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Файл:Tolerance in intercultural communication. Knowledge and skills (Толерантность в межкультурном общении. Знания и навыки). Учебное пособие
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APPENDIX (Приложение)
Tasks for developing intercultural communication skills
(Задания для развития навыков межкультурного общения)
PART I
Activities to raise intercultural awareness (Виды деятельности по
повышению уровня межкультурного осознания)
TASK 1.
Similarities and differences: reflection- group work
(Сходства и различия: размышление- работа в группе)
Aim: To focus students’ attention on differences and similarities among
people from different groups:
Task:
1) Pass bundles of colored strips around the room. Take six strips.
2) Think of ways in which you are similar to and different from the other
people in the room. On each strip, participants should write down one
similarity and one difference.
3) When completed, each person should have written six ways in which they
are similar and six ways in which they are different from the other people in
the room.
4) Be prepared to share what they have written on two of their strips with the
whole group.
5) Start a chain by overlapping and gluing together the ends of one strip. Pass
a glue stick to each person and ask the participants to add all six of their strips
to the chain.
6) Continue around the room until all participants have added their strips to
the chain.
Reflect on the many things you have in common, as well as the ways that
each person in the group is different
TASK 2.
National minorities government policy analysis-group discussions, selfreflection (Анализ политики государства в отношении
национальных меньшинств-обсуждение в группе, самоанализ)
Aims: To help students become aware of themselves as a majority or a
minority group in Russia giving an example of Australia as a multicultural
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country; To help them reflect on what they think about non-indigenous
people; To encourage non-indigenous students’ to reflect on how they
communicate with indigenous people.
Task: Read about Australian Aborigines:
The original inhabitants of the continent of Australia took up residence there
at least 40,000 years before Europeans landed at Botany Bay in 1788. In
1788, the Aborigines were clearly the majority, numbering around 300,000.
In the late 1990s, they were a minority struggling to claim rights to their
traditional lands. There were approximately three hundred different
Aboriginal languages spoken in 1788. Now, there are only about seventy-five
remaining. Most Aboriginal people speak English as their first or second
language. Most urban Aboriginal children have the opportunity to attend
public school. They often encounter discrimination in the classroom,
however. Some communities have developed their own programs to help
Aboriginal children succeed in the educational system. Aboriginal people in
urban areas are employed in a variety of jobs. However, gaining employment
is often difficult due to discrimination.
To pursue traditional lifestyles, Aboriginal language and folklore must be
maintained. Many Aboriginal communities have hired teachers to help in the
efforts to preserve the traditional language for future generations.
Thus Australia became an example of where "in multilingual settings, one
language becomes increasingly dominant over the other languages". For
many years Aboriginal languages and their peoples were ignored. Since
1970s as educationalists and social reformers became more vocal,
government began to take a stand on social justice issues.
Questions:
1. What is considered to be an ethnic/racial minority group in Australia?
2. Consider the types of discriminations in Australian policies. How this
might impact on people from different backgrounds who have different
cultural values?
3. Are there minority groups in Kazan?
4. Should Minority Elementary Students Learn in Their Own Languages?
5. Consider your own communication strategies and how this might impact
on your interactions with indigenous people and at larger inter-cultural
contexts.
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TASK 3.
Intercultural incident: problem solving (Межкультурный инцидент:
решение проблемы)
Aim: To stimulate students’ thinking over the cultural differences and ways of
solving the problem.
Situation:
An American student is studying on Exchange if Africa. During one of his
classes, the African Professor (who had studied in the US) made an error in
his calculations on the board. The American student points this out much to
the anger of the Professor, who asks him to leave the room and never to
return. The student does not understand why he is being treated this way – as
far as he knows, he did nothing wrong. However, the Professor believes that
he was ‘humiliated’ by the student.
Tasks:
(a) identify the behavior of the American student and the Professor;
(b) identify where the misunderstanding might have occurred;
(c) clarify perceptions and misperceptions involved;
(d) make suggestions for solving the problem.
Share comments or ideas with the class. You might draw on their own
experience to facilitate your responses.
