Common borders. Common Solutions. Grant Contract No. 2.3.1.73963.333, MIS-ETC 2674 MANAGE.EDU:...

Common borders. Common Solutions.

Grant Contract No. 2.3.1.73963.333, MIS-ETC 2674

MANAGE.EDU: MANAGE.EDU:

Efficient Education Management Network for LLL in the Black Sea Efficient Education Management Network for LLL in the Black Sea

Basin Basin

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MANAGEMENT IN EDUCATION AND LLL

Communication in Multicultural Environment in Education and

LLL Workshop

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Cultural diversity at IUC

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The Iceberg Model


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• Process of globalisation affects communication at all levels of social structure – the market of education is getting more and more international • Lecturers and students travel to teach or study abroad • Erasmus exchange students number is growing • A foreign language of instruction is often used by lecturers, students and researchers • Multicultural diversity is becoming more and more challenging • “Culture is the collective programming of the mind distinguishing the members of one group or category of people from others”

Professor Geert Hofstede

Culture and Globalisation


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Number of Erasmus students per year 1987/88- 2011/12

Brussels, 8 July 2013 Source: Erasmus programme in 2011-12: the figures explained


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Intercultural Communication is the management of messages for the purpose of creating meaning across cultures.

Culture, according to Philipsen, is defined as “A socially constructed and historically transmitted pattern of symbols, meanings, apprentices, and rules.” In other words, culture is a code (Griffin, 3rd ed. 404).

Intercultural Communication Defined


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SUCCESSFUL COMMUNICATION OUTCOMES

• Establishing trust • Developing and maintaining good relationships within the environment • Developing intellectual, social and personal skills of students • Increase of students’ employability potential and professional opportunities on the global market


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COMMUNICATION PROBLEMS IN MULTICULTURAL EDUCATIONAL

ENVIRONMENT

• Difference of values and beliefs • Lack of trust • Different languages • Stereotyping • Different ways of expressing emotions • Social status • Ethnocentrism • Racism • Defensiveness


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CHALLENGES FACING TEACHERS IN MULTICULTURAL

ENVIRONMENT • To learn and develop broad knowledge about cultural differences, affecting the process of communication

• To develop and apply new approaches to interact more effectively with students from other cultures

• To learn new techniques to deal with conflicts and to improve communication

• To create atmosphere of tolerance, respect for others and empathy in the classroom

• To transform and upgrade adequately the curriculum

• To identify students’ preferred learning styles


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TEACHING STRATEGIES TO ENCOURAGE EFFECTIVE MULTICULTURAL COMMUNICATION

• Avoid stereotyping and assumptions about students’ abilities • Create teaching materials relevant to your audience – invite students to share knowledge • Clarify context – give clear examples • Explain the benefits of sharing cultural experience • Avoid local jargon, ideas and jokes • Give clear instructions – explain tasks, process and outcomes • Encourage speaking, recognize language problems


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TEACHING STRATEGIES TO ENCOURAGE EFFECTIVE MULTICULTURAL

COMMUNICATION

• Explain assessment procedures, use fixed marking criteria • Consider students’ age and experience • Clarify unfamiliar vocabulary and terms • Use activities encouraging integration • Use students’ names • Be enthusiastic and ENCOURAGING


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• Focus on facilitating learning in multicultural environment • Encourage development of the individual student • Give students choice - we all learn in different ways, and we all have our own strengths and potential

DO YOU TEACH YOUR STUDENTS OR DO YOU HELP THEM LEARN AND GET READY FOR THE GLOBAL

WORLD?


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HERRMANN BRAIN DOMINANCE INSTRUMENT

Learn about your own and your students’ thinking styles of working and learning http://www.hbdi.com/SolutionsFor/organizations.php


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Helps to develop teacher’s understanding of students’ thinking, learning, communicating and problem solving styles


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LOGICAL THINKING RATIONAL

BIG PICTURE CREATIVE MIND

PLANNING ORGANISING

FEELINGS RELATIONSHIPS


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THINKING STYLES ASSESSMENT FOR EDUCATORS


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EXPECTATIONS OF THE LEARNER

"A" Learner Expects •Precise, to the point, information •Theory & logical rationales •Proof of validity •Research references •Textbook reading •Quantifiable numbers, data sets, problems •Opportunity to ask challenging questions •Subject matter expertise

Struggles with •Expressing emotions •Lack of logic •Vague, imprecise concepts or ideas


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"B" Learner

Expects •An organized consistent approach •Staying on track, on time •Complete subject chunks •A beginning, middle, and end •Opportunity to practice & evaluate •Practical applications •Examples •Clear instructions/expectations

Struggles with •Risk •Ambiguity •Unclear expectations/directions


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"C" Learner

Expects •Group discussion & involvement •To share & express feelings/ideas •Kinesthetic, moving around •Hands-on learning •Personal connection with teacher/group •Emotional involvement •A user-friendly learning experience •Use of all the senses

Struggles with •Too much data and analysis •Lack of personal feedback •Pure lecture, lack of participation


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"D" Learner

Expects •Fun and spontaneity •Playful, surprising approaches •Pictures, metaphors, overviews •Discovery of the content •Freedom to explore •Quick pace and variety in format •Opportunity to experiment •New ideas & concepts

Struggles with •Time management and deadlines •Administration and details •Lack of flexibility


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What is your preferred style of thinking?

Group task: Use the following key words as a guide to invent a story:

•An elephant •A railway •A train •Sun •Clouds


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• Abeysekera, I, Preferred learning methods: a comparison between international and domestic accounting students, Accounting Education, 17 (2), 2008, 187-198. Available at:http://ro.uow.edu.au/commpapers • AdValue, Multicultural Skills Training Course, Lifelong Learning Programme publication, PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP. Available at: http://advalue-project.eu/ • Anbari, F. T., et al. (2004) Cross cultural differences and their implications for managing international projects.Journal of International Business and Economics 2.1 . • Dalglish, C. (2002), Promoting Effective Learning in a Multicultural Classroom. • EDINEB June 2002 Mexico Available at: http://eprints.qut.edu.au/6475/1/6475.pdf • De Boer, A. L., and Bothma, T. (2003) , Thinking styles and their role in teaching and learning • Hofstede, G. (1986), Cultural differences in teaching and learning. International Journal of intercultural relations 10.3, 301-320. • Lewis, Ch. (2008), Successful Communication in Multicultural Environments. Intercultural Focus Available at: www.Interculturalfocus.com • De Boer, A., and Dorette Van den Berg (2001), The value of the Herrmann Brain Dominance Instrument (HBDI) in facilitating effective teaching and learning of Criminology. Acta Criminologica 14.1, p-119. • Lustig, Myron W., Jolene Koester, and Enping Zhuang, (2006) I ntercultural competence: Interpersonal communication across cultures. Pearson/A and B • McIntye, T. (1996), Education and Treatment of Children, Learning Style and Culture, volume 19, issue 3, pages 354-370. Available at: http://www.behavioradvisor.com/C-Learn.html • Muzychenko, O. (2007) Learning style variations in a culturally diverse class: A case study, in Enhancing Higher Education, Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference, Adelaide, 8-11 July 2007: pp 409. Available at: www.herdsa.org.au • Singh P. and Rampersad R.(2010), Communication challenges in a multicultural learning environment. Durban University of Technology, Durban, South Africa • Journal of Intercultural Communication, ISSN 1404-1634, issue 23, June 2010. URL: http://www.immi.se/intercultural/

References

Common borders. Common Solutions. Grant Contract No. 2.3.1.73963.333, MIS-ETC 2674 MANAGE.EDU:...

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