Trainer competencies: The missing conceptual link in orientation

Paige, R. Michael

doi:10.1016/0147-1767(86)90003-9

Cited by 19 publications

(5 citation statements)

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“…To achieve intercultural training goals, it is important to map out what constitutes the effectiveness of the training programme and the factors contributing to its success (Paige 1993). Pusch et al (1981: 73) note that although intercultural training purposes vary from profession to profession, one critical consideration is to "provide a functional awareness of the cultural dynamic present in intercultural relations and assist trainees in becoming more effective in cross-cultural situations".…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Pusch et al (1981: 73) note that although intercultural training purposes vary from profession to profession, one critical consideration is to "provide a functional awareness of the cultural dynamic present in intercultural relations and assist trainees in becoming more effective in cross-cultural situations". Paige (1993) argues that for intercultural training to be effective, it should be guided by a conceptual model consisting of key training elements and activities, such as culture-general and culture-specific knowledge, behavioural skills, self-awareness, content, multicultural challenges and issues, and didactic and experiential approaches. Effective training should help trainees to become multicultural, facilitate acquisition of "the capacity to integrate alternate frames of reference into one's life and function effectively in two or more cultures" (Paige 1993: 172).…”

Section: Review Of the Literaturementioning

confidence: 99%

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Intercultural communication training to support internationalisation in higher education

Vaccarino,

2018

J. inc. comm

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With a steady growth in globalisation, many universities increasingly invest in their human capital by training employees to meet the demands of organisational diversity, to become culturally flexible and adaptable in multicultural contexts. Internationalisation is an important part of a university’s economic, academic and cultural vitality, and this is true at Massey University in Aotearoa New Zealand. In order to proactively build the University’s internationalisation capability, an introductory interactive intercultural communication workshop which encourages self-reflection, was developed and presented to staff on three campuses. As a follow-up to these workshops, staff were invited to participate in an online survey a week after attending the workshop, and then a focus group one month later, to ascertain any transfer of learning to the workplace. This paper reports on the findings and provides recommendations for universities to enhance their intercultural capabilities.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Intercultural communication training to support internationalisation in higher education

Vaccarino,

2018

J. inc. comm

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“…Asimismo, cabría mencionar la necesidad de una formación intercultural del profesorado de TI y que esta formación estuviese incluida en el currículum universitario. Este aspecto lo aborda Paige (1986) que en los años 80 ya advertía sobre la necesidad de que la educación intercultural comenzaba por la formación de formadores y el desarrollo de la CI de los docentes para que éstos guiasen de forma adecuada a los estudiantes en este sentido:…”

Section: Aproximación Al Concepto De CI Y Su Adquisiciónunclassified

La competencia intercultural en la profesión del traductor: aproximación desde la formación de traductores y presentación de un estudio de caso

Bregón

2016

TRANS

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Este trabajo nace en el ámbito de la Traducción e Interpretación (TI) y se enmarca en el área de formación de traductores en España. El estudio que presentamos forma parte de un proyecto más amplio de tesis doctoral cuyo objetivo general es promover la adquisición de la competencia intercultural (CI) del estudiantado de Traducción. Este artículo recoge una investigación de corte empírico a la vez que descriptivo, donde reunimos las percepciones de traductores profesionales sobre el papel que desempeña el factor cultural y concretamente, la CI, en su trabajo diario. Para ello utilizamos métodos cuantitativos (cuestionarios) y cualitativos (entrevistas) aunque el enfoque principal del estudio es cualitativo. El propósito de este trabajo es describir las implicaciones de la cultura en el mundo laboral de la traducción para introducir mejoras en la etapa de formación y dar un paso más hacia la reducción de la brecha existente entre formación y profesión (Kelly, 2005; Katan, 2009b;Pym et al. 2012).palabras clave: Traducción, formación de traductores, competencia intercultural (CI), traductor profesional. (Kelly, 2005; Katan, 2009b;Pym et al. 2012). The intercultural competence in the translator's profession: A translator training approach and the presentation of a case study This piece of work originates in the field of Translation and Interpreting (TI) studies and it is framed within the area of translator training in Spain. The findings we present here constitute a specific part of our PhD research project, whose general objective is to promote the intercultural competence acquisition of translation students. This paper gathers empiric and descriptive data about professional translators' perceptions on the role of the cultural element and the IC in their daily work. Quantitave and qualitative methods (questionnaires and interviews) were employed although the general focus of the study is mainly qualitative. The aim of the research is to describe the actual implications of culture in the translator's job so improvements in translator training may be introduced and the gap between academic training and profession may be reducedkey words: Translation, translator training, intercultural competence (IC), professional translator. 58SILVIA GUTIÉRREZ BREGÓN TRANS. REVISTA DE TRADUCTOLOGÍA 20, 2016 ANTECEDENTES Y CONTEXTOEn este apartado explicaremos cómo se ha ido forjando nuestro estudio en el marco de tres líneas principales de investigación: el EEES y la formación mediante competencias, la CI en formación de traductores, y la figura del traductor profesional en el mercado actual de la traducción. El eees y la formación por competencias en tiCuando comenzamos nuestra investigación doctoral sobre la adquisición de la CI de los estudiantes de traducción (Gutiérrez Bregón, 2009), la educación superior europea se encontraba inmersa en un importante cambio que supuso la implantación del Plan Bolonia (1999) y la formación de un espacio europeo común que regulase la educación superior: el EEES. En la actualidad los planes u...

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“…On the one hand, 'conflict and difference' are technical or pedagogical problems to be resolved rather than seen as constitutive of the self and of the pedagogical encounter. On the other hand, 'cultures,' now further encased by Islamophobia and 'Clash of Civilization' narratives (Rizvi, 2004:168), are themselves essentially conceived as distinct and irreconcilable; in this case it is the inter-culturally competent trainer (Paige, 1993) who facilitates dialogue at a meta-level (read ahistorical and apolitical) to teach the 'progressive' lessons of an ethnorelativism (Bennet, 1993:46-47). Once again difference is effaced by focusing on the ['universal'] stages of adaptation and techniques of intercultural communication, rather than the geohistorical and political making and re-making of (already hybrid) cultures.…”

Section: Paul Tarc (Uwo) On (Parochial) Internationalismmentioning

confidence: 99%

Difference and Conflict in Global Citizenship in Higher Education in Canada

Andreotti¹,

Jefferess²,

Pashby³

et al. 2009

int j develop educ gobal learn

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This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada.

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Trainer competencies: The missing conceptual link in orientation

Cited by 19 publications

References 8 publications

Intercultural communication training to support internationalisation in higher education

Intercultural communication training to support internationalisation in higher education

La competencia intercultural en la profesión del traductor: aproximación desde la formación de traductores y presentación de un estudio de caso

Difference and Conflict in Global Citizenship in Higher Education in Canada

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