3. Culture as Language: The Close Link Between Language and Culture

It is quite evident that the teaching and learning of a second language could be an excellent way to access another culture and therefore to improve intercultural understanding and communication. This, however, is possible only if this learning and teaching begin with the idea that language and culture learning are fundamentally interrelated and that this interrelationship constitutes the centre of the teaching and learning processes. A language is a window into the culture of people speaking this language. For instance, the teaching of personal pronouns I and You in languages like French, German, Spanish, and Japanese is an excellent opportunity to enter various aspects of the cultures of these languages, such as the social relations between two persons talking together: How well do they know each other? Is one superior to the other because of age, sex, position, or the social group to which one belongs?

In these languages, there are choices of personal pronouns which have to be selected according to the reference points mentioned earlier. In French, for You, tu or vous, in German, du or Sie, in Spanish, tu or usted.

In Japanese, for I, (to mention only a few) ore, boku, watakushi, watashi, for You, omae, kimi, anata (Saint-Jacques, 1971). In the English language, the speaker does not have to worry about these various points of reference: the personal pronouns I, and You are the only pronouns. However, in these other languages, the teaching of these pronouns provides a unique opportunity to observe language as an essential and closely integrated element of social behavior. In these languages, the wrong choice of pronouns can have disastrous effects for the speaker. Recently, a German driver who was arrested for speeding was so mad that he forgot the basic rules of pronouns in his mother tongue: the pronoun du is not to be used with people who are not close friends. He was fined for using du to the officer who arrested him!

Intercultural learning involves developing an understanding of one’s own language and culture in relation to an additional language and culture. Traditional language teaching and learning with the sole emphasis on phonetics and syntax cannot produce speakers who have acquired some understanding of one’s own language and culture in relation to an additional language and culture— necessary conditions for intercultural understanding and communication.

Moreover, there is also another important reason to link the teaching and learning of a language together with the culture of the people speaking this language. To learn a language, whether it is a first or second language, two basic conditions are essential: motivation and the opportunity to use this language.

These two facts are closely related to each other, if there is no opportunity to use a language, motivation also ceases to exist, that is, the learner’s motivation to learn the language will become weaker and eventually disappear. The opportunity or necessity to use a language is a fundamental law of language learning. A language which is not used for frequent communication will slowly disappear, first on the active level, speaking and writing, and eventually on the passive level, listening and reading. Does it mean that the teaching and learning of a second language is a waste of time?

The various benefits of second language learning usually identified in the defense of language education fall into two categories: (1) the practical and tangible benefits of being able to communicate in a second language, and (2) the broader benefits of expanding one’s intellectual experience, the improvement of cross-cultural awareness and a better understanding of other cultures. A language is like a window to the world of another culture (Saint-Jacques, 2006). Even if a person loses the active and even the passive knowledge of a second language, the learning of this language is a very enriching and beneficial process.

Sakuragi (2006), in a recent paper, gives the example of second language teaching in the United States: “While the practical benefits of language learning in the United States are sometimes questioned due to the increasing dominance of English in international communication, the argument that language study helps students develop a sense of being a ‘world citizen’ remains cogent”. There are many second language learners who will never become fluent in their second language because of the lack of opportunity to use the language for communication. Even for them, in the cultural perspective, the study of languages is very beneficial.

There are many countries in the world where a great majority of citizens does not have the necessity or opportunity to use another language for communication.

The learning of languages, however, is part of the curriculum in schools and universities because it can provide students with a better understanding of other cultures as well as their own culture.

REVISION: MAIN TOPIC AND SUBTOPICS, TEXT ORGANIZATION, MAKING INFERENCES, EXPLICATION OF SPECIFIC INFORMATION

Instruction: This is another revision unit in which you should combine all skills you have mastered in the preceding nine units. You will have to start with identifying the main idea, the main topic, or the main purpose of the text. Then follows the task of deciding if headings match with paragraphs or sections, and identifying if sections relate to definite topics. Basing on circumstantial evidence, inferences and vocabulary in context you will have to look into specific information given in the text.

