By Anwei Feng, Michael Byram, Mike Fleming
This booklet demonstrates the complementarity of academic and coaching methods to constructing intercultural competence as represented through those that paintings in advertisement education and those that paintings in additional and better schooling. It does so by way of offering chapters of study and chapters describing classes within the sectors.
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This ebook demonstrates the complementarity of academic and coaching ways to constructing intercultural competence as represented via those that paintings in advertisement education and people who paintings in additional and better schooling. It does so by means of offering chapters of research and chapters describing classes within the sectors.
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Extra resources for Becoming Interculturally Competent through Education and Training (Languages for Intercultural Communication and Education)
He presents empirical data to show how students from Confucian heritage cultures studying at British universities develop intercultural competence and negotiate identity. Although they begin with specific views of learning and teaching based on Confucian and Socratic preconceptions, these positions provide a basis for more mediated perceptions. Jack’s account of teaching for critical intercultural learning in a management school in a higher education context illustrates the challenges involved in meeting that goal.
London: Longman. Kyambi, S. (2005) Beyond Black and White: Mapping New Immigrant Communities. IPPR: London. Labov, W. (1972) Language in the Inner City. Philadelphia: University of Pennsylvania Press. Linde, C. (1993) Life Stories: The Creation of Coherence. New York: Oxford University Press. Makitalo, A. and Saljo, R. (2002) Talk in institutional context and institutional context in talk: Catagories and situational practices. Text 22, 57–82. Maryns K. (2005) Displacement in asylum seekers’ narratives.
As Auer and Kern (2000) point out, the interview is not solely concerned with the reaching of mutual understanding through communication; it is also the site of the production and maintenance of institutional and social order (Makitalo & Saljo, 2002; Mumby, 1988), where the boundary between those who belong in the organisation and those who do not is repeatedly demarcated. In some cases, the task of communication can become overridden by the task of producing and maintaining institutionality. In most organisations, control over the interaction and validation of its outcomes is achieved by templates for narrative structure and follow-on questions, and a written record of the interview that is converted into marks out of 10 for each question, and so a mathematically quantifiable result.
Becoming Interculturally Competent through Education and Training (Languages for Intercultural Communication and Education) by Anwei Feng, Michael Byram, Mike Fleming