TASK 4.
Cross cultural ethics. critical incident (Межкультурная этика:
критический случай)
Aims: To encourage students to resolve the problem in a peaceful way taking
into consideration European and Asian mentality
Task:
You are a manager newly appointed in country X in Asia. You are in the
process of setting up the offices for your Multinational Enterprise
(MNE).Your computers and other equipment have arrived at the docks and
are waiting to be delivered to your office. Despite several phone calls and
requests for delivery, you have been told that you will have to ‘pay’
somebody extra money for customs clearance and delivery, and that no action
will be taken until then.
What will you do?
a. Pay the money (having paid all normal chargers and knowing
that your company has a no bribe policy)
b. Not pay the money (and accept the consequences)
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c. Have someone else pay (e.g. a local person pays money on your behalf)
Justify your decision
TASK 5.
Cross-cultural debates (Кросс-культурные дебаты)
Aims: To promote cross-cultural awareness; To encourage students to defend
attitudes and an argument that they might not usually support/be familiar
with; to consider different cultural contexts and ways to develop
understanding;
Divide into 2 debating groups where one side of the room is affirmative and
the other side of the room is negative. Each group is to present an extreme
view of a certain discussion or theme.
The topic of discussion might be about a certain intercultural issue, such as
“Direct and Indirect Communication Styles in business communication,
negotiation and/or business exchanges” (challenge to many Russian
managers working aboard).
Tasks:
Think about specific cross-cultural encounters and how to best overcome
cultural difference and misunderstanding. The limitations of extreme views
are discussed and ways to manage the difference are explored (in Business
contexts).
TASK 6: Interactive cross-cultural communication - self-reflective
activity, small group work (Межкультурное общение – самоанализ,
работа в малых группах)
Aims: To stimulate students’ thinking on their cultural values and sharing
their opinion with others in the group.
Task:
1. Write down the following:
I appreciate ______and I tolerate ________.
Break into groups.
1. Reflect on your own cultural values and assumptions regarding work and
study. Is work important?
2. What proportion of one’s day should be spent at work in comparison to
leisure and family time?
3. What factors influence your thinking and shape your assumptions?
4. Compare your values with other class members.
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TASK 7.
Student-generated case studies: Reflection on own culture. Writing and
sharing of cultural perspective. Problem based learning.
(Опыт студентов: размышление о своей культуре, обмен
культурным опытом. Проблемное обучение)
Aims: To encourage the sharing of cross-cultural experiences; To engage
students in central analysis/discussion by taking into consideration cultural
difference.
Tasks:
1. Bring in newspaper articles of key events relating to cultural issues/
behaviours that are occurring in your home countries, to stimulate
comparative discussion of real life issues.
2. Write cases based on your own experiences in your home country. Many
students are employees/managers in your home-countries (including local
students) and have valuable cross cultural experience. Share your experience
from which all students can learn.
3. Other have experiences with adjusting to a new environment as foreign
students, and can share experiences of acculturation and adjustment.
4. For Local students: share your experiences in foreign countries.
5. Think about resolving certain issues on a global rather than a local basis.
PART II
Activities to develop intercultural understanding (Виды деятельности по
развитию межкультурного понимания)
TASK 1.
Cross-cultural questions (Вопросы на межкультурную тематику)
Aims: To encourage students to think on the cultural adjustment in the
foreign country
Task:
Answer the following questions about your own culture and then discuss
intercultural similarities and differences.
1. Do you think there are stages of learning a language? If so, how do stages
in language learning correspond to stages in the cultural adjustment process?
2. Do people usually change because of their experiences in foreign
countries? If so, how?
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3. What problems might someone expect when returning home after a long
absence?
4. How might students decrease the impact of culture shock during their stay
in a foreign culture?
5. What kinds of people adjust best to foreign cultures?
6. What is the best way to prepare for life in another culture?
2. Select and share with the class three objects that symbolize: Life in the
United States (England, Russia, etc.), Your stay in the United States
(England, Russia, etc.). These objects can symbolize people, places, or things
or represent abstract ideas or lessons which were meaningful to you.
