Multicultural Communications

Artikel ini membahas pentingnya emosi dan bahasa tubuh dalam komunikasi interpersonal. Komunikasi tidak hanya lewat kata-kata, tetapi juga lewat ekspresi wajah, gerak tubuh, nada suara, dan posisi tubuh yang memengaruhi makna pesan. Dengan pendekatan kualitatif dan teori komunikasi, dijelaskan bahwa kemampuan mengekspresikan emosi dan membaca sinyal nonverbal dapat memperkuat kedekatan, membangun kepercayaan, dan mencegah salah paham. Keterampilan memahami emosi diri dan orang lain juga penting dalam hubungan pribadi, pendidikan, dan kerja. Karena bahasa tubuh bisa berbeda antar budaya, kesadaran terhadap perbedaan ini perlu agar komunikasi tetap efektif. Kesesuaian antara pesan verbal dan nonverbal membuat komunikasi terasa lebih jujur, sementara ketidaksesuaian bisa menimbulkan konflik. Maka dari itu, kepekaan terhadap sinyal nonverbal sangat dibutuhkan, terutama di era digital yang minim interaksi tatap muka.

Komunikasi nonverbal memiliki peran besar dalam interaksi manusia, baik dalam lingkungan keluarga maupun dengan orang lain. Melalui bentuk komunikasi ini, seseorang dapat menunjukkan perasaan atau emosinya tanpa harus menggunakan kata-kata. Pihak lain akan menafsirkan ekspresi tersebut berdasarkan pengalaman pribadi mereka. Cara menyampaikan dan memahami komunikasi nonverbal sangat dipengaruhi oleh budaya masing-masing daerah. Oleh karena itu, penting dilakukan penelitian mengenai sensitivitas terhadap komunikasi nonverbal di antara masyarakat dari beragam latar budaya di Indonesia baik dari bahasa maupun sistem religi. Tujuan dari penelitian ini untuk meningkatkan pengetahuan konselor kepada budaya klien terutama dalam bahasa nonverbal agar konseling dapat berjalan efektif. Metode yang digunakan dalam penelitian ini adalah dengan study literasi/kajian pustaka. Adapun hasil dari penelitian ini membahas mengenai pentingnya pemahaman akan kuminikasi nonverbal oleh seorang konselor terhadap klien agar tidak terjadinya misinterpretasi.

This chapter argues that understanding one’s audience, and associated social and cultural contexts, is vital to effective teaching and communication. It draws on two international examples (one in the USA and one in Australia) where a lack of understanding of social and cultural contexts resulted in communication that wasn’t as effective as it otherwise could be. The chapter advocates for co-designed approaches to more inclusive and nuanced communication and reflects on the aspects, such as time, flexibility, and an understanding of history, that are required for the design of more thoughtful communication messages. Overall, this chapter argues that understanding social and cultural context requires humility to admit one person doesn’t or can’t know everything, relevant relationships one can draw on to provide appropriate nuance and perspective, and a willingness to learn about the past and be flexible with how interactions progress alongside adaptability with what form the final artefact or outcome takes.

В условията на интернационализация и глобализация на икономическите процеси, съвременната фирма разпръсква етапите от веригата на прибавената изгода, в които участва, в зависимост от конкурентните предимства на отделните задгранични пазари. Съвременната компания търси нови пазари за своите продукти; нови източници на суровини, материали и компоненти; нови и по-ефективни задгранични локации за производство. Нерядко тези задгранични инициативи търпят неуспех. Една от главните причини за неуспех в международния бизнес е неспособността на фирмата и на нейното ръководство да се съобрази с изискванията на международното бизнес обкръжение. Неуспехът често се приписва на  некомпетентността на фирменото управление да оцени културните предизвикателства пред международния бизнес. Резултатите за фирмата са високи неефективни разходи, пропуснати възможности, намалена производителност, влошени взаимоотношения със задграничните партньори.

Категорията национална култура се използва в различни области и форми на международния бизнес – управление на човешките ресурси, международен маркетинг, управление на международни компании, смесени предприятия, международни сливания и придобивания,  международни проекти. Познаването на теориите за културния фактор, на това как чуждестранните партньори мислят и разбират света има съществена роля за съвместното създаване на значения в процеса на общуване и следователно, за ефективно междукултурно общуване и международен бизнес.

Публикациите, посветени на деловото общуване в международния бизнес, традиционно се фокусират върху проявите на и последиците от междукултурните различия, върху особеностите на бизнес комуникациите в различни държави и региони в света. Настоящото помагало систематизира теоретични постановки, които позволяват практиката на междукултурно общуване да бъде осмислена в дълбочина и съответно, по-добре разбрана.  Проследява се не толкова какво е деловото поведение на представители на различни национални култури в условията на междукултурни срещи, колкото защо това поведение е такова от позициите на културния фактор. Същевременно, доколкото културата е само един от многобройните фактори, обуславящи една реална междукултурна среща за целите на международния бизнес, предписването на окончателни практически решения не е цел на помагалото. Предназначението на книгата е да послужи като инструмент за обогатяване на знанието за междукултурно общуване и повишаване на ефективността при участието в делово общуване в междукултурна среда. Защитава се схващането, че систематичното дефиниране и опознаване на различията и сходствата в националните култури е основа за обяснение и предвиждане на поведението на бизнес партньорите в различна културна среда, за постигане на междукултурна компетентност и ефективност в интернационално обкръжение за целите на международния бизнес.

