Conflicting road maps: cross-cultural professional development for Egyptian educators

This article reports on findings from a qualitative research study on overseas teachers’ continuing professional development (CPD). It seeks to explore the perceptions of a cohort of Egyptian teachers about their overseas training experience upon completion of a nine-month training programme in the UK. Data were mainly gathered through four focus-group interviews with a sample of 35 Egyptian teachers during the last week of their stay in England. Findings indicate that the CPD programme did not match teachers’ expectations. In particular, the teachers raised concerns about course content, lack of integration into university life and lack of opportunities for social interaction with other students leading to inadequate language development. The paper explores the clash of aspirations and locates them within a wider discourse of cultural dissonance.     

广告语言的顺应性和跨文化能力培养

在经济全球化的国际大环境下,广告语言作为一种时代产物,蕴含着特定的民族文化底蕴.广告语言的跨国传播只有与当地受众的文化观念相一致,与受众文化相吻合,才能对受众产生无形的和潜在的影响,从而影响受众的购买决策.     

对加拿大和中国教师教育的探究:一个跨文化的对话

This article compares teacher education in China with Canada, with the aim of fostering a cross-cultural dialogue between the two systems. Using case studies the article attempts to address the following questions: What can the two countries learn from each other? Can Canadian teacher education be a possible alternative model for China? Can Canada’s teacher education curriculum be used to enhance greater pedagogical preparation and more pre-service teaching practice for China? Is Canada’s move towards strengthening professionalism in teaching of value to China?     

Operational trust: Reflection from navigating control and trust in a cross-cultural professional development project

This paper explores the interplay of control and trust in a cross-national and cross-cultural professional development course. It examines the differing expectations of the overseas high-ranked education officials who were the students and of the course teachers, particularly in terms of: approaches to control of content and of interpersonal interactions; the cultural contexts in which the attitudes were shaped; the effect of the participants’ professional roles, particularly of their perceptions of accountability and power; the complex, continuing and yet shifting, interplays of control and trust and the ways these interplays impacted learning within the course. It proposes the concept of operational trust as a way to consider the relationship that developed. While the situation examined is situated within a particular context and reflective of the participants involved and therefore non-iterative, the discussion highlights patterns of interaction and gives rise to tentative theorisations with implications for other cross-cultural or cross-national teacher development projects.     

高职院校中德合作办学项目跨文化冲突探索

本文从实践的角度对高职院校中德合作双方跨文化冲突的表现和对策提出了看法和建议,对中德合作办学项目有一定的实践和指导价值。     

The impact of social capital in socio-emotional competencies of Spanish and immigrant adolescents from the Southeast of Spain

How important is the role that the different social institutions play in adolescents’ emotional development? This study alludes to the social capital framework to explain the influence that the family, school and peer relations have on the social-emotional competencies (SEC) of adolescents, immigrants and locals living in Southeastern Spain. Three social capital and socio-emotional competencies assessments scales were used in the study with 1614 pupils from 7 secondary schools. The results show that: (1) The social capital is a predictive and explanatory factor in adolescence. (2) The social relations that influence the SEC the most are those developed at school, followed by peer relations and, lastly, the family. (3) Spanish and Romanian teenagers show higher social capital and more SEC than Moroccans. (4) There are SEC gender differences among the Spanish group. (5) An immigrant school puzzle is observed in the Moroccan teenagers group who value school the most. (6) The family’s low emotional influence, particularly among Moroccan women, suggests that there is a deterioration of the institution and the existence of inter-generational differences. According to the results, schools remain a privileged space for SEC intervention programmes.     

The impact of social capital in socio-emotional competencies of Spanish and immigrant adolescents from the southeast of Spain

How important is the role that the different social institutions play in adolescents’ emotional development? This study alludes to the social capital framework to explain the influence that the family, school and peer relations have on the social-emotional competencies (SEC) of adolescents, immigrants and locals living in Southeastern Spain. Three social capital and socio-emotional competencies assessments scales were used in the study with 1614 pupils from 7 secondary schools. The results show that: (1) The social capital is a predictive and explanatory factor in adolescence. (2) The social relations that influence the SEC the most are those developed at school, followed by peer relations and, lastly, the family. (3) Spanish and Romanian teenagers show higher social capital and more SEC than Moroccans. (4) There are SEC gender differences among the Spanish group. (5) An immigrant school puzzle is observed in the Moroccan teenagers group who value school the most. (6) The family’s low emotional influence, particularly among Moroccan women, suggests that there is a deterioration of the institution and the existence of inter-generational differences. According to the results, schools remain a privileged space for SEC intervention programmes.     

