The Ministry of Education and Science
of Ukraine
Cherkassy State Technological University
Linguistic Faculty
Department of Applied Linguistics
MULTICULTURALISM: THE MODERN PHENOMENON
for the Fifth -Year Linguistic Students
7.030505 – Applied Linguistics
Composed by L. Hrechukha, H. Leschenko, and I. Matkovska
Cherkassy – 2010
Міністерство освіти і науки України
Черкаський державний технологічний університет
Лінгвістичний факультет
Кафедра прикладної лінгвістики
Методичні вказівки
до курсу з практики англійської мови
для студентів 5 курсу лінгвістичного факультету
спеціальності 7.030505 – прикладна лінгвістика
освітньо-кваліфікаційного рівня «спеціаліст»
по темі «Multiculturalism: the modern phenomenon»
Укладачі: Гречуха Л.О., Лещенко Г.В.,
Матковська І.В.
Рецензент: к.філол.н., доцент кафедри прикладної лінгвістики
Ткаченко І.В.
Черкаси – 2010
Методичні вказівки до курсу з практики англійської мови для студентів 5 курсу лінгвістичного факультету спеціальності 7.030505 – прикладна лінгвістика освітньо-кваліфікаційного рівня «спеціаліст» по темі «Multiculturalism: the modern phenomenon». – Черкаси: ЧДТУ, 2010. – 41 c.
Пропоновані матеріали є частиною навчально-методичного комплексу з практики англійської мови для студентів лінгвістичних спеціальностей. Його структура відображає комунікативну спрямованість матеріалу. Пропоновані тексти стануть у нагоді студентам при опрацюванні розмовної теми ««Multiculturalism: the modern phenomenon».
CONTENT
UNIT 1. CROSS-CULTURAL COMMUNICATION…………………………...4
UNIT 2. MULTICULTURALISM……………………………………………23
UNIT 3. GLOBALIZATION…………………………………………………35
Unit 1 cross cultural communication lesson 1
Read and translate the following texts:
TEXT A
Cross-cultural communication (also frequently referred to as intercultural communication, which is also used in a different sense, though) is a field of study that looks at how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavour to communicate across cultures.
In years during and preceding the Cold War, the United States economy was largely self-contained because the world was polarized into two separate and competing powers: the east and west. However, changes and advancements in economic relationships, political systems, and technological options began to break down old cultural barriers. Business transformed from individual-country capitalism to global capitalism. Thus, the study of cross-cultural communication was originally found within businesses and the government both seeking to expand globally. Businesses began to offer language training to their employees. Businesses found that their employees were ill equipped for overseas work in the globalizing market. Programs were developed to train employees to understand how to act when abroad. With this also came the development of the Foreign Service Institute, or FSI, through the Foreign Service Act of 1946, where government employees received trainings and prepared for overseas posts. There began also implementation of a “world view” perspective in the curriculum of higher education. In 1974, the International Progress Organization, with the support of UNESCO and under the auspices of Senegalese President Léopold Sédar Senghor, held an international conference on "The Cultural Self-comprehension of Nations" (Innsbruck, Austria, 27-29 July 1974) which called upon United Nations member states "to organize systematic and global comparative research on the different cultures of the world" and "to make all possible efforts for a more intensive training of diplomats in the field of international cultural co-operation ... and to develop the cultural aspects of their foreign policy."
In the past decade, there has become an increasing pressure for universities across the world to incorporate intercultural and international understanding and knowledge into the education of their students. International literacy and cross-cultural understanding have become critical to a country’s cultural, technological, economic, and political health. It has become essential for universities to educate, or more importantly, “transform”, to function effectively and comfortably in a world characterized by close; multi-faceted relationships and permeable borders. Students must possess a certain level of global competence to understand the world they live in and how they fit into this world. This level of global competence starts at ground level- the university and its faculty- with how they generate and transmit cross-cultural knowledge and information to students.
The study of cross-cultural communication is fast becoming a global research area. As a result, cultural differences in the study of cross-cultural communication can already be found. For example, cross-cultural communication is generally considered to fall within the larger field of communication studies in the US, but it is emerging as a sub-field of applied linguistics in the UK.
As the application of cross-cultural communication theory to foreign language education is increasingly appreciated around the world, cross-cultural communication classes can be found within foreign language departments of some universities, while other schools are placing cross-cultural communication programs in their departments of education.
TEXT B
Pre-reading task
Work in pairs.
1 Look at the cartoons. What nationalities are the people? What makes it easy for you to identify them?
What is the stereotype English man or woman? What do you think is the stereotype for your nationality? Do you believe in stereotypes?
Which adjectives in the box do you think go with the nationalities below?
hard-working easy-going punctual friendly reserved emotional lazy outgoing hospitable sociable formal casual enthusiastic quiet tolerant talkative sophisticated well-dressed fun-loving respectful humorous serious nationalistic romantic
American
French
Japanese
Italian
German
British
Write down one thing about each nationality that you can remember.
Share what you have written with other students in the class.
6 Travelling to all corners of the world gets easier and easier. We live in a global village, but how well do we know and understand each other? Here is a simple test.
Imagine you have arranged a meeting at four o'clock. What time should you expect your foreign business colleagues to arrive?
If they're German, they'll be bang on time. If they're American, they'll probably be 15 minutes early. If they're British, they'll be 15 minutes late, and you should allow up to an hour for the Italians.