The paper conducts a lingua-cultural analysis of figurative speech, focusing on idioms, metaphors, proverbs, and sayings that include the words mother/mom and father/dad in English, Russian, and Hebrew. The aim is to explore the concepts of mother and father in these languages. The study resulted in the compilation of tables and statistical data, covering approximately 205 expressions—100 in English, 65 in Russian, and 40 in Hebrew. The research employs descriptive, interpretive, and conceptual methods, as well as an analysis of dictionary definitions. The article delves into several key areas. It examines the quantitative relationship between expressions related to mothers and fathers, highlighting the unique role of parents, particularly mothers, in an individual's life. The study also explores expressions of unconditional and sometimes uncritical maternal love, alongside criticisms of overprotective maternal care in adulthood. Furthermore, it investigates differences in the portrayal of the mother's primary role across the three linguistic cultures and the interchangeability of gender in expressions. In addition, the paper discusses the use of humor, emotional exclamations, and curses involving the word mother as an intensifier, as well as variations in profanity with this word. The sources of these expressions include folk wisdom, Latin sayings, the Tanakh, the Old Testament, and quotes from literary and public figures.

Komunikasi efektif adalah kunci utama dalam interaksi manusia yang sukses, di mana ekspresi wajah dan bahasa tubuh menjadi peran penting dalam menyampaikan pesan nonverbal. Penulisan ini mengkaji efektivitas eksresi dalam berjalannya komunikasi dengan merujuk pada buku "Talking to Strangers" karya Malcolm Gladwell, penelitian Paul ekman, dan pendapat para ahli ekspresi di Indonesia. Gladwell mengungkapkan tantangan dalam memahami orang asing melalui contoh-contoh histori dan kontemporer, menunjukkan bahwa ekspresi seringkali dapat disalah pahami. Ekman, sebagai peneliti dalam studi mikroekspresi, ada menyoroti variasi budaya tersebut dalam interoretasi ekpresi wajjah dan bahasa tubuh.

Manusia sebagai makhluk yang identik dengan makhluk sosial. Hal itu tidak bisa dipungkiri karena ia hanya dapat hidup berkembang dan berperan sebagai manusia dengan berhubungan dan bekerja sama dengan manusia lain. Salah satu cara terpenting untuk berhubungan dan bekerja sama dengan manusia adalah komunikasi.

Multicultural sensitivity both theoretical and empirical needs to be owned by counselors in the counseling service. Multicultural sensitivity is important in the counseling process because of its multicultural sensitivity counselor at counseling services can be predicted to be more effective. Counselors are required to have a multicultural sensitivity as access to better know, understand and appreciate the whole cultural experience that is owned by the counselee as well as exploring the potential counselee with a fixed packing uniqueness. The counselor with a keen sensitivity better understand and appreciate the cultural bias between the counselor and counselee which is predicted to be able to direct the counselee to develop optimally

The paper aims to highlight the best pedagogical practice of individual preparation of Russian-speaking preschoolers (Dual Language Learners, DLLs) for the 1st grade of an Israeli Hebrew-language school. This pedagogical practice is based on the ideas of the connection between learning and development, language and thinking, the concept of the Zone of Proximal Development (ZPD) by Lev Vygotsky, and the recommendations of modern specialists in bilingual education. Research methods included empirical observation, interviews with children, parents, teaching staff, quantitative and qualitative analysis of the results. Improving the Hebrew proficiency of bilingual DLLs is a pressing issue in Israeli education, as DLLs from Russian-or Ukrainianspeaking families often have general knowledge, reasoning, literacy, and mathematics, but do not have sufficient Hebrew proficiency for the 1st grade. The teacher, followed the ZPD concept, based on the initial testing data, managed to achieve progress in the children's Hebrew proficiency using various methods and among them, L1 translating of new words, parallels between L1 and L2, contextual and linguistic guesses, and strategies of linguistic analysis. Categorization using opposites helps to consolidate basic concepts, enrich the vocabulary, and foundation the vocabulary expansion with different parts of speech. Open and closed questions stimulated detailed answers, the enrichment of the child's speech with descriptions, additions, and circumstances. Replacing generalized inaccurate expressions with a specific word and visual accompaniment was also widely used. Language teaching explicitly focuses students' attention on the language form being learned. The effectiveness of this method for achieving a higher level of learning a second language is proven by the results of language tests, high motivation of children, and reports of teachers and parents on the successful study of graduates in 1st grade.

As we are reminded by Stracke, Houston, Maclean and Scott (2011), a long time has passed since the first appearance of the many reviews and reports on language teacher education in Australia. The image of language teachers standing at a 'crossroads' as per the 1993 report (Nicholas et al. 1993) is still a valid one, as is the 'pivot of policy' image of language teachers set down in the 1996 report by the Australian Language and Literacy Council (ALLC 1996). This historical narrative over the past 15 years has suggested that the field of language teacher education is fragile and in need of much government attention if the upcoming Australian Curriculum: Languages is to achieve its ambitious goals for student language learning in Australian schools. This contribution represents the work of language teacher educators from four Australian states and is a discussion of the key issues these scholars perceive to be impacting the design and implementation of language teacher education for all Australian contexts.

