social promotion of intercultural communication expertise and skills
TRANSCRIPT
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SOCIAL PROMOTION OF INTERCULTURAL COMMUNICATION EXPERTISE AND SKILLS
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Partners of the project
UNIVERSITÀ DEGLI STUDI DI PERUGIA Italy
UNIVERSITÄT WÜRZBURG Germany
UNIVERSIDADE DE SANTIAGO DE COMPOSTELA Spain
KEY & KEY COMMUNICATIONS Italy
L-UNIVERSITA' TA' MALTA Malta
UNIVERZA V LJUBLJANI Slovenia
ACEK – ASSOCIATION FOR SPECIALIST COMMUNICATION Bulgaria
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PROJECT IDEA
starting points
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1.
foreigners have communication
problems mostly in bureaucratic-institutional
situations of interaction
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2.
textbooks do not really
take into account
the linguistic-communicative
needs related to these problems
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Main Aim
building up a guideline
describing a method
for the creation of ICC & Lc/L2
trainings modules through
learning & teaching packs
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Rationale/background
Intra- and Extra-European Mobility, encouraged by EU-policy, already has brought and will bring Europe to assume a constantly increasing Multicultural dimension for which its citizens – both “Autochthons" and "Allochthons" - are not yet adequately prepared. Various inquiries show clearly the communication problems in the institutional everyday life on both sides, Adults in Mobility and Adults professionally in Contact with Mobility, due to prejudice and, last but not least, the lack in a specific training policy concerning those problems.
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Aims
The main aim of the project is to overcome these problems by promoting knowledge, expertise and skills in InterCultural Communication (ICC) which cannot ignore the Second Language/Context Language (L2/Lc) through specific training activities addressed to Adults in Mobility and Adults professionally in Contact with Mobility (especially in institutional settings). In order to achieve this aim, it will be created and promoted:
• an innovative methodology and tools for need based ICC training in L2/Lc Learning/Teaching
• an ICC instruction for Adults
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Direct Targets
• trainers for ICC & L2/Lc facilitators and teachers by definition ACM (may be at the same time also AM)
Ex.: Italian language teacher for Adults
• ICC (L2/Lc) facilitators in companies
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Indirect Targets
1. Adults in Mobility = ICC & L2/Lc learners
2. Adults professionally in Contact with Mobility = ICC learners
Ex.:
ad 1. immigrants – tourists - Erasmus students / teachers – soldiers - workers in humanitarian missions
ad 2. social workers as intercultural mediators / educators / trainers / teachers / doctors / counter personnel / frontline officials
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Approach/methodology
• Textanalysis• Conversational Transcription of the spoken audio-/video-
recorded material and ethnographic Conversation Analysis (cf. John J. Gumperz and his Berkeley School)
• Training of Interpersonal (cf. P. Watzlawick) and InterCultural (cf. V. Hinnenkamp) Communication skills
• Interactive training in small groups through problem solving, simulations and role play
• Learning according to specific communicative needs and settings
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Main activities
• identifying the training courses in ICC & Lc/L2 offered in the Partner countries
• identifying linguistic-communicative needs for Adults in Mobility as well as for Adults in Contact with Mobility through collection and analysis of written texts as well as spoken texts audio/video-recorded in bureaucratic-institutional real-life settings
• creating learning-packs for all Targets • testing the learning-pack for the Indirect Targets • developing an innovative training methodology • experimenting/starting the training course for Direct Target
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Expected outputs
• report of the training offer in ICC & Lc/L2
• definition of the linguistic-communicative needs of Adults in Mobility in bureaucratic-institutional settings
• didactic prototypes (hardcopies and VHS/DVD)
• guidelines for an innovative training methodology and the Grundtvig training course
• on-line publication of selected outputs
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Innovative aspects
1.
focussing on
communication problems
in bureaucratic-institutional situations
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2a.finding out and defining specific linguistic-
communicative needs of Adults in Mobility
2b.finding out and defining specific linguistic-
communicative needs of Adults professionally
in Contact with Mobility
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3.collecting written texts
from real-life situations
need-tailored analysis
4.collecting verbal interactions
from real-life situations
[spoken texts]
transcription & need-tailored analysis
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5.taking into account
visual implications of
different contexts
in multicultural situations
▼didactic modules
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6.creating multicultural encounters
within the classrooms facilitating intercultural
communication exchanges
▼involving Adults in Mobility
together with Adults in Contact with Mobility
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&contribution to the creation of new categorizations changing
the traditional language use