{"id":25,"date":"2024-04-04T01:18:36","date_gmt":"2024-04-04T01:18:36","guid":{"rendered":"https:\/\/sisu.ut.ee\/multilingual\/week-7-pool-ideas-seminars\/"},"modified":"2024-04-04T01:19:20","modified_gmt":"2024-04-04T01:19:20","slug":"week-7-pool-ideas-seminars","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/multilingual\/week-7-pool-ideas-seminars\/","title":{"rendered":"Week 7 Pool of ideas for seminars"},"content":{"rendered":"

\n\t\u00a0\n<\/p>\n

\n\tThe readings, videos and activities below are designed to provide opportunities for deepening\u00a0your knowledge about\u00a0the topics covered in Week 7\u00a0of the MOOC (e-Course) \u201cInterculturalism and intercultural communication\u201d. It is aimed to be used in academic seminars, providing extra materials, some suggestions for activities, etc.\u00a0\n<\/p>\n

\n\tIn order to become familiar\u00a0with the basics of the topic, it is recommended that you go through the self-study e-Course as follows:\u00a0\n<\/p>\n

    \n
  1. \n\t\tTo get generally acquainted with the topic and terms of .., study the MOOC materials of Week 7 part 1 here: <\/span><\/span>https:\/\/sisu.ut.ee\/multilingual\/7-1-intercultural-communication<\/span><\/span><\/span><\/a>\u00a0\u00a0\n\t<\/li>\n
  2. \n\t\t\u2026 Week 7 part 2 here:\u00a0 <\/span><\/span>https:\/\/sisu.ut.ee\/multilingual\/7-2-critical-incidents-cross-cultural<\/span><\/span><\/span><\/a>\u00a0\n\t<\/li>\n
  3. \n\t\t\u2026 Week 7 part 3 here: <\/span><\/span>https:\/\/sisu.ut.ee\/multilingual\/7-3-developing-intercultural-communication<\/span><\/span><\/span><\/a>\n\t<\/li>\n
  4. \n\t\tComplete the Week 7 quiz here:\u00a0 <\/span><\/span>https:\/\/sisu.ut.ee\/multilingual\/multilingual-quiz-7<\/span><\/span><\/span><\/a>\n\t<\/li>\n<\/ol>\n

    \n\t\u00a0\n<\/p>\n

    \n\tExtra materials for academic seminars or individual learners for learning more profoundly about the topic of interculturalism and intercultural communication:\u00a0<\/strong>\n<\/p>\n

    \n\tModule 7.1<\/strong><\/span>\n<\/p>\n

    \n

    \n\t\tApedaile, S. Schill, L. (2008): Critical Incidents for Intercultural Communication. <\/span>
    \n\t<\/h2>\n

    \n\t\thttps:\/\/www.norquest.ca\/norquestcollege\/media\/pdf\/centres\/intercultural\/criticalincidentsbooklet.pdf<\/a><\/span>
    \n\t<\/h4>\n<\/div>\n

    \n\tIn the first part, the authors describe critical incidents, their significance for language learning and state objectives for intercultural learning. In the second part, they focus on different models of culture and define and relate prejudice, stereotype and discrimination. In the third and last part, there are critical incidents cards which cover stories or activities to work and reflect on.\n<\/p>\n

    \n\tModule 7.2<\/strong><\/span>\n<\/p>\n

    \n

    \n\t\tThomas, D. (1994): Understanding cross-cultural Communication: <\/span>
    \n\t<\/h2>\n

    \n\t\thttps:\/\/www.researchgate.net\/publication\/257880583_understanding_cross-cultural_communication<\/a><\/span>
    \n\t<\/h4>\n<\/div>\n

    \n\tIn this paper, examples of cultural differences in communication in Australia and New Zealand are presented. Two approaches to the training of cross-cultural communication skills are described: the cultural assimilator developed by Brislin, and McCaffery\u2019s \u201clearning how to learn\u201d orientation.<\/span><\/span>\n<\/p>\n

    \n\tModule 7.3<\/strong><\/span>\n<\/p>\n

    \n

    \n\t\tEuropean centre for modern languages (2007): developing and assessing intercultural communicative competence.<\/span>
    \n\t<\/h2>\n

    \n\t\thttp:\/\/archive.ecml.at\/mtp2\/publications\/b1_iccinte_e_internet.pdf<\/a><\/span>
    \n\t<\/h4>\n<\/div>\n

    \n\tThe authors argue that the focus of foreign language teaching is still primarily on language learning and lacks focus on intercultural communicative competence. With their guide they describe and explain terminology, followed by guidelines for intercultural communication workshops and material to support the development of intercultural competence. In a second part, they give recommendations for assessing intercultural competence and discuss different dimensions of ICC.\n<\/p>\n

    \n\t\u00a0\n<\/p>\n

    \n\tIntercultural encounters \u2013 from\u00a0culture and multicultural societies to pluriculturality and plurilingualism<\/span><\/strong>
    \n<\/h2>\n

    \n\tByram, Michael et al. 2009. Autobiography of Intercultural Encounters.<\/i> Strasbourg: Council of Europe Publishing. <\/span><\/span><\/span>https:\/\/rm.coe.int\/context-concepts-and-theories-autobiography-of-intercultural-encounter\/168089eb76<\/span><\/span><\/span><\/a>\n<\/p>\n

    \n\tThe Autobiography of Intercultural Encounters is a concrete response to the recommendations of the Council of Europe\u2019s White Paper on Intercultural Dialogue \u201cLiving together as equals in dignity\u201d (http:\/\/www.coe.int\/dialogue), Section 5.3 \u201cLearning and teaching intercultural competences\u201d, paragraph 152:
    \u201cComplementary tools should be developed to encourage students to exercise independent critical faculties including to reflect critically on their own responses and attitudes to experiences of other cultures.\u201d\n<\/p>\n

    \n\tThe authors are intending to contribute to the development of intercultural competence and will facilitate the emergence of intercultural citizenship amongst those who use it.\u00a0\n<\/p>\n

    \n\tIt is suggested to read pages 6 \u2013 18.\u00a0
    Discussion and reflection questions for the seminar:\u00a0\n<\/p>\n