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Two levels of verbal communication, universal and culture-specific
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The concept of 'dialogue' in cross-linguistic and cross-cultural perspective
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In: Discourse Studies: an interdisciplinary journal for the study of text and talk (2015)
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What makes a good life? A cross-linguistic and cross-cultural perspective
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In: Journal of Positive Psychology: dedicated to furthering research and promoting good practice (2015)
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The concept of 'dialogue' in cross-linguistic and cross-cultural perspective
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In: Discourse Studies: an interdisciplinary journal for the study of text and talk (2015)
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English Language Teaching Materials and Cross-Cultural Understanding: Are There Bridges or Divides?
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In: TEFLIN Journal, Vol 16, Iss 1, Pp 42-53 (2015) (2015)
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A Case Study of Internationalization at Western Kentucky University
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2014)
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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КОММУНИКАТИВНО-ПРАГМАТИЧЕСКАЯ НОРМА ПОВЕДЕНИЯ В СИТУАЦИЯХ МЕЖКУЛЬТУРНОГО ОБЩЕНИЯ
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Касьян, Альбина; Романова, Альбина. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Байкальский государственный университет экономики и права», 2009
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| 9 |
Operational Culture: Is The Australian Army Driving the Train or Left at the Station?
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In: DTIC (2008)
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Building Cultural Capability for Full-Spectrum Operations
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In: DTIC (2008)
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異文化理解：言語からのアプローチ ―「よろしく」に内包される曖昧さと依存性― ; A Linguistic Approach to Cross-cultural Understanding: Ambiguity and Dependency Connoted in 'yoroshiku'
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The Role of Cultural Understanding and Language Training in Unconventional Warfare
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In: DTIC AND NTIS (2004)
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| 17 |
Cross cultural perspectives of teachers : a study in three countries
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Abstract:
In a shrinking world where globalization has blurred the boundaries across nation states and cultural divides, limitations on intercultural communication can readily give rise to glib generalizations and lack of understanding of diversity. Acknowledging the key role of teachers in shaping the views of future generations, this paper reports on the first stage of a research study on the intercultural understanding of teachers in Australia, Japan, and Thailand. Overall, the teacher participants had diverse cross-cultural experience, differing both in extent and nature of the contact. The methodology used a common survey instrument, except for its language of presentation. However, instead of using a traditional comparative approach to contrast responses of the three target groups, the study asked teachers to provide their perceptions of prevailing world views of people in their own AND the other two countries. The reciprocal nature of the observations provides a powerful methodology to explore perceived intercultural similarities and differences. The article also considers problems associated with response set in investigations of this kind. Three scales are considered — change through intervention, symbolic inner self, and independent thought and action — and the data reveal some similarities but also some striking differences in perceptions across countries. The differences signal a lack of intercultural understanding which is being explored further in a second, qualitative stage of the research. The findings indicate the need for increasing shared programs, exchanges and other opportunities for reciprocal relations that foster genuine dialogue, partnership and intercultural understanding between countries.
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Keyword:
Asia; comparative education; cross-cultural studies; cultural identity; globalization; intercultural relations; intercultural understanding; intercultural understanding in education; response set; teacher attitudes; values education
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URL: http://hdl.handle.net/10536/DRO/DU:30035155
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Global Skills: Vital Components of Global Engagement
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In: DTIC (1998)
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Developing a Bicultural Pedagogy to Teach Te Reo Kori: An Inquiry into My Own Teaching
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