国际组织全球教育治理的路径比较研究——基于核心素养框架的分析

20世纪末以来,联合国教科文组织、经合组织、欧盟等三大国际组织遴选并确立了各自的核心素养框架体系。联合国教科文组织将七大核心素养作为各国教育质量监测与评价的依据;经合组织通过PISA测试成功地将"核心素养"变成全球教育话题,致力于通过PISA测试推动各国教育改革;欧盟赋予成员国较大的自主权,帮助各国建构并落实各自的核心素养框架体系。这三大国际组织落实核心素养的过程具有全球教育治理的共同特征:从治理理念来看,全球教育治理以人类普世价值为基本目标;从治理主体来看,需要建构不同主体之间的互助关系;从治理过程来看,需要建立动态向心的治理体系;从治理手段来看,应以详实的数据为依据制定"游戏规则"。     

An Australian study of generic competencies required by engineers

Engineering curricula have expanded in recent decades. In addition to science and technical engineering, they now include several non-technical competencies. This is a trend reinforced by programme accreditation. The authors take the viewpoint that it is important to ensure that graduates have the competencies they will require for their work. The following question is addressed: What are the generic competencies that engineers graduating in Australia require for their work as engineers?

Competencies were identified from a broad range of literature and then rated by 300 established engineers for importance to their jobs. The results indicated that non-technical, attitudinal and technical competencies were perceived to be important. Eleven competency factors were revealed empirically. Profiles of these competency factors among graduates would assist evaluation and improvement of engineering programmes. This is the first quantitative study conducted in Australia that encompassed all engineering disciplines and focused on established engineers rather than recent graduates.     

跨文化背景下的大学英语因“性”施教

大学英语教学要讲究策略,策略的实施则要针对学生的特点。本文讨论了跨文化背景下大学生学习英语的一个重要因素——性别差异,也就是英语学习在男女学生身上所呈现的不同。如何把跨文化交际学与"因性施教"很好的结合起来,成为当前大学英语教学的新课题。     

论电影的跨文化传播与字幕翻译

全球化浪潮下,跨文化传播日益频繁。作为大众传播媒介的电影,在国际间的文化传播与交流中起着重要作用。字幕翻译是电影成功实现跨文化传播的因素之一。字幕翻译受到语言、文化、技术方面的挑战,它的特点和所受限制决定译者对文化信息采用相应的翻译方法,从而实现文化传播的目的。     

Study on cross-cultural interpretations of Mulan

Aiming at arousing people＇s cultural sensitivity, enriching people＇s knowledge of other cultures and increasing people＇s awareness of intercultural communication, the paper, based on the Ballad of Mulan and Disney Mulan, reaches some conclusions about cultural integrations and differences between China and America by comparisons and analyses of Mulan＇s images in the two subjects. Meanwhile, the paper illustrates the trend of ＂cultural glocalization＂ by way of case studies. Finally, the paper brings the conclusion that people should interpret transculturational outcomes from a broad perspective and with an advisable attitude, so that various cultures can achieve harmonious development in multicultural era.     

Boundary brokering for cross-cultural professional learning in international school contexts

Although much research has been done on the internalisation of education, issues related to intercultural professional learning, especially in the school education context, remain underexplored. This study examines the potential of boundary brokering in facilitating cross-cultural professional learning in an international school context. This article reports the qualitative findings from an interview study with seven non-ethnic Chinese language teachers who resided at the borders of Chinese and western communities of practice on their boundary brokering experience in bridging the different norms of being and practice in the Chinese teacher community and the western communities in international schools in Asia. Interview responses from the participants show that the participants’ cultural brokering generated critical and eclectic perspectives and practices, and reshaped the power landscape in the workplace. At the same time, their cultural brokering was shaped by the interactions among power relations within and across communities of practice, social suggestions on cultural brokering and the boundary brokers’ self-positioning. The findings suggest that cultural brokering could serve as a potential teacher professional development tool to foster reciprocal learning across culture borders. The complex network of influencing factors at play suggests that, in order to facilitate positive cultural brokering, it is necessary to adopt a systemic approach that underscores resetting valued skills and expertise within and across communities, creating a positive school culture that encourages reciprocal learning and managing individual teachers’ brokering mentalities and capacities.     

