Communication, discourses and interculturality

Young, Tony; Sercombe, Peter

doi:10.1080/14708470903348523

Cited by 44 publications

(12 citation statements)

References 20 publications

(18 reference statements)

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“…In spite of considerable criticism over a sustained period (e.g. Bond, Žegarac, and Spencer-Oatey 2000;Holliday 2010Holliday , 2011Kim 2005;McSweeney 2002;Young and Sercombe 2010), much cross-cultural education, particularly that related to the training of business personnel, is still dependent for its main conceptual frame of reference on a priori cultural categorisation tending to equate nationality and culture, of the type developed and promulgated by Hofstede and colleagues, with which to describe and predict cultural behaviour. Alternative approaches, which explicitly resist or at least interrogate such reductive categorisations, are beginning to influence the field (e.g.…”

Section: Resultsmentioning

confidence: 98%

“…Littrell et al 2006). While as a discreet discipline area the study of cross-or intercultural communication in higher education is still in its relative infancy, its study for either a (predominantly postgraduate) degree subject in itself or as part of other degrees in the humanities and social sciences is a growing international phenomenon, especially in North America and Europe (Young and Sercombe 2010). There are suggestions in the literature related to the 'internationalisation' of higher education that cross-or intercultural communication competence should be an aim for staff and students whether or not they are 'international' (Sanderson 2008;Stier 2006).…”

Section: International Students and Cross-cultural Communication Educmentioning

confidence: 99%

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The effects of cross-cultural communication education on international students' adjustment and adaptation

Young

Schartner

2014

Journal of Multilingual and Multicultural Development

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The recent increase in the provision of cross-and intercultural education for sojourners has not been matched by commensurate research into its effects on participants. Evaluation, where undertaken at all, has been largely confined to expatriate business contexts and has tended to be undertaken pre-sojourn. Crucially, evaluation has not engaged with the adaptation, adjustment and performance of sojourners related to their actual lived experience of adjustment, or with any key outcomes of sojourns. In response, this mixed-method, two-stage study explored both the adjustment and adaptation of student sojourners, with a particular focus on those studying crosscultural communication (CCC). In stage one, analysis of results of 'international' postgraduate students (N = 680) at a UK university over a five-year period indicated that those doing a degree in CCC tended to perform significantly better over different measures of academic achievement than a closely comparable peer group following a similar programme which lacked a specific focus on CCC. Stage two tracked longitudinally the academic adjustment experiences of 18 students of CCC over the course of their programmes. Findings provided a fine-grained view of the experience of academic adaptation and adjustment, and hitherto rare indications of how and why CCC education might 'work'.

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Section: Resultsmentioning

confidence: 98%

Section: International Students and Cross-cultural Communication Educmentioning

confidence: 99%

The effects of cross-cultural communication education on international students' adjustment and adaptation

Young

Schartner

2014

Journal of Multilingual and Multicultural Development

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“…The subject of the present article is an under‐researched phenomenon of interculturality as a source of organisational positivity in expatriate work teams. To date, interculturality has primarily been examined in the research on identity, international education, and language and communication (Dervin, ; Dervin & Risager, ; Harsch & Poehner, ; Jackson, ; Svetelj, ; Young & Sercombe, ; Woodin ). The key facets of interculturality are cultural fluency, flexibility, and adaptability; self‐monitoring and self‐regulation; and reflection on one’s own cognition, emotion, and behaviour.…”

Section: Introductionmentioning

confidence: 99%

Interculturality as a source of organisational positivity in expatriate work teams: An exploratory study

Bachkirov

2018

Business Ethics: A Eur Rev

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This study explored the issues related to interculturality and organisational positivity in culturally diverse teams (CDTs). The findings showed that interculturality in the expatriate settings of the Arabian Gulf is linked to organisational positivity, the manifestations of which include enjoyment, relationship building through concerted efforts to learn about others, and family‐like work environments. Interculturality‐driven organisational positivity is posited to encourage humanistic management, the attributes of which are sensitivity to human suffering, open‐mindedness, fairness, and respect. Organisational positivity is also theorised to improve CDT performance and stimulate professional and personal learning. Theoretical and practical implications of the findings are discussed.

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“…Inter-culture is considered as a dynamic process by which people not only draw on, but also use the resources and processes of cultures. Moreover, they may become familiar with those they may not be associated with in their interactions with others (Young & Sercombe, 2010). An inter-cultural approach is absolutely central to influential curricular frameworks for language.…”

Section: Current Research Into Clt In Efl Contextmentioning

confidence: 99%

An Analysis of an Intensive English for Academic Purposes’ (IEAP) Textbook: A Case Study of Pannasastra University of Cambodia (PUC)

Doeur¹

2017

UCER-A

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In this study, the researcher uses document analysis to explore the contents of one textbook-New Interchange 1, which has been used in an intensive English for academic purposes (IEAP) programme at Pannasastra University of Cambodia in Siem Reap (PUC-SR). This analysis is aimed at exploring how communicative the textbook is in nature. To do this, the contents/texts in the textbook are analysed and grouped into 10 categories, namely: (1) ask and answer dialogue; (2) situational dialogue; (3) communicative dialogue; (4) information-gap activity; (5) opinion-sharing activity; (6) reasoning-gap activity; (7) learner autonomy; (8) focus on meaning; (9) thinking skill;and (10) focus on form. Results show that the textbook prioritises "information-gap activity" and "opinion-sharing activity" followed by "ask and answer dialogue" and "situational dialogue." In stark contrast, "learner autonomy"and "thinking skill" appear least frequently in this beginner textbook. However, the textbook is generally seen to be high-communicative in nature, because mixed tasks/activities are used throughout the textbook, so that students can be exposed to a wide range of communicative activities. Moreover, these tasks/activities are claimed to be communicative task types in the literature. Keywords: intensive English for academic purposes (IEAP), New Interchange, communicative language teaching (CLT) Introduction This study explores the existing document, that is, a textbook of one English programme called intensive English for academic purposes (IEAP) at a private university in Cambodia. This textbook is being analysed within a framework of one teaching methodology that reported in the literature review section-communicative language teaching (CLT). Through an analysis of the textbook, findings will indicate how each activity or lesson throughout the textbook aligns with existing principles of CLT, and how communicative the whole textbook is in nature if compared to some principles of CLT informed in the literature. Through the process of the analysis of the textbook-A Revising Curriculum, particularly teaching outline of the prescribed textbook, would be made with some suggested additional materials for effective communication in addition to those activities designed in the textbooks-if not any/enough. Moreover, the findings will suggest an evaluation for continuous professional development for teachers of IEAP in order to train/inform the contemporary CLT practices within the region and the world today.Bunhorn Doeur, M.A., lecturer, Faculty of Education, Pannasastra University of Cambodia (PUC).

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Communication, discourses and interculturality

Cited by 44 publications

References 20 publications

The effects of cross-cultural communication education on international students' adjustment and adaptation

The effects of cross-cultural communication education on international students' adjustment and adaptation

Interculturality as a source of organisational positivity in expatriate work teams: An exploratory study

An Analysis of an Intensive English for Academic Purposes’ (IEAP) Textbook: A Case Study of Pannasastra University of Cambodia (PUC)

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