Step 1. Survey the text. The list of headings will give you some clues to help you quickly understand what each part of the text is about. Step 2. Skim-read each paragraph. Every paragraph deals with a specific aspect of a topic. The first sentence of a paragraph may tell you what the rest of the paragraph is about. Therefore while trying to identify the main idea of a paragraph, you should read the first sentence and skim the rest of the paragraph.

Task: Scan the text for key words

This title How to teach multicultural communication can help you realise that key words must concern intercultural communication which cannot be learned without intercultural understanding. E.g., in paragraph 3 it is possible to point out the following key words: learning languages, understanding cultures, cultural perspective. Follow the three-step strategy to make finding key words easier.

Step 1. Make sure you know what you are looking for.

Step 2. Scan each paragraph for 5-10 key words. Do not read every word.

Step 3. Select 5-10 key words for the whole text.

Task:

• Basing on paragraph 1 give a definition of intercultural understanding.

• Basing on paragraph 1 explain why the “overt culture” is easily observable in the “iceberg model of culture”.

• Basing on paragraph 1 explain why the “covert culture” is below the waterline in the “iceberg model of culture”.

• Basing on paragraph 2 explain why Socrates’ maxim: “Know Thyself.” is true for intercultural understanding.

Answer the following questions:

• What is the main topic of the passage?

(A) Different meanings of cultures.

(B) Intercultural learning involves developing an understanding of one’s own language and culture in relation to an additional language and culture.

(C) The door to one’s perception of one’s culture.

(D) A better understanding of cultures.

• What does the passage mainly discuss?

(A) New approach to intercultural understanding.

(B) Intercultural understanding, which is based on the knowledge of culture.

(C) The cultural perspective of the study of languages.

(D) Lack of opportunity to use the language for communication.

• What is the author's attitude toward the opinion that it is practically impossible to find out the perceptions a person has about her or his own culture?

(A) He shares this position.

(B) He strongly disagrees.

(C) He tries to be objective.

(D) He doesn’t care.

• Where in the four sentences does the author discuss culture as ways of thinking: modes of perception, beliefs and values?

(A) When asked to describe one’s culture, a person might have very vague answers or often provide certain social generalizations which are stereotypes about one’s culture.

(B) Cultures are not static, they change constantly.

(C) Even if a person loses the active and even the passive knowledge of a second language, the learning of this language is a very enriching and beneficial process.

(D) Nations are not culturally homogeneous, individuals in a nation might have different ideas about their culture.

Collect specific information by pointing out groups of synonyms, semantic and thematic groups. Keep it in mind that vocabulary in context includes both single words (usually nouns, verbs, adjectives, and adverbs) and two- or three-word phrases.

Read the passage: “Perceptions about one’s culture are mostly unconscious. When asked to describe one’s culture, a person might have very vague answers or often provide certain social generalizations which are stereotypes about one’s culture. There are two important facts concerning perceptions of one’s culture:

First, nations are not culturally homogeneous, individuals in a nation might have different perceptions about their culture. These perceptions will vary according to social class, age, education, gender, experiences in life and many other factors.

Second, cultures are not static, they change constantly.

These two facts are true for all cultures. Does this mean that it is practically impossible to find out the perceptions a person has about her or his own culture or the perceptions a person of a different culture holds about her or his own culture?

No, it is quite possible through questioning, debates, discussions, reflective writing about one single cultural aspect, thus allowing the person to reflect about her or his own perception about one cultural aspect, often linked to other aspects of the culture. Thus, the door to one’s perception of one’s culture has been opened..”

This passage is marked for semantically coupled expressionsn characterising perceptions:

Unconscious – vague; generalizations – stereotypes; not homogeneous – different (they vary); are not static – change; it is practically impossible – it is quite possible.

How do these expressions illustrate the author’s idea that the door the perception of culture has been opened?

