Suchergebnisse

Intercultural communication is an unavoidable thing in the globalization era. Based on this fact, Non Government Organization Bina Antarbudaya chapter Surabaya has a specific purpose to deliver intercultural learning through intercultural programs. However, to attract the target public, which is high school students has several obstacles. This research discusses about Public Relations Strategy of Bina Antarbudaya chapter Surabaya, by using Public Relations Mix theory as a tool of analyzing the data. Moreover, this research is using qualitative method and descriptive approach. Data collection is done by conducting interviews and observing the system of Public Relations strategy in Bina Antarbudaya chapter Surabaya.It was found a new fact during the research, Bina Antarbudaya chapter Surabaya has changed several things in their Public Relations strategy, due to the expansion of public targets. The new strategy is to make a Roadshows program to schools outside Surabaya that has no information about Bina Antarbudaya chapter Surabaya yet. Besides the Roadshow progam, as the first goal of Bina Antarbudaya chapter Surabaya also still doing publications that very dependent on the power of social media, especially Instagram, Direct Approach also still implemented by carry out routine activities as one of a way to show organizational existence and to reach their target for high school students' interest in participating in the Intercultural Program.Keywords: intercultural program, non government organization, public relations

This volume features a collection of papers from the second annual Intercultural Horizons conference held in October 2012 in New York City (USA). The 2012 conference was the second in what is becoming an annual series of meetings, and the present volume therefore is a companion to one issued last year by Cambridge Scholars Publishing (Intercultural Horizons: Best Practices in Intercultural Competence Development, 2012). The papers included in this volume reflect a diversity of approaches bot

In a global geopolitical scenario Spanish soldiers are faced with the strategic challenge of developing linguistic and intercultural communication competence. This paper provides an account of the design process of military-specific materials which seek to equip these learners to become interculturally competent speakers of English. Drawing on a previous needs analysis of the profession, the design of materials discussed here seeks to integrate an intercultural dimension to an ESP- oriented program for military students. A genre- and task-based approach was adopted with a view to engage military learners in a dual rhetorical and intercultural consciousness raising process which equips them with linguistic and intercultural skills. The goal was to select written and oral texts and to design tasks which foster critical thinking skills acquisition and to promote awareness of intercultural communication challenges. The approach taken lends credence to the view that authentic resources and tasks are loaded with the values of the discipline along with those of the culture it represents. Further, it illustrates how an ESP program can contribute to help learners raise awareness of the linguistic and cultural diversity involved in the use of English as an international language of professional communication in multilingual and multicultural contexts.

Both the intercultural education and inclusive education represent dimensions of the "new education", which approach the values of European conscience and contemporary society's complex issue, as part of the intercultural communication and social inclusion. These dimensions have specific issues, but also convergence points, as far as the finalities, as well as the means of achieving are regarded. The programs of intercultural education represent this kind of means, which facilitate accomplishing "education for all" purposes. The research's premises analyze intercultural competences' development, in order to comprehensively approach the inclusive education and argues legitimacy and the opportunity of investigation. The second part of the article presents the research, regarding the topic's impact and the modalities in order to develop and implement the intercultural education programs, which approach the values of social inclusion. The main investigation tool is represented by the questionnaire, which has been applied to a sample of 100 subjects (didactic staff, students). After systematizing the results of the research, there have been revealed subjects' perceptions, efficient modalities and types of programs that promote inclusive education's values.

Das im Jahr 2016 eingeführte Intercultural Communication Certificate Program an der LMU München wurde dieses akademische Jahr 2017/2018 zum zweiten Mal für Masterstudierende aus allen Fachrichtungen angeboten und kann über einen großen Erfolg aus zwei Gründen berichten. Zum Ersten erlebt das Programm von den Studierenden einen großen Andrang und zum Zweiten haben Studierende aus dem ersten Jahrgang bereits zurückgemeldet, dass sich diese Qualifikation bereits auf dem Arbeitsmarkt bezahlt hat. Daher ist das Institut für Interkulturelle Kommunikation an der LMU hoffnungsvoll, dass das Programm weitergeführt wird, und dass interkulturelle Bildung an den Hochschulen im Allgemeinen auch aus den politischen Kreisen mehr Unterstützung und Beachtung erzielen kann. (DIPF/Orig.)

