Transforming a municipal school sports programme through a critical communicative methodology: The role of the of advisory committee

This research applies a communicative methodology (CM) to the transformation and improvement of the Municipal Comprehensive School Sports Programme in Segovia, Spain (MCSSP), using egalitarian dialogue, based on validity rather than power claims to achieve intersubjectivity and arrive at consensus between all of the Programme’s stakeholders through the intervention of an advisory committee (AC). The AC is a body comprising representatives of all stakeholder groups involved in the programme. During the 2013–2014 academic year the programme’s AC met four times, operating as a communicative focus group (CFG). The meetings focused on: (1) excluding dimensions (barriers preventing transformation) and transforming dimensions (ways of overcoming barriers), (2) the programme’s strengths, (3) the programme’s weaknesses and specific actions to remedy them, and (4) the resulting conclusions which were then incorporated into the subsequent programme contract signed between the University and the Segovia Local Authority for 2014–2018. The key conclusions were: (1) the recommendations of the AC widen the range of perspectives and help the research team to make key decisions and (2) the use of CM to fully evaluate the programme and to reach a consensus on how to improve it proved very valuable.     

A vision of social justice in intergroup dialogue

Intergroup dialogues (IGD) – face-to-face, structured interactions between people of different social identities – is one educational intervention used to foster engagement across differences and to promote social justice. Using an 18-month case study methodology, we examined the experiences of IGD students and facilitators at one campus to gain a deeper understanding of what happens in IGD, specifically how social justice is understood and cultivated. Findings suggest that the primacy and limitations of individual experience, the tension facilitators experience about stepping in to dialogue, and the confounding nature of comfort in IGD contribute to a dialogue experience that better addresses some aspects of social justice than others.     

启蒙对话与个人发现——重读鲁迅的《野草》

从启蒙话语建构和知识分子自我发现的角度探讨了新文化运动的低落如何影响了鲁迅<野草>的写作.启蒙话语的建构是以有效的对话关系为基础的,因为缺乏共同的精神自觉,知识分子与一般民众之间始终无法形成有效的对话关系.启蒙话语既然难以完成建构,知识分子或退守,或复仇,或沉默,不过是发现和体认了自我深深的无力感,正是这种心理造成了<野草>黯淡、低沉的情绪基调.     

第三代新儒家视域下的全球文明对话

文明对话不仅是世界各大文明自身存在与发展的重要前提,也是不同文明之间相互理解、相互融合的必然趋势和必要方式。以杜维明、成中英、刘述先、蔡仁厚为例,第三代新儒家的学者们看到了全球化背景下进行宗教与文明对话的必要性,他们关注儒学与非儒学的交流,注重儒学与世界各大文明的对话,并在理论与行动上积极参与全球文明对话的进行,体现出融摄西学、多向建树的趋势、对儒学地位确认的转变以及对话意识的加强三个重要特征。     

论大学英语教学中学生跨文化交际能力的培养

在英语教学中，往往比较重视语言的外在形式和语法结构，而对于语言的文化背案，特别是文化差异重视不够，致使学生在实际交流中存在很多问题。从教学实际出发，提出一些培养学生跨文化交际能力的方法和途径，并结合课文中的实例进行具体的分析论证。     

汉英商标词的跨文化解读

汉英商标词实质上是一定文化的产物,在跨文化交际中又是一定文化的载体。本文通过对商标、商标词的文化内涵、功能,汉英商标词文化属性、特点的分析,探索汉英商标词跨文化解读的原则、途径和方法。     

外语教学与跨文化交际能力培养

跨文化交际能力是语言能力、非言语能力、跨文化理解能力和跨文化交际适应能力等方面所构成的综合能力。外语教学的根本目标在于培养跨文化交际的人才 ,外语教学要涉及到语言、文化、交际三者之间的关系 ,而它们之间的关系正是跨文化交际的一项内容     

Co-creative Leadership: An Integrated Approach towards Transformational Leadership

The classical understanding of team leadership is extremely difficult to sustain in times when complexity and dynamics have risen to such high levels that very few individuals can assimilate them. The success of team leadership requires the ``participation of those already implicated'' in the development and implementation of a solution – and therefore in the leadership process. How can this be achieved practically? It requires a leadership approach that allows each relevant perspective to be included, in a practical way, in the development of a common position, which can then be implemented collectively. Co-creative leadership creates this possibility – a transformational leadership approach that allows an organisation as a whole to adapt to its environment.     

跨文化交际能力的培养:PTPC教学模式

本文以建构主义的教学思想为指导,结合外语文化习得的认知特点,针对传统的知识中心模式的弊端,提出以主题为单元（project-based）、以任务为驱动（task-motivated）、以解决问题为目的（problem-solving-oriented）、以合作学习为核心（cooperative-learning-centered）的外语文化教学模式,并详细介绍了该模式在课堂教学中的具体操作。     

语用失误和跨文化交际能力的提高

改革开放以来 ,在我国英语学习掀起了前所未有的高潮局面。许多学生在外语学习中获得了很好的语言能力 ,但是让人尴尬的是 ,在跨文化交际中 ,我国学生所表现出来的实际水平和扎实的语言基础大相径庭 ,语用失误频繁。针对该现象本文拟从语用失误的角度来探讨如何培养学生的跨文化交际能力。