Early childhood arts curriculum: a cross-cultural study

Many countries, including Australia, China, the United States, the United Kingdom and New Zealand, have included art subjects in their core curriculum. Using the theory of governmentality as a critical lens to investigate the intricate power–knowledge system in relation to curriculum, arts and pedagogy, this paper makes a comparative document analysis of two contemporary arts curricula for children aged 5–6 years—the Beijing Kindergarten Happiness and Development Curriculum in the arts learning area (upper class in kindergarten), and the Australian Curriculum: The Arts (Foundation level). Curriculum is best understood as a multi-faceted phenomenon and this paper draws from research which categorized curriculum into three phases: the intended (or planned) curriculum, the enacted (or implemented) curriculum and the experienced (the learner experience) curriculum. By focusing on the first phase: the intended curriculum, this paper compares the documents that comprise the planned curriculum from two very different contexts, and thus makes a contribution to cross-cultural understanding of early childhood arts curriculum in ways that may lead to social change.     

高职高专英语教学中应注重跨文化交际能力的培养

高职高专教育培养的是高级应用型人才,主要从事技术、生产、管理、服务等领域的工作,其中很多都是涉外行业。对外交流中,一个不可避免的障碍就是文化。不同的文化之间,由于地理环境、社会经济发展的不同而存在巨大的差异。如何在对外交流中克服这一障碍,从而使彼此的沟通更加顺畅、高效,就成了外语教学中一个重要的课题——跨文化意识的培养。本文主要就高职高专英语教学中培养学生跨文化交际能力的必要性及途径作了初步的探讨。     

试论旅游法语人才跨文化交际能力培养

影响我国旅游市场法语从业人员服务水平的因素,主要是跨文化交际的障碍。提高旅游法语专业学生跨文化交际能力尤为重要。高职旅游院校的法语教学必须渗透法国文化,改选教学手段,加强国际合作教学,并在教学中注重学生综合素质的提升,才能为我国旅游业培养高质量的服务人才。     

Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates

This article presents an analysis of rich data, gathered from interviews with 46 candidates and 38 supervisors from three Australian universities, about experiences of doctoral supervision in cross-cultural situations. Our analysis shows that many of the issues reported by international candidates are the same as those encountered by domestic candidates. However, this study has identified eight intensifiers that make such situations more complicated or difficult for candidates in a cross-cultural context: language; cultural differences in dealing with hierarchy; separation from the familiar; separation from support; other cultural differences; stereotypes; time; and what happens when the candidate returns home. The two intensifiers mentioned by more than 50% of interviewees are separation from the familiar and language. Using intensifiers as a conceptual framework for self-examination may help universities to better understand the real issues, to target resources, to mitigate distress to international candidates and reduce pressure on supervisors.     

文化图式在跨文化交际中的运用

文化图式是已知事物和信息储存于大脑中的知识结构,跨文化交际中文化图式发挥了重要的作用.认识文化图式、构建文化图式可以有效地提高跨文化交际能力.文章从文化图式理论对跨文化交际活动的作用的过程、文化图式理论对跨文化交际作用的分类等方面对文化图式在跨文化交际中的运用进行分析.     

The role of Action Learning in supporting cross-cultural adaptation of international students

ABSTRACT

We explore the reflections of a lecturer using Action Learning (AL) meetings for the dissertation module on a one-year Master’s programme with a predominantly international student cohort. We focus on two concerns: to what extent does AL mitigate against the negative experiences of cross-cultural adaptation? And can we surface and share the learning that occurs when (international) scholars become practitioners and practitioners become (international) scholars? In the AL groups, many students seem more at ease with themselves, others and content in AL meetings than in other sessions. We scrutinised AL and our AL meetings to explore what makes it different and perhaps a better learning experience for the international student. This paper emerged following discussions with David, an e-learning and pedagogic specialist. Before continuing, note that there are two terms discussed in the literature: ‘cross-cultural adjustment’ and ‘cross cultural adaptation’. ‘Adjustment’ refers to minor changes to cope with when facing a new situation, ‘adaptation’ to larger scale changes [Haslberger, Arno, and Chris Brewster. 2007. “Domains of Expatriate Adjustment with Special Emphasis on Work.” Presented at the Cadiz University’s VI International Workshop on Human Resource Management, Jerez, Spain]. We suggest that AL be used more often and earlier with international students.     

中美文化差异及跨文化意识的培养

本文着重从文化观念、思维方式、教育及日常生活等方面，对中美两国文化差异进行比较，并论述了了解文化差异在英语学习中的重要性，从而引出了英语教学中如何培养学生的跨文化意识。