In consideration of the 557 communication strategies identified in this study that were collectively used to negotiate meaning by the participants, it can be inferred that when teachers allow students who are learning a second language to work in small groups, students have more access to opportunities to practice speaking in the second
language they are trying to acquire which, again, could lead to potential language learning opportunities through comprehensible input and output to
clarify messages through communication strategies such as self-rephrasing and response:confirm.
Effective spoken communication involves expressing your ideas and views clearly, concisely and confidently, tailoring your content and style to the audience and promoting free-flowing communication.The publication covers how to: – Be clear and concise. – Vary your tone, pace and volume to enhance the communication and encourage questions.
– Be persuading and negotiating: arriving at an agreement that is agreeable to both sides. Back up your points with logic, and show tact to those you disagree with.
– Make a speech in front of an audience: presenting your message in an interesting way, structuring your presentation, using audio-visual aids effectively and building a rapport with your audience.
– Communicate effectively in a team
The course covers:
- Communication importance, process and elements
- Organisational Communication
- Verbal Communication
- Written Communication
- Nonverbal Communication
- Communication Styles
- Feedback in communication
- Listening in Communication
- Assertive Communication
- Persuasion Skills
- Presentation Skills
- Problems or Barriers to Effective Communication
- Effective Communication
The publication lists ten tips for successful communication with international students in the form of: 1. Listening; 2. Limiting the use of acronyms, abbreviations, jargon, colloquialisms and idioms; 3. Handling possible cultural difference indicators; 4. Checking for understanding; 5. Navigating bureaucracy; 6. Helping to understand customs; 7. Learning names; 8. Being curious; 9. Not generalising; 10. Enjoying the rich experiences international students offer.
The chapter’s multitude of tasks are designed to increase cultural awareness as well as develop the language skills. Each task is identified as having been designed for individual, pair work, small group, large group, or speech. However, tasks are easily adapted or modified based on class dynamics, class size, or session length. The aim is to help focus discussions in the classroom on linguistic and cultural backgrounds in a way as to encourage students to take steps toward a deeper and more fulfilling understanding of what it means to be part of an intercultural world.
The ability to communicate with people from diverse cultural backgrounds is becoming increasingly important. Many employers consider intercultural competence to be a key criterion for selecting qualified candidates. The authors discuss practical approaches for designing and conducting intercultural training, methodology, and evaluation procedures based on current research. The explore the intercultural factor particularly as it relates to human resource development, negotiating, dealing with conflict and project management. Thoughts on developing an overall strategy for interculturality round off this first volume.
After reading this chapter, you should be able to:
- Define and explain the importance of intercultural communication.
- Describe the role intercultural communication plays in communicating effectively.
- Define culture and co-culture and what it means to possess a cultural identity.
- Explain the six dimensions or frameworks for studying cultural differences.
- Distinguish among assimilation, accommodation, and separation strategies and their purpose.
In addition to containing a wide variety of case narratives relevant to a broad range of courses and organizational trainings on diversity and managing conflict, an especially unique feature of this collection is the accompanying case teaching plans. Each of the case studies in this collection were developed by graduate students taking courses in managing cultural diversity and conflict resolution. Students were instructed to utilize the guidelines for case writing provided by Swiercz (n.d.) and to prepare to facilitate discussion of their case studies with their classmates using recommendations from Wasserman (1994), which include advance preparation of a detailed teaching plan to guide learners through the debriefing process.
The IncluSTEM project proposes measures to use for cross-instutional staff training that ensure the staff involved is well-prepared and informed about the student’s special needs and challenges. that the main target group can make well-informed decisions, get special support when needed and therefore have a more successful study experience. This will hopefully contribute to a higher retention rate among the students as well as raise awareness for the special needs of the main target group across the staff members.
