Cultural competence and instructional design: Exploration research into the delivery of online instruction cross-culturally

The amount of resources being poured by Western universities, companies, and governments into creating educational content to be exported (via the Internet) to other cultures is astounding. Those assigned to accomplish this task are left with the great challenge of meeting the needs of learners who come from cultures that are foreign to them, and who often have very different abilities and expectations than originally assumed. This study explores the cultural competence in the lived experience of 12 professionals who have been involved with such efforts. Often they have had to question their assumptions, recognizing flaws in their own thinking and in the organizations that support them, and tried to alter their practice accordingly. Their awareness of cultural differences and the importance and impact of these differences in their practice will be discussed.     

Listening – the Cinderella profile component of English

This article investigates the role of listening in English. The importance of ‘reading with the ear’ is discussed, as is research into the views of teachers and pupils on this topic. Practical suggestions are made for according to listening a more meaningful place in English. Originally English was conceived as listening and reading, talking and writing. It would enrich the conception of English as a subject to uncouple listening from talking and instead give it its place as a profile component in its own right.     

Cultural Transfer in Adult Education: The Case of The Folk Development Colleges in Tanzania

This paper examines the issues surrounding the cultural transfer of educational practices and institutions between industrialised countries and developing societies. It pays particular attention to adult education, and – using the case study of the Folk High Schools of Sweden and the Folk Development Colleges of Tanzania between 1975 and 1996 – it tries to develop an argument about the conditions under which such transfers may be successful. It suggests that there needs to be something of a match between the ideologies, discourse and functions of the educational institution within both societies; that the transfer of more than one element of any educational system would assist take-up; that the issue of whether the transfer is a top-down or a bottom-up one is also important; and that such transfers are most successful when the receiving society takes control of the transfer and comes to own it and to adapt it to their own usages. The case study is based on a two year evaluation of the Tanzanian Folk Development Colleges under the aid programme of the Swedish International Development Agency (Sida).