Qualify the following questions and statements by marking that you 1/ strongly agree, 2/ agree, 3/ have no opinion, 4/ disagree, or 5/ strongly disagree:

• Men in my country usually expect women to prepare and serve food. __________

• A married man should help around the house, doing cleaning, ironing and cooking. __________

• In my country, it is common for a man to give up his seat to a woman on public transport. __________

• In my country, it is not typical for women to speak their minds and contradict men. __________

• Should both husband and wife contribute to the household income? ___________

• Is it normal “going Dutch” (when each pays half of the costs) when a man and a woman go out? __________

• If a man and a woman are having dinner together, is it OK for the woman to pay the bill? __________

• Is it OK for a man to give a woman a pat on the backside to show he likes her? __________

• Is it proper for a man to hold a door open for a woman? __________

• Whenever a mixed group of people (male/female) come together the men always sit together. __________

• If you are a student at school and you received a mark that seemed not to reflect your knowledge, is it proper to talk to the teacher about it? __________. Is it proper in your country?

• If children do well at school, parents should reward them with a present or pocket money. __________

• Students treat what the teachers and textbooks teach as something final and unquestionable. __________. Do they follow this stereotype in your country?

• Faithfulness is the most important factor for a successful marriage. __________

• In English, the terms stewardess (or steward for men) have been replaced with the gender-neutral term “flight attendant.” ____________. Can you give examples of such changes in your language?

How do your answers qualify Ukrainaians’ ways of thinking, beliefs and values?

Answer the following questions basing on Paragraph 3:

• Does a great majority of Ukrainian citizens have the necessity or opportunity to use English for communication?

• If there is no opportunity to use a language, will the learner’s motivation to learn the language become weaker and eventually disappear?

• Will a language which is not used for frequent communication slowly disappear?

• Does it mean that the teaching and learning of a second language in Ukraine is a waste of time?

Section 2. Grammar workout

Wrong word choice

Word choice errors involve the incorrect use of one word in place of another. The two words may have related forms (other and another, for example) or they may be completely different (do and make, for example).

Descriptions of some of the most common word choice errors are given below:

Wrong choice of make or do

The verb to do is often used in place of to make, and to make in place of to do. In its basic sense, make means to produce, to create, to construct, while to do means to perform, to act, to accomplish, these verbs are also used in a number of set expressions:

Set expressions with Make:

make advances, make an attempt, make a comparison, make a contribution, make a decision, make a distinction, make a forecast, make a law, make a point, be made of (= be composed of), make up (= compose), make an investment, make a plan, make a prediction, make a profit, make a promise, make an offer, make a suggestion.

To make is also used in this pattern: make + someone +adjective (The gift made her happy.)

Common Expressions with Do:

do an assignment, do business with, do one's duty, do someone a favor, do a job (errand, chore) do research, do one's work.

The auxiliary verb do is used rather than repeat main verbs: (My computer doesn't operate as fast as theirs does.)

Wrong choice of like or alike and like or as

The word alike is incorrectly used in place of like, or like is used in place of alike. These words are used correctly in the following patterns:

Like А, В ... Like birds, mammals are warm-blooded.

A, like B, ... Birds, like mammals, are warm-blooded.

A is like В ... Birds are like mammals in that they are both warm-blooded.

A and В are alike ... Birds and mammals are alike in that they are both warm-blooded.

The word like is also sometimes confused with the word as. When like is used in a comparison, it is followed by a noun or pronoun. When as is used in a comparison, it is followed by a clause containing a subject and a verb.

I did my experiment just as Paul did. My results were much like Paul's.

The word as is also used before nouns when it means in place of or in the role of. This is particularly common after certain verbs: serve, function, and use, among others.

The vice-president served as president when the president was sick

Wrong choice of other or another

Another means "one more, an additional one." It can be used as an adjective before a singular noun or alone as a pronoun.

He needs another piece of paper.

I have one class in that building and another in the building across the quadrangle.

An understudy is an actor who can substitute for another actor in case of an emergency.

Other is used as an adjective before a plural noun. It is also used as an adjective before a singular noun when preceded by a determiner such as the, some, any, one, no, etc. It can also be used alone as a pronoun when preceded by a determiner.