Changes in immigration law, globalization and increased ease of transportation have transformed modern societies into culturally diverse landscapes with religious diversity, in particular, presenting both opportunities and challenges. The author proposes a conceptual framework that embraces an interpretation of public relations as a social function, a covenantal model as a theoretical ground, an expanded worldview to include tolerance as an essential defining presupposition, and expanded communicative conceptual parameters that include religion in definitions of diversity and generic principles of excellent practice. An anecdotal review of faith communities in the U.S. reveals that public relations professionals and other communicators model the conceptual framework in interfaith initiatives and that the framework would serve as a helpful foundation for guiding communication professionals toward such behaviour. The study also illustrates that socially-responsible behaviour often has a foundation of faith common across various faith traditions.

Guru sebagai professional dituntut memiliki keterampilan Komunikasi. Tidak terkecuali bagi guru di sekolah dasar, mereka belum sepenuhnya memahami layanan konseling secara mendalam. Komunikasi dalam komunikasi konseling, bisa dilihat sebagai bagian kualitas pribadi guru BK. Dalam penyelenggaraan praktik konseling, Guru mengandalkan penggunaan sejumlah keterampilan, salah satunya yaitu kemampuan berkomunikasi yang merupakan keterampilan mikro konseling. Terdapat dua kategori utama keterampilan konseling yang harus dimiliki Guru sekolah yaitu keterampilan komunikasi dan bertindak, serta keterampilan pikiran. Keterampilan komunikasi dan bertindak melibatkan perilaku eksternal, dan keterampilan pikiran melibatkan perilaku internal Guru. Keterampilan komunikasi merupakan salah satu keterampilan utama yang harus dikuasai oleh Guru untuk penyelenggaraan praktik konseling

The integration of intercultural aspects in teaching and learning on target language is salient as it would benefit both for communicative competence and minimizing the possible misunderstanding between second language learners and the speakers of the target language. The inter-cultural aspects themselves are regarded as the democratic view of learning the language as they look closely and compare the learner's culture and the target's language culture, similar to the concept of ethnographic conversations to enhance inter-cultural learning (Heuser, 2012). The elaboration of the concepts of language, culture and inter-culture as well as teacher's intra-cultural profile in relation to classroom pedagogy is essential. This would provide insightful knowledge for language teacher's professional development and second language learner for their learning process.

Counseling is a professional activity involving the relationship between a counselor with an individual or a group of individuals. Like an interpersonal relationship in general, in the process of counseling occurs the process of interaction and communication between individuals with other individuals (counselors-counselee). Mastery of communication skills is a basic prerequisite for counselors to be able to use various counseling skills effectively and efficiently. It should be understood that almost all of the counseling skills involve the counselor's communication skills. A good understanding of communication skills should be based on an in-depth study and understanding of communication philosophy. Mastery of communication skills will facilitate the counselor in using various counseling skills that have been formulated by experts as assets to provide successful assistance services for the counselee.

The development of Internet technologies and the creation of modern gadgets, such as smartphones and tablets, contributed to the fact that their use acquired new features and became more and more affordable.Cyberspace is a certain reflection of the social environment, so the processes present in real groups take place in virtual ones.Summarizing, it can be argued that the virtual world of communication in social networks and PC / mobile applications is real for their users and in a certain way compensates for the missing informational and emotional aspects of real communication, prompting a new type of behavior. Considering the interaction in certain virtual online groups, we simultaneously take into account that the participants in these groups, partially, consciously, partially, unconsciously, consider themselves as members of several imagined groups.

This research tries to use multimedia animation to design examination questions and develop a Web-based Performance Assessment system (WPA system) to evaluate examinees' understanding of the procedure of scientific experiments. WPA system also documents and scores the process an examinee responds to multimedia animation questions, including the tracks movable objects leave on the screen, and information examinees input and whether their answers are correct. Examinees' recorded process of the operation of each multimedia animation question can be replayed for teachers to grasp a full picture of examinees' process of answering. WPA system can be used for improving and evaluating students' understanding of the procedure of scientific experiments.

In Chapters 2, 3, and 4 we have considered an expanded view of language, culture, and learning and their interrelationship, which we see as necessary in teaching and learning languages within an intercultural perspective. In Chapters 5-9 we have described the way in which this expanded view influences the ecology of language teaching and learning: the tasks, interactions, and experiences, as microcosms of language learning; the resources selected, adapted, developed, and used; the technologies that mediate language learning; the nature and means for assessing and judging language learning; and how all these aspects are brought together in theorizing and planning programs of work-all within an intercultural perspective. To these aspects we now add the process of evaluating, which is the critical process that ensures the overall dynamism of the overall program, within an intercultural perspective in the ecology. Evaluation requires continuous informal, and at times formal, reflection on the functioning and quality of the language-learning program as a whole. The ecological metaphor is used here to highlight the interrelationship of all aspects and the inevitable influence of a change in any one aspect over all other aspects in the ecology (see Kramsch (2002) and van Lier (2002) for further discussion of ecological perspectives). It also highlights the notion presented in Chapter 1, of intercultural language learning as a stance, an overall perspective that permeates language teaching and learning as a whole, rather than just the methods employed. The stance that teachers and learners bring to the act of theorizing, conceptualizing, teaching, and learning languages comes from their own enculturation into primary and subsequent languages and cultures, their own situatedness in time and space, their own experiences and reflections on these experiences, and their beliefs, desires, motivations, commitments, and ethical values. These are part of their own dynamic framework of knowledge and understanding and their identities as teachers and learners (Scarino and Liddicoat, 2009). This stance also permeates the process of evaluation. In this chapter we consider evaluation as an integral aspect of the ecology of language teaching and learning. It is the aspect that ensures the system remains open to ongoing improvement and renewal (Clark, 1987). First, we discuss the nature and purpose of

