Brcken schlagen Mehrsprachigkeit Interkulturelle Kommunikation und Sprachvermittlung Hildesheim

Brücken schlagen: Mehrsprachigkeit, Interkulturelle Kommunikation und Sprachvermittlung Hildesheim, 30. 11 - 02. 12. 2017 Scaffolding as a way of raising awareness in intercultural courses Dr Natalia Fritsler

uncertainty volatility VUCA ambiguity complexity

Changing orientations of managers Focus in training Hard issues Soft issues Global mindset

Changing orientations of managers Hard issues Soft issues Budgets Manufacturing Values Culture Marketing Finance Risk taking Leadership Simultaneously

Soft Issues Culture Negotiations Presentations

Changing orientations of managers Hard issues Soft issues Budgets Manufacturing Values Culture Marketing Finance Risk taking Leadership Simultaneously

Changing orientations of managers Focus in training Hard issues Soft issues Global mindset What exactly is global mindset?

Changing orientations of managers Global mindset Is a way of being rather than a set of skills. Knowledge and skills are needed to sustain the mindset

Changing orientations of managers GLOBAL MINDSET Knowledge Skills • International sociopolitical and economic perspective • Mastery of technology G L O B A L • Acculturation • Leadership for managing diversity M I N D S E T

Changing orientations of managers Why is this introduction important? Earlier this global mindset – was a priority for managers of the biggest companies top Now it‘s the task of senior and middle managers of medium-sized and small companies

Global mindset: skills • Acculturation and managing diversity – both deal with culture because diversity, among other things, covers culture The main skills of a modern manager deal with culture

Changing orientations of managers GLOBAL MINDSET Knowledge Skills • International sociopolitical and economic perspective • Mastery of technology • Acculturation • Leadership for managing diversity I N T E R C U L T U R A L C O M P E T E N C E

Intercultural competence Global mindset (skills) ?

Intercultural competence as a concept • The same terms expressing different meanings • Different terms expressing the same meaning • A number of structural models of intercultural competence

Intercultural competence as a concept Terms (examples) • Intercultural effectiveness • Intercultural communication competence • Transcultural communication competence • Intercultural action competence

Byram‘s model of ICC

https: //www. slideshare. net/Infin. ITnetvaerk/intercultural-competence-and-maturity-model-seminar-26 -aug-2014

Feelings Attitudes Intercultural competence Skills Knowledge

Questions to be answered What exactly is awareness? Would culture-related knowledge be enough? How can we develop awareness? How can we arouse feelings? What skills are meant?

Intercultural communication competence Is explained not as communication competence in dealing with a specific culture but as A cognitive, affective, and operational adaptability of an individual‘s internal system in all intercultural communication contexts. (Kim and Korzenny, 1991)

Intercultural competence Individual‘s Adaptability Cognitive • Knowledge • Attitudes Affective Operational • Feelings • Attitudes • Processes • Technology

Global mindset: skills / Intercultural Competence University language courses: focus on skills • • • Small talking, socialising Meetings Negotiating Presentations E-mailing, letter writing Culture ?

Global mindset: skills / Intercultural competence University intercultural courses: focus on knowledge • Country-specific info • Theoretical background • Cultural dimensions Skills?

Resistance to intercultural topics 1. To contents • • • I‘ve lived overseas for 4 years already Just be yourself; that‘s all that really matters Teeth don‘t have culture I don‘t believe it, it can‘t be like this This is all just political correctness 2. To methods • Just give me the dos and don‘ts; I don‘t need more than that

Cross-cultural differences Where do problems come from? External communication, greetings, body language Unwritten rules and laws Cultural values and more

Intercultural competence Where should we start in our courses? External communication, greetings, body language Unwritten rules and laws Cultural values and more

External Communication

Intercultural competence Where should we start in our courses? External communication, greetings, body language Unwritten rules and laws Cultural values and more

Intercultural competence Where should we start in our courses? External communication, greetings, body language Unwritten rules and laws Cultural values and more

What is culture? History, folklore, mythodology Cultural norms and values Beliefs, e. g. indigenous, Christianity Philosophical thought system e. g. , ubuntu, janta, guanxi, mir

What is culture? History, folklore, mythodology Cultural norms and values Philosophical thought system e. g. , ubuntu, janta, guanxi, mir Social attitudes Workplace behaviour Beliefs, e. g. indigenous, Christianity What we cannot see What we can see

Intercultural competence Individual‘s Adaptability Cognitive • Knowledge • Attitudes Affective Operational • Feelings • Attitudes • Processes • Technology