There are other matters I'd like to discuss with you.

One of the books was a novel; the other was a collection of essays.

There's no other place I'd rather visit.

Wrong choice of because/because of, despite/inspite of or although, when/while or during

Certain expressions, such as because, are adverb clause markers and are used only before clauses, other expressions, such as because of, are prepositions and are used before noun phrases or pronouns.

Adverb-clause Markers Prepositions

(Used with clauses) (Used with noun phrases)

because because of

although despite, in spite of

when, while during

Because of migration to the suburbs, the population of many large American cities declined between 1950 and 1960.

Although most people consider the tomato a vegetable, botanists classify it as a fruit.

Wrong choice of much and many and similar expressions

Certain expressions can only be used in phrases with plural nouns (many, few, a few, fewer, the fewest, number); others can be used in expressions with uncountable nouns (much, little, a little, less, the least, amount).

Pearls are found in many colors, including cream, blue, lavender, and black.

Even during economic booms, there is a small amount of unemployment.

Wrong choice of negative words

The answer choices for this type of item are negative expressions, such as the ones listed below:

no (adjective) not any

none (pronoun) not one

nothing (pronoun) not anything

no one (pronoun) not anyone

nor (conjunction) and . . . not

without (preposition) not having

never (adverb) at no time

There was no milk in the refrigerator.

They took a lot of pictures, but almost none of them turned out.

There was nothing in his briefcase. No one arrived at the meeting on time.

He's never been fishing, nor does he plan to go.

She likes her coffee without milk or sugar.

I've never been to Alaska.

The negative word not is used to make almost any kind of word or phrase negative: verbs, prepositional phrases, infinitives, adjectives, etc.

Both no and not can be used before nouns, depending on meaning:

There is no coffee in the pot. (It's empty.) This is not coffee. (It's tea.)

The adjective no is also used before the word longer to mean "not anymore": I no longer read the afternoon paper.

Note: without + -ing is an adverbial modifier of cause; not + -ing is an adverbial modifier of condition:

You cannot write a good diploma paper without reading a lot of works in your field. (You won’t write ... because you haven’t read ...)

You cannot write a good diploma paper not reading a lot of works in your field. (If you want to write ... you will have to read ...)

Unit 1-11. BEYOND CULTURAL IDENTITY

Section 1. Guidelines for reading texts on cross-cultural communication

Does our culture impact upon our daily lives and the way we communicate with others? Do we need to learn the art of intercultural communication in a multi-racial and multi-cultural society?

In a world where globalization is increasingly becoming a way of life, cultural intercommunication is taking on increasing importance. Cross-cultural communication is defined as a transitional, symbolic process involving the attribution of meaning between people of different cultures. Having an understanding of people from other cultures, and appreciating their value is expected to be an essential part of the framework needed to provide for a harmonious multi-cultural society. Communication in this sense is not strictly referring to speech but includes the attitude we take, our preconceptions, reactions and understanding of diverse cultures and traditions. We need to learn how to communicate with other cultures and, even in language this is not easy. It is a learning process. In speech as well as with actions, one has to learn that what is considered norm and acceptable in some cultures may be seen as the opposite in others.

Text 1-11. WHAT MAKES A SCHOOL MULTICULTURAL? (After Caleb Rosado, Eastern University, Philadelphia, PA)

1. It is an axiom of our times that our world is rapidly changing. With change comes not only a different view of the world, but also changes in language to name that new world. Old words take on new meanings and new words enter the vocabulary, resulting in another way of "seeing."

It was not too long ago that as a nation we moved from an Agrarian Society concerned with conformity, through an Industrial Society concerned with nationalism and uniformity, to our present Information Society concerned with diversity within a global context, on our way to the Global Society of the 21st century with a planetary worldview. Such cultural and political upheavals have given rise to knowledgeable players in the game of social change, while leaving most people as confused bystanders, desperately hanging on to a past which in part is dysfunctional to the present and in many ways irrelevant to the future.

The needs of the 21st century demand a citizenry that is culturally sensitive and internationally focused, with an orientation toward the future rather than the past.

