Intercultural encounters as a ‘Mind Body’ experience: a case study in Jerusalem

This study presents new techniques for teaching diversity, when dealing with the challenges of multicultural society. We present a course model, which incorporates methods that have been developed by the Center for Mind-Body Medicine (CMBM), and continue to disclose and analyse some of the reactions and evaluations we received from the participating students. Findings revealed that the CMBM techniques contributed considerably to the intercultural atmosphere. CMBM contributed in creating added value, in improving self-efficacy and in advancing similarity perceptions in intercultural communication. Moreover, CMBM developed greater trust and emotional support among group members, thus may contribute to reach the educational goals. This study advances composite theoretical accounts into a set of conclusions for bridging intercultural encounters challenges through mind–body techniques.     

Developing elementary school students’ intercultural competence through teacher-led tutoring action plans on intercultural education

The increasing cultural diversity in the current Spanish educational system has had dramatic consequences for school population demography and relationships between students in culturally diverse classrooms. In this context, the development of students’ intercultural competence can contribute to strengthening communication, as well as preventing misunderstandings and coexistence problems. In this study, the effects of a teacher-led intercultural tutoring action programme (TAP) on elementary students’ intercultural competence (IC) were assessed as a function of treatment condition and grade level. Participants were 187 third- to sixth-grade pupils (84% Spaniards and 16% immigrants) who were assigned randomly to treatment conditions (TAP versus comparison). After 20 weeks of programme implementation, the findings revealed that the TAP was successful. Conceptual intercultural competence was better achieved by fifth- to sixth-grade students, while IC skills and attitudes were significantly better developed by third- to fourth-grade students. Implications for teachers and counsellors/schools psychologists are discussed.     

海归人员反向文化适应研究综述

经济全球化带动了人员的国际化流动,跨文化交际现象也越来越普遍。归国人员回国后重新审视本国文化,由此产生的冲突和摩擦即反向文化冲击。将研究重点放在归国人员的反向文化适应问题上,将国内外对这一问题的研究进行了分类梳理和讨论,为国内学界的跨文化研究引入新的启示,以期为我国研究归国人员的文化身份认同问题提供某些借鉴。     

跨文化交际与大学英语口语教学

交际能力的培养是外语教学的关键。随着国际交流的日益频繁和不断深入,我国对具有较强英语交际能力的人才需求也日益增加。因此,在口语教学中教师应注重跨文化交际在英语口语教学中的运用,培养学生的英语交际能力。     

跨文化视角下《孝经》英译本对比

翻译是一种跨文化交际,以《孝经》的三个英译本为例,从跨文化的角度探讨了中西方译者在专有名词、句意表达,文体风格等方面的不同,进而得出结论：翻译方法及策略的不同究其根本乃是源于不同文化圈对译者的影响。     

大学ESP教学中的跨文化能力培养

分析大学ESP教学中跨文化能力教育的必要性和意义,研究ESP教学中如何进行跨文化能力的培养,只有在ESP教学过程中有意识地通过有效引导和培训,才能使学习者掌握包括跨文化能力在内的综合英语能力,并对大学ESP教学过程中如何进行跨文化能力的培养提出建议。     

以跨文化视角审视纳博科夫的文学世界

俄裔美籍双语作家、文艺评论家兼诗人弗拉基米尔·纳博科夫,在20世纪世界文学史上占有重要的位置.他一生辗转迁居,造就了他跨国界、跨民族、跨语言、跨文化的多彩文学艺术个性,即在浓郁的俄罗斯文化背景上叠印了英美社会现实的缩影.跨文化的创作就需要我们用跨文化的视角去审视、去衡量、去解读,这样才能给予他合理而正确的评价,也才能真正走入纳博科夫具有多彩艺术个性的文学世界.     

Inclusiveness,power sharing and critical enquiry: intercultural programme model for new settlers

Migrants and refugees settling permanently in a new country face significant social, linguistic and cultural challenges. However, they also bring intercultural strengths and skills which, if acknowledged and enhanced, can support successful settlement and inclusion in a pluralistic society. This paper describes the underpinning rationale and salient features of an intercultural settlement programme piloted in New Zealand with a group of recently arrived settlers from refugee backgrounds. The programme was designed to enhance the settlement process for newcomers through the development of critical thinking, problem-solving and intercultural skills. The pedagogical approach was rights-based and incorporated facilitated discussions within an environment of power-sharing, inclusiveness and critical enquiry. This paper discusses the implementation of the programme as well as findings from a preliminary research project which sought to explore the effectiveness and the extent to which the programme achieved its aims. The findings indicate that this approach can constitute good practice in an education programme designed to support interculturalism and successful integration.     

The Journey Toward Intercultural Sensitivity

Abstract

This paper reports on the use of Milton Bennett's Developmental Model of Intercultural Sensitivity (DMIS) to analyze logs that were submitted by mental health service providers who participated in an intensive training program on intercultural competency. Program participants wrote eight monthly reflective logs about cultural experiences that occurred between training sessions. The categories of intercultural sensitivity described in the DMIS were used as the basis for coding log entries. The findings over the 10-month training period show that the development of intercultural sensitivity is, for the most part, a non-linear process in which one makes intermittent reversions to earlier levels and moves forward in spurts. After offering examples of non-linear and linear patterns in the logs, the paper discusses possible explanations for the findings and the challenges of coding according to the Bennett Model. Implications for intercultural competency education and training programs and their evaluation are proposed.