Intercultural communication Definition Intercultural communication is defined as situated communication between individuals or groups of different linguistic and cultural origins.
Foundations and Approaches towards a Fusion Julian Sudhoff University of Duisburg-Essen Germany Abstract One of the core developments of globalisation lies in the increased cooperation and communication across cultures. With this, the integrated competencies in foreign languages and intercultural communication are considered to be keys to successfully engaging and participating in modern life and society.
The field of foreign language education is seen as a fundamental building block in fostering intercultural communicative competence ICC.
The dual focussed nature of CLIL-classrooms, i. The ability to then shift and mediate between these cultural perspectives is a core objective in the intercultural learning process. Within rich CLIL environments a multitude of impulses may arise, which in turn lead to an exploration of different cultural viewpoints and, subsequently, enable shifts between these.
The wider frame — A glance at language, its ties with culture and the intercultural aspect of using a foreign language in educational contexts The limits of my language mean the limits of my world — A possible, albeit simplified, reading of this Wittgensteinian quotation is connected to the notion of linguistic and cultural relativity.
According to this, language can be viewed as the matrix through which people express, perceive and interpret the world around them.
The much debated idea of linguistic relativity is by no means a novel concept; in fact it has re appeared throughout time and links can be drawn, for example, to the works of W. Even the task of transferring seemingly straightforward words from one language to another might prove to be a challenge Finkbeiner, C.
In those cultures the male and female categories are more distinct Promoting intercultural communication culturally more important.
The connotations, the interpretations and referential meanings of words are embedded within the cultural contexts in which these words have evolved. Thus, translation processes include transfers within two interconnected codes, the linguistic and the cultural ones.
With reference to the initial Wittgenstein quotation it may, therefore, be argued that entering another language means entering another world. Even though there might be only fine difference between the two worlds in question, there are these instances in which one is seemingly lost in translation, amazed by the differences or just reassured by the similarities.
In foreign language learning contexts, the immanent tie between language and culture bears a significant potential for intercultural learning processes. The learner of a second or foreign language and culture does not cease to be competent in his or her mother tongue and the associated culture.
The language learner becomes plurilingual and develops interculturality. The linguistic and cultural competences in respect of each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how. Her metaphor of third space explores the potential for foreign language learners to establish an enriched cultural identity — one which is enhanced by the integration and fusion of the various cultural influences present and presented within the learning process.
The post- communicative era of foreign language teaching is closely connected to the student-centred approaches of task-based and project-based language learning Willis, ; Stoller, ; Ellis Embedded within these frameworks, one finds the call for authentic language learning contexts that are linked to the real world and its issues connection to the Lebenswelt.
Here, the main emphasis is placed on the functional use of language, i. These function-focussed classrooms are often described by using the dichotomies of fluency before accuracy or meaning before form Littlewood, Learners are engaged in authentic communication processes and acquire skills and strategies to successfully carry out given tasks.
As such, the learning environment lends itself to forms of learner autonomy Little, ; Dam, as well as cooperation and collaboration; furthermore, it promotes the active construction of knowledge Wolff, It is the integral element of modern, function-focused language learning — the various facets of task orientation — that strengthens the potential for the fusion of language learning and intercultural learning.
The language learning classroom reaches out beyond its traditional scope of language related objectives and opens up to include real-world topics.
The context within which language is used becomes fundamentally important and often issues are raised which — traditionally — are covered within content subjects. This development supports the efforts of cross-curricular teaching and clearly shows the conceptual parallels of modern language teaching and CLIL-teaching.
Experiencing and understanding a foreign language in a content-based way opens the doors to intercultural learning processes. By using materials that convey, portray or reflect insights into foreign viewpoints, it becomes possible to re construct the underlying perspectives. Foreign positions on a given topic, underlying assumptions, attitudes, feelings and interpretations can be grasped and analysed.
Transfers from one set of codes to another e. Page 32 Page 33 II. The inner frame — CLIL as a catalyst to promote intercultural learning The methodological affinity of a modern, student-centred, task-oriented foreign language learning classroom and of best practice in CLIL-teaching has already been referred to.Abstract.
One of the core developments of globalisation lies in the increased cooperation and communication across cultures. With this, the integrated competencies in foreign languages and intercultural communication are considered to be keys to successfully engaging and participating in modern life and society.
MOST is UNESCO’s intergovernmental science programme on social transformations. MOST works with governments, social and human science communities and civil societies to improve connections between knowledge and action, connections that are one key to positive social change.
Developing Intercultural Awareness and Writing Skills Through Email Exchange Caroline Mei Lin Ho mlcho [at] lausannecongress2018.comang Technological University (Singapore).
The NCA National Office will be closed for the holiday on November 22 and 23, Happy Thanksgiving! Active Listening in Effective Communication - Listening is a skill that requires active, rather than passive, participation to advance shared understanding and minimise misinterpretation.
Business Communication - Introduction. Business Communication is goal oriented. Earlier, business communication was limited to paper-work, telephone calls etc.