NURLATIFAH, Andar Ifazatul. Komunikasi Konseling Peka Budaya dan Agama. KONSELING RELIGI Jurnal Bimbingan Konseling Islam, [S.l.], v. 7, n. 1, p. 231-258, dec. 2016. ISSN 2477-2100. Available at: <https://journal.iainkudus.ac.id/index.php/konseling/article/view/Andar%20Ifazatul%20Nur%20Latifah>. doi:http://dx.doi.org/10.21043/kr.v7i1.1849.


Konselor membutuhkan keterampilan komunikasi konseling dalam menjalankan layanan konseling agar tercipta hubungan baik antara konselor dan konseli dalam lingkup budaya dan agamanya masing-masing. Tulisan ini bertujuan untuk menilik kelekatan aspek budaya dan agama dalam komunikasi konseling, meliputi (1) urgensi komunikasi konseling yang peka budaya dan agama ditinjau dari teori komunikasi, (2) faktor dan hambatan yang muncul akibat aspek budaya dan agama, (3) dan implementasi kepekaan aspek budaya dan  agama dalam komunikasi konseling yang tercermin melalui keterampilan pengamatan dan mendengarkan secara aktif. Tulisan disusun melalui studi literatur terkait tema tersebut. Hasilnya nampak bahwa komunikasi konseling yang peka terhadap aspek budaya dan agama menjadi suatu keniscayaan mengingat konselor dan konseli tidak dapat dilepaskan dari latar budaya dan agama yang melingkupinya. Melalui kepekaan terhadap aspek budaya dan agama, konselor mampu mewaspadai bias dan hambatan yang mungkin ditimbulkan aspek tersebut. Dengan demikian, konselor mampu menyelami, memahami, dan berempati kepada konseli dalam rangka menyelenggarakan konseling secara efektif dan efisien sesuai dengan tujuan, prinsip, dan azaz bimbingan dan konseling.

Dalam layanan bimbingan dan konseling, konselor memiliki peran utama dan signifikan atas keberhasilan layanan bimbingan dan konseling.Konselor mempunyai tugas dan tanggungjawab terhadap peningkatan mutu dan pembaharuan kompetensi. Untuk menunjang pelaksanaan konseling, maka konselor dituntut untuk menguasai keterampilan konseling. Fenomena yang terjadi dilapangan menunjukkan bahwa konselor masih belum sepenuhnya menggunakan keterampilan konseling dalam layanan konseling individual. Terdapat banyak macam keterampilan dasar konseling yang harus dikuasai oleh konselor, akan tetapi dalam kajian ini difokuskan pada empat keterampilan dasar konseling, yakni keterampilan mendengarkan, keterampilan memparafrase, keterampilan mengajukan pertanyaan dan keterampilan merefleksikan perasaan. Berdasarkan paparan tersebut, perlu adanya penelitiantentang implementasi keterampilan konseling dalam layanan konseling individual. Kajian ini menguraikan tentang urgensi keterampilan konseling yang harus dimiliki oleh konselor dalam pelaksanaan layanan konseling individual.

While languages education is being impacted by intercultural language learning theory, the question remains how students achieve intercultural learning. This paper reports on a study of secondary school language students in Sydney, Australia. The study took a descriptive interpretive approach to examining evidence of students' intercultural language learning. This evidence appears in a series of vignettes of classroom teacher-student interactions. The analysis of the data shows evidence of students in the process of 'becoming intercultural', as a new kind of student learning is taking place in language classrooms. This study demonstrates that visible intercultural language learning involves students in problem-solving, actively engaging their prior knowledge, analysing how language works, and developing awareness of their own identity as intercultural communicators. It is suggested that the data collection methodology employed by the researchers may model an approach which can also be used in teacher pedagogy to collect evidence of intercultural language learning in classrooms.

Our paper explores how pre-service language teachers learned new concepts after having engaged with new ideas about teacher questioning techniques. It also explores how the pre-service language teachers themselves perceived their new learning. Previous research by Harbon and Moloney (in press) showed that teacher awareness of using variations of Initiation-Response-Evaluation (I-RE) in classroom discourse may result in students becoming intercultural 'investigators' through enquiry. The analysis of classroom language allows teachers to examine how they construct themselves and others through discourses they use and encounter. Our previous study found that the language classroom can feature the fluid development of inter-subjectivity in students, through the construction of intercultural enquiry within language learning. There has been limited research attention to the development of discourse awareness and the new skills necessary for teachers to employ this strategy. The researchers conducted training workshops to introduce two groups of pre-service language teachers to discourse analysis strategies. The pre-service teachers examined examples of the I.R.E turn, exploring whether they could recognize and adopt the intercultural stance being illustrated. Data from Concurrent Verbal Reporting with pairs of pre-service teachers at the intensive training, and subsequent reflective journal entries, shed light on whether and how the teachers were able to learn to construct an intercultural classroom discourse.

