{"id":60460,"date":"2024-11-15T17:21:05","date_gmt":"2024-11-15T14:21:05","guid":{"rendered":"https:\/\/www.englishcentral.com\/blog\/?p=60460"},"modified":"2024-11-19T14:04:12","modified_gmt":"2024-11-19T11:04:12","slug":"cross-cultural-communication","status":"publish","type":"post","link":"https:\/\/www.englishcentral.com\/blog\/en\/news\/cross-cultural-communication\/","title":{"rendered":"Cross-Cultural Communication"},"content":{"rendered":"
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Cross-Cultural Communication Course
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Have you ever struggled to teach your students how to effectively communicate across cultures? Has it been difficult for you to find reliable, adaptable, and straight-to-the-point teaching materials and resources for teaching topics such as intercultural awareness, cultural differences regarding communication styles, social norms, values, etc.?<\/p>\n

If your answer is \u201cyes\u201d, then fret no more! EnglishCentral\u2019s Cross-Cultural Communication Course (the first of its kind for the Japanese market!) is here to help overcome these and many other of the pedagogical challenges of teaching intercultural communication. Leveraging the sound application of leading theories on intercultural communicative development and harnessing the power of AI, we have created the ultimate teaching companion that will elevate your ability to get through to your students the importance of developing intercultural communication skills in today\u2019s complex, globalized world.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>

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So, how do we do it?<\/strong><\/em><\/h2>\n

All major theoretical models on intercultural communicative competence<\/em> (such as Bennett\u2019s DMIS, Byram\u2019s MICC, Moran\u2019s Cultural Knowings Framework, Van Dyne\u2019s Four Factor CQ Model, Deardorff\u2019s PMIC and Shaules\u2019 DMLL<\/em>) posit its development as a process. We, at EnglishCentral, see this process as akin to sowing the seed of intercultural awareness in the student. As such, we believe that being an intercultural communication teacher is much more similar to being a gardener, instead than being an actual teacher. You plant the seed in your students, and you use your classes and lesson plans to water this seed, whilst at the same time guiding your students on how to care for this plant… for it to eventually germinate into a big, beautiful tree. Moreover, these theoretical models also describe the intercultural communicative competence<\/em> development process as a highly introspective<\/em> one. In this sense, think that, for example, a lesson that exposes a student to having to reflect upon a cultural difference they might need to face in their future professional life, is like making sure that the seed you planted gets enough sunlight. Making them reflect critically about how they view their own (as well as foreign) culture is like watering the plant. You get the idea.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>

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In this sense, our course starts, first and foremost, with preparing the ground for planting the seed. The first two weeks concentrate on developing your students’ discursive competence<\/em>. Why start here you might ask? Well, because in the span of 12 weeks (or 24 if you sign up for the second semester as well!) the \u201cwatering the plant\u201d kind of activities involve interacting with MiMi, our AI-powered chatbot that will guide the student towards critically reflecting upon cultural differences. For these interactions to lead towards meaningful, introspective<\/em> reflections about the student\u2019s own culture in juxtaposition to other cultures, it is necessary for the student to develop the pragmatic awareness<\/em> needed for structuring speech in a way that can lead toward critical self-reflections. Under this context, the first week concentrates on teaching the A++Q System, which is a patterned way of interacting that potentially leads to deeper, more meaningful introspections.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>

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