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The importance of learning intercultural communication summary
Cultural conflict in two kinds
The importance of learning intercultural communication summary
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Steve ~ I went ahead and scheduled a seat for the Intercultural Competence Mod 3 for Dec 8 here in Portland. Mary returns on Dec 8 so she would be in the office to cover; however, her and I would have limited cross-talk that day If you want me to schedule for a later period let me know. The only other date on the schedule as of now is Dec 9 in Salem, which I could attend instead if you preferred.
Different social, professional and cultural context may effect relationships and the way people communicate because of lack of understanding into one another’s back ground, religion and culture. social status is an indicator of credibility and legitimacy, and this is seriously effects how one communicates with other. Key elements that are involved in an audience's evaluation include title, reputation, and the extent to which people can identify with the communicator's motives and objectives. Status differences can create a bias against those with the perceived lower status. In our society, Social status have greatly influenced the communication ever since ancient times up until now.
Carrie Rothstein wrote the book and it mainly entails issues and treasured ideas to do with managing classrooms. It takes into the deep study the new of thinking about classroom management by advocating that teachers should learn to intermarry cultures with class instruction and more so have the diverse cultures in their mind while carrying out the so-called class management and arrangement. It states that the studying is much affected by culture hence teachers should equip themselves with the various cultures of the students they teach even if not necessarily learning all the dos and don'ts of a given culture. The books urged teachers to learn about the different ways in which culture affects the beliefs about schooling and education in general
Chapter three’s main focus was to break down and take a more in depth look at the many categories of race, class, gender, and disability in the classroom and how each of them affect what we do and how our classroom operates. Although it is only the third chapter and I have many more chapters to read about multicultural education, this is certainly my favorite chapter in this book so far. I found the various examples and main points throughout the chapter to be both interesting and eye-opening. This chapter hooked me from the first paragraph as it began the discussion of the ongoing social issues that continuously bring about debate on what should be taught in the classroom, how students should learn, how instruction is organized, and how teachers
The solution to overcoming this barrier would be cultural competence training. Cultural competence training has shown great promise at improving the knowledge, attitudes, and skills of health professionals when it comes to working with diverse populations (Mareno, 2014). I find that it would be good for every organization to establish a generalized diversity training for all staff to take. This training could discuss that its okay to ask a patient about their cultural and how we as a care provider could better meet their needs. This training could also discuss the topic of being self-aware.
In the workplace this can look like training seminars that provide insight to various cultures and beliefs (p. 114). Promoting positive cultural identities is something that everyone should encourage in order to be culturally
2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin
Q 5 – Explain how diversity impacts on practices and experiences on person behaviour, interpersonal relationships, perception and social expectations of others. A – Acknowledge similarities and differences that exist between yourself, co-workers and clients. Culture plays an important part in a person’s behaviour, thoughts and how they relate towards others. An individual's cultural perceptions and expectations will directly impact on the way they work with each client and their co-workers; a failure to recognise cultural differences may cause serious problems when they are dealing with others in the workplace.
The interaction can be described as more interpersonal than intercultural as a result of the degree of interactant is drawing on personality traits, personal values and experience. When people from different cultural background become close to each other, their interactions typically move along the continuum from more intercultural to more interpersonal, though intercultural elements may always play a role. There is no doubt that no matter for casual or business communication, be sensitive to intercultural communication is always a key to achieve
Hence, interculturalism can help advocate harmony in
Despite the fact that intercultural competence has different terminology when referring to disciple or approach, it can also relate to the debate about global citizenship. Intercultural competence is seen as the capability to develop an objective knowledge, attitude, and skills that prompt visible behavior and communication that are both successful and appropriate in intercultural interaction. In other words, intercultural competence is a range of different skills; cognitive, affective, and behavioral skills that lead to communicate effectively and suitable with different surrounding and culture. Intercultural competence can also be broken down into three constituent elements seen as knowledge, skills, and attitude. (Deardorff, 2006)
This world has been going through globalization for thousands of years. Just as the current globalization happening so as to the number of people migrating every year. Each year millions of people migrated from their country and relocate in a new place aside from their home country. There are different kind of reasons people are migrated from one place to another. Apart from immigrants, workers, marriages, and many other migrating groups of people, students known as international students are taking their education abroad.
Multicultural Education: Theory and Application For the purpose of this study, Multicultural Education as conceptualized by Banks (1984) and complimented by Campinha-Bacote’s Process of Cultural Competence in the Delivery of Healthcare, partially forms the theoretical framework. Banks identified the following five concepts as dimensions of multicultural education: Content Integration, Knowledge Construction, Equity Pedagogy, Prejudice Reduction, and an Empowering School Culture and Social Structure. According to Banks (1993), the many passionate debates on multicultural education generally obscured the theory, research, and growing consensus among multicultural education specialists about its nature, aims, and scope and a significant gap
“Rules of different kinds guide all communicative interaction, and the learning of rules and of their proper application is essential to our becoming competent members of our society.” This statement means that rules are important in intercultural and interpersonal communication. Intercultural and interpersonal communications are guided by different rules such as family rules and social rules among others. People have to observe the rules of intercultural and interpersonal communication to communicate with different societies.
Cultural exchange programs are for connecting, enriching and empowering the global community. Cultural exchange programs expose students to people from different cultural, geographic, religious and socio-economic backgrounds and provide the opportunity for students to develop a greater understanding of diversity both in their home country and visiting country. Cultural Exchange Program allows students to interact with and learn from people who are different from themselves and to participate in new and distinctive experiences beyond their own communities. Cultural exchange helps students to develop positive relationships with others, understand a broader range of perspectives, and develop the knowledge and skills needed for participation in our multicultural society. Participating in International Cultural and Educational Exchange programmes is a life changing experience.