This article examines cultural and intercultural views and beliefs about learning Chinese as a foreign language (CFL) made by two fifteen-year-old students. Data collected from classroom observations, stimulated recall, unstructured and semi-structured interviews show the students regularly reflecting on language and culture outside the classroom. Findings indicate that, despite this reflection, without opportunities for explicit intercultural reflection during class, students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence. Using observation and interview data, opportunities for inclusion of intercultural comparison and reflection are analysed and used to develop an intercultural teaching plan which was trialled in the researcher's own CFL classroom. A description and evaluation of this plan are provided and show that by adding a regular comparative, connective, and reflective dimension, incorporating students' linguistic and cultural experiences students are able to decentre and develop critical awareness of themselves and of others.

Integrating culture in the teaching of language is an integral part (Atkinson, 1999). This might stem from the idea that cultural knowledge is essential for L2 learners to avoid the possible problems in the interaction process with the target language speakers (Liddicoat, 2004), as they might become more open to the differences (Knutson, 2006). In this regard, learning language does not merely aim at achieving communicative competence but also intercultural competence (Corbet, 2003). This concept is known as Intercultural Language Education, the content of which are considered as the most appropriate answer to globalisation (Gundara & Potera 2008 cited in Harbon 2010). To make the concepts of interculture clear for students, the aspects of intercultural knowings (knowing about, knowing how, knowing why, and knowing oneself) are explored in this paper through the study of texts under the principles proposed by Moran (2001).

This research aims to determine the implementation of Islamic Art Therapy with Doodle Art in escalating student’s self-confidence at UIN Sunan Ampel Surabaya, as well as the effect of therapy. The study uses a qualitative experimental case study with single subject design model. Descriptive-comparative analysis is used by collecting data through observations, interviews, questionnaire, and documentation. The subjects were two students who had 10 indicators of low self-confidence based on observations and interviews, and their self-confidence scores were at a weak level based on the Lauster questionnaire. The five stages of therapy were implemented to the subjects six times in a month, including Warm up, Draw My Emoji, Motivational Session, Draw My Doodle, and the last, Evaluation and Follow up. The results showed that therapy has been implemented as planned procedure, however, at the first and second meetings, the motivational session requires a fairly long portion of time. The effe...

Intercultural capability, or the ability to relate comfortably with people from diverse linguistic and cultural backgrounds, is increasingly recognised as a key twenty-first century competency. The importance of its development in the context of learning a language has long been acknowledged in the literature. However, practitioners worldwide struggle with the implementation of interculturally focused language teaching. This paper reports aspects of a study designed to support New Zealand intermediate school teachers to develop their students' intercultural capability through learning a language. The paper focuses on two teachers of Mandarin, one a non-native and the other a native speaker, working in different teaching contexts. The findings indicate that both teachers struggled with similar challenges: the fear of exposing students to stereotypes; uncertainty about target language use for intercultural topics; and finding a balance between language and culture in their language programmes. Implications for moving towards young language learners' intercultural capability are raised.

Intercultural capability, or the ability to relate comfortably with people from diverse linguistic and cultural backgrounds, is increasingly recognised as a key twenty-first century competency. The importance of its development in the context of learning a language has long been acknowledged in the literature. However, practitioners worldwide struggle with the implementation of interculturally focused language teaching. This paper reports aspects of a study designed to support New Zealand intermediate school teachers to develop their students' intercultural capability through learning a language. The paper focuses on two teachers of Mandarin, one a non-native and the other a native speaker, working in different teaching contexts. The findings indicate that both teachers struggled with similar challenges: the fear of exposing students to stereotypes; uncertainty about target language use for intercultural topics; and finding a balance between language and culture in their language programmes. Implications for moving towards young language learners' intercultural capability are raised.

This study explores the ways in which master thesis writers position their research in the field of English language teaching in a context where academic literacies are still a developing field. From a social semiotic perspective, this paper aims to identify the resources writers use to represent their object of study and provide a context and justification for research. The analysis focuses on the ideational and textual metafunctions to account for patterns of meanings in seven introductory chapters of master theses in English teacher education. The results reveal a set of interconnected genres—descriptions of the object of study, definitions, and personal exemplum—that build a shared experience with the reader as well as the persuasive purpose of the text.

As we are reminded by Stracke, Houston, Maclean and Scott (2011), a long time has passed since the first appearance of the many reviews and reports on language teacher education in Australia. The image of language teachers standing at a ‘crossroads’ as per the 1993 report (Nicholas et al. 1993) is still a valid one, as is the ‘pivot of policy’ image of language teachers set down in the 1996 report by the Australian Language and Literacy Council (ALLC 1996). This historical narrative over the past 15 years has suggested that the field of language teacher education is fragile and in need of much government attention if the upcoming Australian Curriculum: Languages is to achieve its ambitious goals for student language learning in Australian schools. This contribution represents the work of language teacher educators from four Australian states and is a discussion of the key issues these scholars perceive to be impacting the design and implementation of language teacher education for a...