Multiculturalism, as the new paradigm for education for the 21st century, is a political ping-pong term greatly misused and highly misunderstood. Since for many it is also a value-ladened concept, it has come under fire from diverse segments of the population, who due to their social position view the world differently. The fact that where you stand determines what you see is a reality in most situations, and it is especially true for the concept of multiculturalism.

The purpose of this article is to provide an operational definition of multiculturalism as a basis for understanding the changes coming to our society, and to propose a model for what makes a school multicultural.

2. The concept of multiculturalism embodies a new orientation toward the future. Unfortunately, in all the heated discussion around the term no clear definition of the concept has yet emerged. People are thus left to read into the term whatever their biases and self-interests dictate. Let me put forth an operational definition of multiculturalism as a starting point to better clarify our human interactions.

Multiculturalism is a system of beliefs and behaviors that recognizes and respects the presence of all diverse groups in an organization or society, acknowledges and values their socio-cultural differences, and encourages and enables their continued contribution within an inclusive cultural context which empowers all within the organization or society.

Let's take it apart. There are the four pairs of action phrases that give substance to the definition: "beliefs and behaviors," "recognizes and respects," "acknowledges and values," "encourages and enables," and a fifth one, "empowers." Multiculturalism is a system, a set of interrelated parts, in this case, beliefs and behaviors, which make up the whole of how humans experience today's world. It includes what people believe about others, their basic paradigms, and how these impact, and are impacted by, behavior. The outcome of this framework of beliefs/behaviors are seven important actions.

3. The first is recognition of the rich diversity in a given society or organization. For the longest time racial/ethnic minorities, the physically disabled, and women have not been given the same recognition as others. The one-sided approach to history and education has been a testimony to that fact.

With recognition should also come respect. Respect and recognition are not the same, since recognizing the existence of a group does not necessarily elicit respect for the group. In a slave economy, for example, the presence of slaves was recognized but their humanity was not respected.

4. Multiculturalism also entails acknowledging the validity of the cultural expressions and contributions of the various groups. This is not to imply that all cultural contributions are of equal value and social worth, or that all should be tolerated. Some cultural practices are better than others for the overall betterment of society. These cultural expressions and contributions that differ from those of the dominant group in society are usually only acknowledged when there is an economic market for them, such as music for African American, native Indian dances for tourism or Mexican cuisine. When the business sector wants our money, the advertising industry pictures people of color in a positive light. But in most other cases the entertainment media simply caricatures minority stereotypes, such as women usually in supportive roles. Multiculturalism thus means valuing what people have to offer, and not rejecting or belittling it simply because it differs from what the majority, or those in power, regard as important and of value.

5. Multiculturalism will also encourage and enable the contribution of the various groups to society or an organization. Women and persons of color, for example, often experience discouragement because what they bring to the "table" for discussion is often regarded as of little value or worth. Not everything can be utilized, however, nor is of the same worth and value. But it does have value, even if for no other reason than the effort invested in bringing it forward. Such efforts must be encouraged, for who knows from where the next great idea may come from a youth, from an elderly person, from an African American, from a single parent, from a lesbian, from a high school drop out, from a business executive, etc.? The word enable here is important, because what lies behind it is the concept of empowerment – the process of enabling people to be self-critical of their own biases so as to strengthen themselves and others to achieve and deploy their maximum potential. People's sense of self-worth, value and dignity is most often determined not only by the kind of support and encouragement they receive from others, but also from how willing they are to self-examine negative behaviors in their own life and in their cultural group. If I or my group is practicing self-destructive action, all the external help will go for naught.

6. The essence of multiculturalism, the undergirding concept of multicultural education, is the ability to celebrate with the other in a manner that transcends all barriers and brings about a unity in diversity. Multiculturalism enables us to look upon the Other, especially the Other that society has taught us to regard with distrust and suspicion, and to be taken advantage of, not as a "potential predator, but as a profitable partner."