International student mobility programs at higher education level have increasingly been fostered over the past years. Most of these programs merely send students for a term abroad, but do not provide comprehensive accompanying measures before, during and after the stay. There is no doubt that through a short time of studying in another country, participants gain intercultural living and learning experience. However, some crucial questions remain: How effective and efficient are such programs in promoting intercultural learning and competence development? How can they be designed in order to foster the students' learning processes and to increase learning outcomes? This article addresses these questions and provides an example of a comprehensive study abroad program for graduate students. The article gives an overview of current research on study abroad programs and defines the term intercultural competence. It then presents the "Asian Studies in Business and Economics (ASBE) program" at the University of Paderborn (Germany) as a good practice example. The strengths of the program are: It a) consists of four master-level modules, all fully integrated into the curriculum of the Master programs; b) provides continuous and systematic accompanying measures over a long period of time (preparation, study abroad and follow-up phases); c) uses an innovative, learner- centered pedagogical design that combines individual and cooperative learning and applies -amongst others- experiential and reflective learning as well as the critical incidents technique.

Abstract
This study used interviews to explore how 10 Taiwanese college students' intercultural competence was developed after participating in an intercultural extracurricular activity designed with a purpose to facilitate foreign students' study in Taiwan and to promote meaningful home-foreign student contacts. In-depth information and narratives from the interviews were collected as evidence of intercultural competence development. The results showed all the interviewees appreciated the experience and felt it to have been of value to them in terms of building international friendships, heightening their intercultural awareness and the benefits of intercultural competence, and having more appreciation and better understanding of Taiwanese culture. Students also realized that a lack of understanding of Taiwanese culture could exacerbate communication difficulties. Students thus became aware of the importance of describing Taiwanese cultural practices in English and realized that more language practice was necessary for smoother communication. Suggestions for both extracurricular activities and language programs improvement in the future were also provided in the conclusion.

The objective of interculturally-oriented language teaching is intercultural competence. The theory of perspective transformation (Taylor 1994) provides a model for the learning of intercultural communication. When practicing, the cognitive, affective, and behavioral components of competence as well as students' stage of intercultural sensitivity must be paid attention to.
The Culture General Assimilator (Brislin et al. 1986; 1996) is a programmed learning approach based on simulation and consisting of critical incidents with alternative explanations and their rationales. When analyzing reasons for the problems and misunderstandings, students begin to learn about culturally influenced behavior.
The Same but Different hypercourseware developed for Finnish polytechnic students contains 25 modified critical incidents. The incidents have hotwords linked to display further information about the word. The program was implemented using the Asymetrix Multimedia ToolBook 4.0-CBT Edition authoring system. To develop The Same but Different further, the program has been tested with information technology students (n 78).

Rassismus und Fremdenfeindlichkeit sind für die Gesellschaften in Europa und auch für Europa als Wirtschaftsstandort eine ernste Bedrohung. Die Europäische Union tritt daher Fremdenfeindlichkeit und Rassismus entgegen und fördert Toleranz und interkulturellen Austausch. Zu diesem Zwecke hat sie im Jahre 2000 die Gemeinschaftsinitiative EQUAL gestartet, die neue Methoden gegen Diskriminierungen auf dem Arbeitsmarkt entwickelt und erprobt. Ihr Ziel ist, benachteiligten Menschen Beschäftigungschancen zu eröffnen, Hindernisse abzubauen und Diskriminierungen gegenüber Beschäftigten und Unternehmen zu beseitigen. Die Bekämpfung von Rassismus und Fremdenfeindlichkeit ist Bestandteil aller Projekte, bei einigen EQUAL-Projekten macht sie sogar den Kern der Arbeit aus. Das Bundesprogramm 'XENOS - Leben und Arbeiten in Vielfalt' wird ebenfalls durch den Europäischen Sozialfonds gefördert. Auch XENOS zielt auf die Stärkung von Toleranz und den Abbau von Fremdenfeindlichkeit, hier stehen Jugendliche und junge Erwachsene, deren Zugang zu Schule, Ausbildungs- und Arbeitsplätzen erschwert ist, im Mittelpunkt. Von 2002 bis 2007 wurden und werden rund 250 Projekte gefördert, die auch auf eine Stärkung der Zivilgesellschaft ausgerichtet sind. Die Broschüre zeigt Ansätze und Instrumente sowohl aus der Gemeinschaftsinitiative EQUAL als auch aus dem Bundesprogramm XENOS. Sie gibt eine Einführung in Zielsetzung und Durchführung der Programme und liefert eine Bestandsaufnahme der Projekt- und Programmarbeiten thematisch gegliedert nach: Handlungsansätze in Unternehmen, Lernziele und Methoden in Schule und Ausbildung, Maßnahmen der Berufsorientierung und Hilfen zum Berufseinstieg, Sensibilisierung von Zielgruppen und Öffentlichkeit und Transnationale Kooperation. (IAB)