This paper studies the construction of an academic identity through writing in English as a  foreign language, using a theoretical approach based on socio-constructivism, genre theory, systemic-functional linguistics and cultural-historical activity theory. Specifically, we study the relationship between academic genres and identity in first-year Humanities students, and to what extent a reflective social approach to writing instruction can foster students&#39; initiation by providing spaces to analyse and discuss the nature of the academic activity system. The theoretical underpinnings present students&#39; identity in construction as an essential element in the process of acquisition of academic genres, hence key to students&#39; success at university, and students&#39; identities as key elements of the academic activity system, at the same level as the other three – its communication tools, users, and goals. The theoretical framework guided the design of a course on academic Engl...

Aquesta tesi estudia la construcció de la identitat acadèmica a través de l&#x27;aprenentatge de l&#x27;escriptura acadèmica en anglès com a llengua estrangera, en base a un marc teòric que recull aportacions del socioconstructivisme, la teoria de gèneres, la lingüística sistèmica-funcional i la teoria de l&#x27;activitat històricocultural. Més específicament, s&#x27; estudia la relació entre l&#x27;adquisició de gèneres acadèmics i desenvolupament de la pròpia identitat en alumnes de primer any d&#x27;Humanitats, i fins a quin punt un enfocament basat en les teories ...

Developing a scientific writing course for doctoral students in engineering involves striking a balance between meeting practical expectations and providing students with an opportunity to develop their academic identity through their writing. This paper is based on a scientific writing course that incorporates both a genre approach and a process approach. The purpose of the paper is to evaluate a practice from a process approach to writing: log-writing. Students submit weekly logs in which they are to write freely about their doctoral projects; the teacher responds to each log, but does not correct or evaluate the texts. An analysis of the logs using Goffman's theatrical metaphors of "front stage" and "back stage" (Goffman, 1971) reveals that students use their logs for both front stage and back stage writing. When they are front stage, they write to play their roles as disciplinary characters, impressing their audience through disciplinary conventions. Writing back stage, they show private aspects of themselves as they work out and rehearse the roles they are to play. They worry, question, observe, discuss and reflect upon the practices and expectations of their disciplinary communities. They examine their own resources and use them to make choices as they further develop the role they will play front stage.

Empathy is one of the important elements in communication. It is the basic mode of communication, especially for adults. Empathic communication i s effective when i t i s based on the awareness for understanding, care and attention between the communicator and communicant. The are some principles that should be applied, such as entire, morals, trying to understanding, belief, eye contact, smile, and understanding.

Research aim: Results/Conclusion: Findings indicated that people with Italian, Greek, German, Yugoslav and Polish backgrounds were the most frequently seen groups. Repertoire for non-European groups was limited, indicating that music therapists need to expand their repertoire to meet the needs of all CALD groups.

The holistic perspective offered by ethnography has implications for developing cultural literacy in language classrooms. Within intercultural pedagogy , a distinction is made between uses of ethnographic methods as sources of descriptive insights, on the one hand, and uses of ethnography that directly affect the learning and teaching process and transform language students, on the other. The focus of this chapter is on the second of these aspects as I argue for the pedagogic value of an ethnographic process approach (Agar 2006) to intercultural understanding within the context of second languages and cultures (LC2). This approach emphasises the need to develop critical reflection (reflexivity) about one's own cultural values and knowledge rather than relying on anecdotes, stereotypical knowledge and biased assumptions to account for cultural representations. It explores the ambiguity inherent in intercultural life (Abdallah-Pretceille 2006) and gives access to the deepest tacit cultural structures of the mind and emotions. This approach is not entirely new ) but finding ways of integrating this process of critical cultural awareness and reflexivity into a pedagogical enterprise that encourages learners to develop emotional readiness to deal with a new cultural environment is a challenge. This chapter addresses this challenge by reporting on an implementation of pedagogical tasks aimed at recognising cues to emotion communication which can be used by learners to express their feelings and respond to interlocutors in ways considered acceptable by members of the target group. One of the anticipated outcomes is that learners will be brought to reflect upon their own identity and themselves as human beings while engaged in analysing culture as multiple and constructed.

This paper studies the construction of an academic identity through writing in English as a foreign language, using a theoretical approach based on socio-constructivism, genre theory, systemic-functional linguistics and cultural-historical activity theory. Specifically, we study the relationship between academic genres and identity in first-year Humanities students, and to what extent a reflective social approach to writing instruction can foster students' initiation by providing spaces to analyse and discuss the nature of the academic activity system. The theoretical underpinnings present students' identity in construction as an essential element in the process of acquisition of academic genres, hence key to students' success at university, and students' identities as key elements of the academic activity system, at the same level as the other three-its communication tools, users, and goals. The theoretical framework guided the design of a course on academic English as a foreign language for first-year Humanities students at Universitat Pompeu Fabra. The course materials were used simultaneously as research tools to gather the data for the study, using an emic perspective as a teacher/researcher. The results show a close relationship between students' problems with the acquisition of genres in English and conflicts between their identities and other elements of the academic activity system, particularly their relation to other members and to ideational content, and hence students' inability to make relevant contributions due to problems using academic genres in English.