Developing intercultural competence Scaffolding or staging A variety of instructional techniques used to move students progressively toward deeper understanding and greater independence in the learning process

Developing intercultural competence Scaffolding frames are: - Affective - feelings, perceptions, attitudes, impressions - Cognitive – knowledge, understanding, comprehension, recognition - Operational – analytical, comparing, appraising, evaluating As a result – being aware, being open, accepting adaptability https: //www. generationscaffolding. com/en-gb/scaffolding-products/

Practicing scaffolding: affective frame Techniques: 1. Targeted questioning 2. Playing games Objectives: 1. Comparing students‘ perceptions of power 2. Appealing to students‘ feelings about power

Practicing scaffolding: affecting frame Example: Power Distance 1. What is power and what feelings do you associate with power? 2. What does a person in power (father, boss, manager, director, etc. ) do? 3. What does he/she have?

What is power and what feelings do you associate with power Power • • • Wealth Money Status Position Responsibilites War Duties Advantages Benefits Feelings • • Unfair Envy Ambition Important Good to have Evil Respect Love

Practicing scaffolding: affecting frame Power distance Boss Subordinate Wealth, duties, money, privileges, benefits, advantages, responsibilites, status, position

Practicing scaffolding: affecting frame Power distance Boss Subordinate Decision making, punishing, ordering, hiring, firing, building up hierarchy, distributing wealth

Practicing scaffolding: affecting frame Is it universal? Is it everywhere like this? Families, companies, societies, tribes, ethnic groups, states What is cultural? The distance http: //cultureboleh. com/power-distance-how-does-it-affect-you-at-work

Practicing scaffolding: affecting frame Power distance Boss Subordinate Wealth, duties, money, privileges, benefits, advantages, responsibilites, status, position Will our list of what a boss has change? How?

Practicing scaffolding: affecting frame Power distance Boss Subordinate Decision making, delegating, punishing, ordering, hiring, firing, building up hierarchy, distributing wealth Will our list of what a boss does change? How?

Practicing scaffolding: cognitive frame Sophisticated stereotyping: 1. Introducing cultural dimensions 2. Dealing with cultural paradoxes Objectives: 1. Initiating cross-cultural comparisons 2. Revealing the limitations of cultural dimensions

Cultural Dimensions: USA

USA: Individualist Culture Paradox? Highly individualistic, believe in selfreliance Have the highest percentage of charitable giving in the world; readily volunteer their help to community projects and emergencies

Sophisticated stereotyping Ø Useful in the initial stages of making sense of complex behaviours within cultures Ø Presents aspects of culture against which cultures can be compared Ø Helps explain contrasting behaviour from two or more different cultures Ø Lets the students gain conceptual knowledge about different cultures

What is his status in his country?

Latin America Ascribed status (based on class and family) is more important than achieved status (based on talent and hard work) In professional soccer achieved status trumps class and ascription.

India

Swaminarayan Akshardham, New Delhi

India: collectitism or individualism? Individuals are expected to make sacrifices for their families or for the larger society Hindu sons postpone marriage until their sisters marry Daughters stay single to care for their parents Indians sometimes focus more upon self-realization Elderly men detach themselves from their family to seek salvation

Value trumping is the "precedence of certain cultural values over others" in certain contexts, [1] whereas the same value may not be trumping other values under different circumstances

Practicing scaffolding: operational frame Cultural contexts: 1. Dealing with situations 2. Comparing attitudes Objectives: 1. Observing and decoding cultures 2. Interpreting attitudes and values in different cultures

Cultural contexts http: //www. ijdesign. org/ojs/index. php/IJDesign/article/view/341/168

Cultural contexts Culture • • is embedded in the context can‘t be fully understood without it Is influenced by a broader context Is manifested in situations (narrower context) Culture is a learned response to problems

Dealing with cultural contexts Creates content: characters, roles, conditions, background Situation Highlights certain issues which serve as cues That‘s where culture comes in Every cue is internally assessed

Dealing with cultural contexts Norms, rules, unwritten laws, rituals Culture has its own sets of „tools“ Values, often presented in cultural dimensions Philosophical concepts, which lay the foundation for values

Dealing with cultural contexts Points for analysis: 1) Overview of events in the situation 2) Description of the main characters, their roles, lines of behaviour, feelings 3) Interpretation of their feelings, positions, words 4) Attribution of their feelings, positions, words 5) Interpretation of cultural values relevant for this situation

Scaffolding as a way of developing crosscultural competence Helps provide successive levels of support And Like physical scaffolding, the supportive strategies should Incrementally be removed

Thank you for your attention! http: //www. ledcor. com/what-we-do/building