The last part of this definition of multiculturalism "within an inclusive cultural context" is most important, because it is here where many people get off and refuse to go along with an inclusive approach to society or to education. Many people fear multiculturalism will bring in "foreign" concepts and ideas which will deviate the nation from its historic course and transform the United States into something different from what it has been. We need to realize that America has always been a multicultural society, whether or not many have been willing to admit it.

Along with the ever-present threat of nuclear annihilation and environmental destruction, one of the principal problems confronting world society today is the problem of racial/ethnic hostility and cultural insensitivity.

7. A new age demands new methods and new structures, for the ferment of change cannot be contained in the old structures, but will burst these. It is the old problem of "new wine in old wineskins." This age-old truism of Jesus Christ is so clear that one wonders how people throughout the ages can continue making the same old mistakes in the face of inevitable change. Yet Jesus Himself gave us the reason why people continue making the same perennial mistake. In the very next breath, He declared, "No one after drinking old wine desires new; for he says, 'The old is better'" (vs. 39). What He is telling us here is that even in the face of inevitable change, no one really wants to change; people still prefer the old. Thus those who have the most invested in the old structures are the most reluctant to change, since they stand the most to loose in the new order of things. The bigots would prefer spillage rather than change their self-preserved, sacro-sanct, social structures. They may woof, woof all they want, however, but the caravan of change moves on. When change is inevitable, they desire that change which will not necessarily change the old structures. The result is a lot of fine rhetoric that is slow to change, because the concern is with reformation not revolution.

8. What's the solution? It is found in managing diversity! Managing diversity is nothing new. In fact, historic colonizing empires like Spain, Portugal and England, and modern nations like the United States, South Africa, Japan, Germany, and now newly emerged nations with their "ethnic cleansing" efforts, have managed diversity most effectively, but for purposes of exclusion, at both the individual and institutional dimensions.

Various institutions in society, such as schools, churches, businesses, corporations, as well as communities have also managed diversity well, but again, for purposes of exclusion. In part this is because as Audre Lorde tells us, "we have no patterns for relating across our human differences as equals." Without such patterns or models, the prevailing attitude and behavior toward persons of color and others with biological, physical and socio-cultural differences has been one of exclusion and control. Today, to reach our potential as organizations and society, that attitude has to shift to one of inclusion.

Managing diversity is an on-going process that unleashes the various talents and capabilities which a diverse population bring to an organization, community or society, so as to create a wholesome, inclusive environment, that is "safe for differences," enables people to "reject rejection," celebrates diversity, and maximizes the full potential of all, in a cultural context where everyone benefits. Multiculturalism, as the art of managing diversity, is an inclusive process where no one is left out. Diversity, in its essence, then is a safeguard against idolatry, the making of one group as the norm for all groups.

9. Therefore, one of the dangers that must be avoided in grasping a proper understanding of multiculturalism is bashism. Bashism is the tendency to verbally and/or physically attack another person or group based solely on the negative meaning given to group membership‹due to biological, cultural, political or socioeconomic differences (such as gender, age, race/ethnicity, political party, class, education, values, religious affiliation or sexual orientation)‹without regard for the individual. The motivating factor for bashism is fear, arising out of ignorance of the other.

One of the backwashes of a narrow view of multiculturalism, especially as espoused by some women and persons of color, is what I call "white maleism." White Maleism is the tendency of minority groups to blame white males for most of the social evil in the world today, especially as it relates to sexism and racism, and view them as selfish, ruthless, unrepentant and unredeemable, and, as a consequence, refuse to recognize and accept the contribution that many white males have made, continue to make, and desire to make, to remove oppression.

While much of oppression today has been the historical by-product of the abuse of power by white males, not much is gained in terms of creating an inclusive, caring, compassionate educational system and society, by reversing the process and excluding many white males who have been instrumental in creating the "house of abundance" and structures of inclusion. Some of us, persons of color, would not be where we are today if it were not for culturally, politically and morally concerned white males who opened institutional doors, made decisions, implemented policies, and stood in the breach to bridge the gulf of intolerance. The effective management of diversity includes, empowers and benefits all persons concerned, whites included.