PART III
Activities to facilitate student autonomy in the choice of tolerant
intercultural behavior (Виды деятельности, способствующие
развитию самостоятельности студентов в выборе толерантного
межкультурного поведения)
TASK 1.
Cross-cultural debates (Кросс-культурные дебаты)
Aims: To promote cross-cultural awareness; To encourage students to
defend attitudes and an argument that they might not usually support/be
familiar with; to consider different cultural contexts and ways to develop
understanding;
Divide into 2 debating groups where one side of the room is affirmative and
the other side of the room is negative. Each group is to present an extreme
view of a certain discussion or theme.
The topic of discussion might be about a certain intercultural issue, such as
“Direct and Indirect Communication Styles in business communication,
negotiation and/or business exchanges” (challenge to many Russian
managers working aboard).
Tasks:
Think about specific cross-cultural encounters and how to best overcome
cultural difference and misunderstanding. The limitations of extreme views
are discussed and ways to manage the difference are explored (in Business
contexts).
96
TASK 2.
Student-generated case studies: Reflection on own culture. Writing and
sharing of cultural perspective. Problem based learning.
(Опыт студентов: размышление о своей культуре, обмен
культурным опытом. Проблемное обучение)
Aims: To encourage the sharing of cross-cultural experiences; To engage
students in central analysis/discussion by taking into consideration cultural
difference.
Tasks:
6. Bring in newspaper articles of key events relating to cultural issues/
behaviours that are occurring in your home countries, to stimulate
comparative discussion of real life issues.
7. Write cases based on your own experiences in your home country. Many
students are employees/managers in your home-countries (including local
students) and have valuable cross cultural experience. Share your
experience from which all students can learn.
8. Other have experiences with adjusting to a new environment as foreign
students, and can share experiences of acculturation and adjustment.
9. For Local students: share your experiences in foreign countries.
10. Think about resolving certain issues on a global rather than a local basis.
TASK 2.
The Bafa-Bafa Game. Simulation experiential learning and role play
(Игра Бафа-Бафа. Экспериментальное обучение через симуляцию
и ролевую игру)
Aims: To raise awareness of issues of ‘otherness’, to facilitate
understanding of ‘difference’ when interacting with people from other
backgrounds (e.g. socioeconomic, gender, race, age, discipline, culture),
and to assist students prepare for living and working across cultures; To
help students understand the powerful effects that culture has on the
everyday lives of individuals; To explore ways of managing the difference;
The participants deconstruct the experience altogether: that is, they think of
what their behaviour meant and what their feelings were in that “role” (i.e.
were they angry?).
Task:
a) Divide into two separate groups where each group has a specific set of
cultural values that characterise their cultural uniqueness.
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b) Create these two different “cultures” and detail the rules of each
culture (through instructions on cultural norms, values and behaviours
outlined on information cards).
c) Familiarise yourself with specific set of cultural values and behaviours,
and seek to simulate adoption of those values.
d) Engage in cross cultural encounters and interactions with the other
group members (as visitors and observers) Interaction involves both verbal
and non verbal communication The resultant stereotyping, misperceptions
and misunderstandings are the impetus for the briefings that guide the game.
At the end of the activity, students are de-briefed regarding their feelings
and reactions towards their interactions.
Questions:
What strategies and skills are needed in such cross-cultural contexts?
Think through your own previously held stereotypes and attitudes.
TASK 3.
Your perceptions about other cultures (Твое восприятие иной
культуры)
Aims: To encourage the more intensive cross cultural case analyses by the
students.
Tasks: The discussion topic: «The leadership style of the President of the
US (China or any other country)» in a particular context. This could be
followed by a question on “How would the President of the Russia have
managed this situation? Identify the differences.