Today, western liberal democratic societies are secular, or in other words, religion is set apart from the state. However, the beginning of the 21st century has seen a re-politicizing of the religion. This paper argues that religion plays an important role in current global politics and events. Moreover, it has been used as tool to recruit masses for a wrong cause. Hence, Interreligious and interfaith dialog can play a role of catalysts and a future trend in cultural diplomacy. The paper provides definitions of a secular and post secular society. Then, it discusses the general concept of dialogue and explores it from an interreligious and interfaith point of view as a way to mitigate the role religion has undertaken. Finally, it provides examples of what European Union has been doing in that respect.

In June 2003 about 200 faculty, graduate students, and administrators attended the Second Joint Biennial Conference of the European Association for the Teaching of Academic Writing (EATAW) and the European Writing Centers Association (EWCA), held in Budapest and hosted by the Central European University. Because this is an important conference, and a new field of interest for Europe, I have prepared this report and commentary so that the JSLW readership can benefit from this experience-and perhaps become involved in the European discussions. 1 Conference attendance and presentations Western, Central, and Eastern Europe were well-represented at the conference, of course, but there were participants from South Africa, Australia, Israel, Singapore, Turkey, and the United Arab Emirates, as well. North Americans also attended, principally faculty and administrators involved with Writing-Across-the-Curriculum (e.g.

This project explores the dialectic between the identities which social essayist literacy traditions encourage and novice writers’ view of such identities (Lillis, 2001) as novices transition to university education in a Malawian university. To do this, the study adopts the view of academic writing as social semiosis with identity implications (Ivanic, 1998). This position is predicated on the view that saying something is a performative act which hails a social being (Gee, 1996). Therefore, in asking novice writers to write in a certain way, the academy implicitly asks them to take on new discoursal identities. The study examines the dialectic that ensues from this. Such dialectic is largely examined from an Ubuntu perspective which stipulates that selfhood is brought about in interaction with and because of the “other” (cf., Swanson, 2007, 2009). To achieve this, the study adopts “ethnography as method” (Lillis, 2008) or “talk around text”. Novice academic texts were analysed to i...

This study aims to find out how to be a good multicultural counselor for persons with disabilities. This study uses qualitative methods and educational psychology approaches. The subjects of the study were three counselors at the state extraordinary school in Pemalang. This research lasted for three months. Based on extensive interviews and observations at the research location as the main tool for data collection, this study produced several findings. First, a multicultural counselor who is good for person with disabilities has several characteristics, they are empathy, familiarizing &quot;greetings&quot; and &quot;say hello&quot;, listening wholeheartedly, having insight into cultural values of manners and the ethics of patience when interacting at person with disabilities, and mastering techniques in counseling. Second, these characteristics are able to increase and develop the career potential of person with disabilities and very helpful for person with disabilities through diff...

Memahami hal dasar Semua orang mengenal seseorang yang berjalan memmasuki ruangan yang penuh orang , lalu dalam hitungan menit saja bisa memberi penggambaran yang akurat tentang hubungan di antara orang-orang itu dan apa yang sedang mereka rasakan. Kemampuan membaca sikap dan pikiran seseorang melalui perilaku mereka adalah system komunikasi awal yang digunakan oleh manusia sebelum kemunculan bahasa lisan.

What has emerged from what might be called the second generation of study abroad research is the questioning of some of the most long-standing beliefs about the study abroad experience itself. The belief that: (1) the amount and frequency of contact that students have with native speakers will increase their language gain; (2) that study abroad assures immersion experiences for students; and (3) that homestay is the richest and most important source of L2 learning are what motivates this study. The purpose of the research described in this article is to help clarify the extent to which either prior assumptions or recent criticism, which casts doubt on these assumptions, may have been exaggerated or if indeed, there is a balance between the two.

It is consensual, that academic literacy, which is being currently defined both as the mastery of written language in higher education (HE) and the specific reading and writing practices within fields and disciplines, involving a variety of communicative practices, and textual genres, constitutes a strong barrier to students learning and achievement. In fact, what and how one reads and writes to learn and communicate knowledge in HE contexts have particular features, which require students to adapt to new ways of understanding and organizing knowledge and to switch their writing styles and texts acquired at secondary education to others proper of such new settings. To learn and to be successful in academic context students have to deploy a repertoire of practices and genres different from those they bring to the University. Several models have been adopted to help students to adapt their practices to those of the university and to "fix" problems that are frequently identified. In spite of the approach, all agree that it is crucial to start by understanding students perceptions of the academic literacies features, and of the kind of barriers that those particular features pose them when they have to write and to interpret, for instance, a scientific article, or a technical report. Within this same perspective, this article discusses data from a broader study whose main goals were: 1) to understand the role of reading and writing in the teaching and learning processes of HE students; 2) to contribute to characterize academic literacies in a particular context. The achievement of these objectives has gone through, from the perceptions of a group of 30 students (1) the identification of the degree of awareness of the features of academic literacy, particularly in what concerns the texts that they have to read and write; (2) the identification of the specific barriers that textual genres comprehension and production puts to HE students; (3) the characterization of how personal (vernacular) reading and writing practices are factors of academic achievement. The research has been conducted with students of an Integrated Master of Textile Engineering, using a questionnaire of 35 questions (5 open and 30 in Likert type scales), organized around three major themes that correspond to the above presented goals. Until now the responses were treated with descriptive statistics, through measures of central tendency such as means, medians and modes. As preliminary analysis, it is possible to ascertain that students are aware of the specialized nature of academic reading and writing tasks as well as of the genres that circulate for learning in HE context. Students are also able to identify the linguistic and macro structural textual features that put them problems and constitute barriers to their learning. The data obtained so far corroborate other studies, including those that conclude about the privilege given to writing over reading in HE, and about the barriers that particular texts writing (mainly reports and scientific articles) pose to students. Particularly relevant for the design of interventions that aim to help students overcome the barriers is the fact that the texts that students identify as giving them more difficulties are those that are more distant from the classroom: This means that students are supposed to master the reading and writing of texts that they do not encounter frequently in the classroom pedagogical process.

Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master’s level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate students and eight professors and they were analyzed thematically. The discussion is framed by the academic literacies pedagogical framework (ACLITS). The data suggest that academic writing expectations can be sources of extreme stress for graduate students. The students and instructors lacked a common language to discuss student texts. In the absence of explicit academic writing pedagogies, students and instructors sometimes turned to simplistic advice received at school. The paper also discusses pedagogical challenges associated with the teaching of disciplinary writing genres in multi-perspectival fields such as Curriculum Studies. Dans...

Although academic writing in higher education has been the focus of research efforts for more than two decades, the specific writing experiences, needs and difficulties of undergraduate nursing and midwifery students have remained largely under-researched. This article reports on a project that investigated the nature and dynamics of academic writing in pre-registration nursing and midwifery at a UK university. The project collected data from a survey completed by 135 students and two focus groups. The article examines the specific genres on these two programmes, the difficulties participating students face when writing them, and their views as to how they can be best supported to do these tasks. It concludes with an analysis of the implications that these issues have for teaching discipline-specific genres in nursing and midwifery and offers some suggestions to respond to such implications.

The holistic perspective offered by ethnography has implications for developing cultural literacy in language classrooms. Within intercultural pedagogy (Byram & Fleming 2002), a distinction is made between uses of ethnographic methods as sources of descriptive insights, on the one hand, and uses of ethnography that directly affect the learning and teaching process and transform language students, on the other. The focus of this chapter is on the second of these aspects as I argue for the pedagogic value of an ethnographic process approach (Agar 2006) to intercultural understanding within the context of second languages and cultures (LC2). This approach emphasises the need to develop critical reflection (reflexivity) about one’s own cultural values and knowledge rather than relying on anecdotes, stereotypical knowledge and biased assumptions to account for cultural representations. It explores the ambiguity inherent in intercultural life (Abdallah-Pretceille 2006) and gives access to...

The holistic perspective offered by ethnography has implications for developing cultural literacy in language classrooms. Within intercultural pedagogy (Byram & Fleming 2002), a distinction is made between uses of ethnographic methods as sources of descriptive insights, on the one hand, and uses of ethnography that directly affect the learning and teaching process and transform language students, on the other. The focus of this chapter is on the second of these aspects as I argue for the pedagogic value of an ethnographic process approach (Agar 2006) to intercultural understanding within the context of second languages and cultures (LC2). This approach emphasises the need to develop critical reflection (reflexivity) about one's own cultural values and knowledge rather than relying on anecdotes, stereotypical knowledge and biased assumptions to account for cultural representations. It explores the ambiguity inherent in intercultural life (Abdallah-Pretceille 2006) and gives access to the deepest tacit cultural structures of the mind and emotions. This approach is not entirely new (Roberts et al. 2001) but finding ways of integrating this process of critical cultural awareness and reflexivity into a pedagogical enterprise that encourages learners to develop emotional readiness to deal with a new cultural environment is a challenge. This chapter addresses this challenge by reporting on an implementation of pedagogical tasks aimed at recognising cues to emotion communication (Mrowa-Hopkins & Strambi 2008) which can be used by learners to express their feelings and respond to interlocutors in ways considered acceptable by members of the target group. One of the anticipated outcomes is that learners will be brought to reflect upon their own identity and themselves as human beings while engaged in analysing culture as multiple and constructed.

 La escritura académica en la educación superior europea es un campo poco explorado y oculto bajo cincuenta lenguas y otros tantos sistemas educativos nacionales que la componen. El artículo tiene por finalidad elaborar una perspectiva que nos permita estudiar la diversidad que implica escribir en Europa y desarrollar un lenguaje compartido para analizar la escritura de los estudiantes. El artículo revisa las teorías básicas en la enseñanza de la escritura y se centra en tres importantes tradiciones de escritura europeas. La parte principal del documento está dedicada a tres conceptos fundamentales para la escritura: el papel de los géneros en la comprensión de la escritura de los estudiantes, la función de las prácticas de escritura para organizar lo que escriben los estudiantes y el significado de las competencias comunicativas para la enseñanza de la escritura.