In an age of cultural pluralism, multiculturalism is needed to manage diversity effectively. In essence, then, multiculturalism is nothing more than the art of managing diversity in a total quality manner. It is the only option open to educators, leaders and administrators in an ever-increasing culturally pluralistic environment. In schools the process of multiculturalism is best maintained through Multicultural Education, an intrinsic approach to education and curriculum construction that acknowledges and respects the contributions which the various racial/ethnic groups have made to society, and incorporates these contributions in an overall program of instruction which meets the needs of an ever-changing society and is sensitive to the personal and social development of all persons concerned.

Today's diverse student populations and workforce are simply not going to go away, but increase. This is the direction of the future – multicultural, multiethnic, multilingual communities. And effective leaders, concerned with the bottom line – the maximizing of profit, whether material or nonmaterial – are recognizing this new direction.

The art of managing diversity is thus of great concern to all persons charged with the responsibility of overseeing the work of others. Organizations, however, that try to force today’s reality into yesterday's management styles will seriously jeopardize the viability of their enterprise. Beyond the challenge of creating a humane educational environment where students and staff of diverse backgrounds and experiences learn to appreciate each other, lies the additional one of changing the structural arrangements.

REVISION: THE TOPIC, THE PURPOSE, THE IDEA, TEXT STRUCTURE AND ORGANIZATION, CLUES IN THE TEXT, MAKING INFERENCES, EXPLICATION OF SPECIFIC INFORMATION

Instruction: We are not all born equal with regards to communication skills. It’s obvious some people find communication easier than others and this is the same in cross-cultural communication. No matter what your natural skill level is in communication, you can always work on developing stronger cross-cultural skills. Of course, international experience and exposure to different cultures plays an important role, but there’s a lot of work you can do to help you acquire stronger cross-cultural skills faster. In the analysis of this text, make sure to take steps you have mastered in the preceding ten units. You will have to start with matching headings with paragraphs or sections, and identifying which sections relate to which topics. Then follows the task of identifying the main topic, or the main purpose of the author, the main idea of the text. Basing on circumstantial evidence, inferences and vocabulary in context you will have to look into clues for specific information given in the text.

Matching headings with paragraphs

Step 1. Survey the text. A list of headings can give you some useful information to help you quickly understand what each part of the text will be about.

Step 2. Skim-read each paragraph. This technique gives you a general idea of what the writer is saying in each paragraph.

Step 3. Determine which heading is the best match for each of the paragraphs marked by the numbers.

Empowerment of diversity	1
Recognition of diversity	2
Acknowledgement of diversity	3
Partnership in diversity	4
The ferment of change	5
New names for the new world	6
Managing Diversity	7
Ignorance of the other	8
What Is Multiculturalism?	9

Answer the following questions:

• What is the main topic of the passage?

(A) Multiculturalism as an outgrowth of the complexities of the twentieth century.

(B) The identity of a multicultural person.

(C) One’s culture as the door to one’s perception.

(D) An operational definition of multiculturalism.

• What does the passage mainly discuss?

(A) New approach to intercultural understanding.

(B) Intercultural understanding, which is based on the knowledge of culture.

(C) Essential similarities between people.

(D) The concept of multiculturalism.

• What is the author's attitude toward the opinion that the dangers must be avoided in grasping a proper understanding of multiculturalism?

(A) He shares this position.

(B) He strongly disagrees.

(C) He tries to be objective.

(D) He doesn’t care.

• Where in the four sentences does the author discuss the multicultural person as, at once, both old and new?

(A) The fact that where you stand determines what you see is a reality in most situations, and it is especially true for the concept of multiculturalism.

(B) Even in the face of inevitable change, no one really wants to change; people still prefer the old.

(C) Many people fear multiculturalism will bring in "foreign" concepts and ideas which will deviate the nation from its historic course.

(D) A new age demands new methods and new structures, for the ferment of change cannot be contained in the old structures.

• What is the main idea advanced by the author in the text?

(A) Multiculturalism is the basis for understanding the changes coming to our society.