1. The Cuban Missile Crisis of October 1962: President John F. Kennedy
and his associates learned that the Soviet Union was secretly installing in
Cuba a complex of ballistic missiles capable of obliterating much of the
United States. This situation, Kennedy concluded, could not be allowed to
stand. His advisors were split between those who favored finding a
nonviolent means of inducing the Soviets to withdraw their missiles and
those who called for an immediate air strike on the missile sites, a course of
action that we now know would likely have triggered a devastating nuclear
exchange. The buck stopped with JFK, who decided on the more cautious
option, even privately acceding to a Soviet demand that the United States
withdraw its missiles from Turkey in exchange for the removal of the Soviet
missiles in Cuba.
2. The terrorist attacks to the World Trade Center, USA, on September 11,
2001: On September 20, President George Bush addressed the nation from
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the Oval Office, asserting that the attacks were “acts of war,” and that the
United States would “make no distinction between the terrorists who
committed these acts and those who harbor them.” G. Bush made a forceful
presentation to Congress in which he gave the regime in Afghanistan an
ultimatum to turn the al Qaeda leadership over to the United States and
close down its terrorist camps. In October the United States and its ally
Great Britain began an intensive bombing campaign. Later in the month,
U.S. Special Forces entered Afghanistan and began to provide military
support to the anti-Taliban Northern Alliance. By November 13, the
Northern Alliance had occupied the Afghan capital of Kabul, and in early
December, the last major Taliban stronghold surrendered.
3. The Second Chechen War (26 August 1999 – May 2000-Insurgency
phase: June 2000 – 15 April 2009): V. Putin’ style from the day he became
prime minister has differed markedly from the leadership style of former
Kremlin bosses. Beginning in the 1980s, Soviet and then Russian leaders
did everything possible to avoid taking responsibility for ordering the use of
military force. Decades passed before we learned who had made the
decision to send troops into Afghanistan. V. Putin vowed "to crush the
terrorist scum" once and for all, to restore law and order in Chechnya and to
ensure the safety of the Russian people. Russians are just happy that Putin
has demonstrated decisiveness, persistence and force of will.
TASK 4.
Exchanging information (Обмен информацией)
Aim: Working in ‘mixed culture’ groups so that students can compare
responses across cultures; discussing the questions to identify differences of
opinion, misunderstandings, why or how they occur, and how they may be
managed.
Tasks:
• What are some of the perceptions held and assumptions made about your
country? Identify the stereotypes.
• Explain to members in your group why the misunderstanding and
misperceptions might have occurred.
• Reflect on three specific areas where have you learned about your own
culture and three specific areas you have developed better understanding of
other cultures.
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• Having learned about some of the misperceptions we may have of people
from other cultures, and how they arise, how can we avoid
misunderstanding occurring and promote greater awareness among people?
• What are the implications for cross cultural understanding in the
workplace?
TASK 5.
Cross cultural negotiation: An exercise simulation / group work
(Межкультурные переговоры: симуляция/работа в группе)
Aims: To promote cross-cultural communication; To show the importance
of cross-cultural understanding in management. Students should read the
instructions carefully, they have to explore cultural behaviours and values
that may be different form their own, and seek to overcome prejudices and
stereotypes they may generally hold in such a context.
Task:
Students are divided into teams of different sizes of about 6 and 4and are
given a specific case to work through and negotiate an outcome. The teams
are labeled Alphans and Betans, and each team negotiates a given context.
Specifically, each team represents a different company in a country.
A company from Alpha has 4 members
B company from Beta has 6 members.
The two companies are negotiating a joint venture agreement and each
company is very hopeful of successfully concluding an agreement.
These are the first face-to-face discussions. Each company is sending a
high-level negotiating team to work out important details of the joint-
venture. The teams are meeting in Alpha for the negotiations because Alpha
is expected to be the physical location of the joint venture.
Preliminary discussions: Total capital investment needed for the joint
venture is US$20 million; provision of equipment and technology from the
parent companies may be possible; each parent will provide some
management personnel; government incentives are available if the joint
venture is located in a specific parish of Alpha.
Issues to be negotiated: Joint-venture ownership percentages for A1 &
Bigg; capital investment by each parent; management structure; provision of
equipment by each parent.
Instructions: You will need two rooms so that Alphans can work in one,
and Betans in another.
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