positioning theory and three key concepts: intercultural competence, intercultural capital and national attachment to interpret the nature of international students’ intercultural responsibility. The research underscores four main forms of intercultural responsibility perceived by international students: responsibility to represent the home country, responsibility to respect the host country, responsibility to assimilate into the host culture and responsibility to integrate into the host culture. Intercultural responsibility can emerge from international students’ national attachment and be embedded in their intrinsic commitment and imagination of their role in representing their home country in a transnational space. Intercultural responsibility can also manifest in international students’ self-determined responsibility to respect, accommodate or integrate into the host culture. However, the finding shows that international students’ act of positioning at the periphery of the host community and their perceived responsibility to assimilate into the host culture precludes their capacity to engage in and negotiate reciprocal and respectful intercultural interactions. The study highlights the role of international students’ self-positioning between and across home and host cultures in underpinning their perceived responsibility in transnational spaces.     

Some Epistemic and Methodological Challenges within an Intercultural Experience

My experience with the Intercultural Indigenous System of Learning and Studies (SIIDAE) in Chiapas gave rise to a dialogue on two different levels: intercultural and interdisciplinary. I understand dialogue here as a very complex model of translation that, at the same time, challenges the unilateral conception of translation. This article reports the decolonial challenges raised by SIIDAE during our dialogue and responds to these challenges by proposing an intercultural reflection on anthropological practice and on its geohistorical context, and by showing the need of an intercultural transformation of society and of anthropology itself.     

Intercultural Learning in a Multicultural Society

In this contribution the author describes intercultural education as education for higher order skills, that go beyond traditional teaching methods. Intercultural education emphasises interactive skills, it strengthens the self‐esteem of children by giving them a solid foundation to encounter the unknown.     

The role of intercultural,scientific and technological openness on innovation in European regions

This paper analyses the importance of openness for innovation in European regions. Openness is understood from a double angle: intercultural and scientific & technological. Our hypothesis is that each type of openness brings different kinds of knowledge into the regions and results on a different innovation output. S&T openness brings analytical forms of knowledge whilst intercultural openness brings tacit ones. Our results confirm this relationship as S&T openness shows a significant impact on patent activity, but not when a broader innovation indicator is used. Intercultural openness is highly significant when measuring innovation by a broader index and much less when measured by patents.     

UK Government communications: Full circle in the 21st century?

On 19th January 2004, the UK government published An Independent Review of Government Communications (Phillis, 2004) known as the Phillis Review, and announced that it would implement the recommendations in full. In the early 2000s, under the Government of the then Prime Minister, Tony Blair, there was some blurring of the lines between the role of impartial government communicators who were members of the Government Information and Communication Service (GICS) and politically appointed Special Advisors. In 1997, Alistair Campbell, Director of Communication, and Blair's Special Advisor, had been given the power to direct government communicators and subsequently there were a number of incidents that reinforced the view that propriety lines were being breached. It was felt that the GICS was being increasingly politicised. The Phillis Review led to far reaching change, the most important being the appointment of a Permanent Secretary, a civil servant of the most senior rank to lead GICS.     

Developing intercultural competence through overseas student teaching: checking our assumptions

The following study was designed to determine the extent to which intercultural competence, as measured by the Intercultural Development Inventory, is impacted as a result of an overseas student teaching experience. Student teachers participating in an overseas student teaching experience from 8 to 15 weeks through the Consortium for Overseas Student Teaching were assessed prior to and at the end of the experience. Three groups were compared: an experience only group; one group with experience who were also sent reflective questions every 2–3 weeks; and a stay-at-home control group. Results suggest that overseas student teaching alone without a concerted effort to address intercultural growth is insufficient in bringing about a change in intercultural competence. Recommendations for program providers and schools of education are provided.     

Bilingual Education: The case of Latvia from a comparative perspective

This introduction briefly describes the historical, demographic, linguistic and educational background of Latvia. It discusses the concepts of identity and integration in the Latvian context, and also the educational and political motivations that exist in this society regarding bilingual education. Conclusions and recommendations are derived from this analysis, as well as from the contributions made by the various authors who participated in this special issue of Intercultural Education.     

Book Reviews

Books reviewed: Monica Heller, Linguistic Minorities and Modernity: A Sociolinguistic Ethnography Philip Baker and John Eversley, (eds.) Multilingual Capital. The Languages of London's Schoolchildren and their Relevance to Economic, Social and Educational Policies Ralph Penny, Variation and Change in Spanish Maria Pilar Navarro Errasti, Rosa Lores Sanz, Silvia Murillo Ornat and Carmina Buesa Gomez, (eds.) Transcultural Communication: Pragmalinguistic Aspects Deborah Cameron, Good to Talk? Living and Working in Communication Culture Susan Ehrlich, Representing Rape: Language and Sexual Consent Mikko Lehtonen, The Cultural Analysis of Texts