(B) We may now be on the threshold of a new kind of person, a person who is socially and psychologically a product of the interweaving of cultures in the twenty first century.

(C) A new type of person is developing from the complex of social, political, economic, and educational interactions of our time.

(D) An understanding of the new kind of person must be predicated on a clear understanding of cultural identity.

Collect specific information by pointing out groups of synonyms, semantic and thematic groups. Keep it in mind that vocabulary in context includes both single words (usually nouns, verbs, adjectives, and adverbs) and two- or three-word phrases.

Read the passage: “In an age of cultural pluralism, multiculturalism is needed to manage diversity effectively. In essence, then, multiculturalism is nothing more than the art of managing diversity in a total quality manner. It is the only option open to educators, leaders and administrators in an ever-increasing culturally pluralistic environment. In schools the process of multiculturalism is best maintained through Multicultural Education, an intrinsic approach to education and curriculum construction that acknowledges and respects the contributions which the various racial/ethnic groups have made to society, and incorporates these contributions in an overall program of instruction which meets the needs of an ever-changing society and is sensitive to the personal and social development of all persons concerned.

Today's diverse student populations and workforce is simply not going to go away, but increase. This is the direction of the future – multicultural, multiethnic, multilingual communities. And effective leaders, concerned with the bottom line – the maximizing of profit, whether material or nonmaterial – are recognizing this new direction.

The art of managing diversity is thus of great concern to all persons charged with the responsibility of overseeing the work of others. Organizations, however, that try to force today’s reality into yesterday's management styles will seriously jeopardize the viability of their enterprise. Beyond the challenge of creating a humane educational environment where students and staff of diverse backgrounds and experiences learn to appreciate each other, lies the additional one of changing the structural arrangements. ”

• What is inferred in the sentence: ... “multiculturalism is nothing more than the art of managing diversity in a total quality manner.”

• What is inferred in the sentence: “Beyond the challenge of creating a humane educational environment where students and staff of diverse backgrounds and experiences learn to appreciate each other, lies the additional one of changing the structural arrangements.”

• What is inferred in the sentence: “Organizations that try to force today’s reality into yesterday's management styles will seriously jeopardize the viability of their enterprise.”

How do these words and expressions: Multicultural Education, multiculturalism multicultural, multiethnic, multilingual, cultural pluralism, culturally pluralistic, diversity, diverse, various illustrate the author’s idea that multiculturalism is the basis for understanding the changes coming to our society?

Qualify the following questions and statements by marking that you 1/ strongly agree, 2/ agree, 3/ have no opinion, 4/ disagree, or 5/ strongly disagree:

• "No one after drinking old wine desires new; for he says, 'The old is better'". __________

• One of the backwashes of a narrow view of multiculturalism, especially as espoused by some women is what I call "maleism. __________

• In my country, one of the dangers that must be avoided in grasping a proper understanding of multiculturalism is bashism. __________.

• In my country, not much is gained in terms of creating a European educational system and society. __________

• White Maleism is the tendency of minority groups to blame white males for most of the social evil in the world today, especially as it relates to sexism and racism. ___________

• Does it happen in your country that educators try to force today’s reality into yesterday's management styles? __________

• People's sense of self-worth, value and dignity is most often determined not only by the kind of support and encouragement they receive from others, but also from how willing they are to self-examine negative behaviors in their own life and in their cultural group. __________

How do you qualify the sentences?

The bigots would prefer spillage rather than change their self-preserved, sacro-sanct, social structures. They may woof, woof all they want, however, but the caravan of change moves on.

Various institutions in society, such as schools, churches, businesses, corporations, as well as communities have also managed diversity well, but again, for purposes of exclusion.

What ideas of the author can be applied to contemporary Ukrainian society:

• Does a great majority of Ukrainian citizens have the necessity or opportunity to use multiculturalism?

• Is there any need to promote multicultural education in Ukraine?

• Will multiculturalism bring in "foreign" concepts and ideas which will deviate the nation from its historic course and transform Ukraine into something different from what it has been?

Section 2. Grammar workout