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INTERCULTURAL COMMUNICATION-BASED TEACHING
AS A TOOL FOR BUILDING INTERCULTURAL COMPETENCE
AND INTERCULTURAL TRAINING
Yulduz JUMANAZAROVA
Student of International Journalism faculty, UzSWLU
Learning one nation’s culture is just as vital as learning a language because every
nation has its unique culture, traditions that cannot be found in another one. For
example, one student speaks fluently in Japanese but he is not well aware of its culture
like Japanese bow while greeting, they do not like eye contact. Knowing every small
detail assist to have an enjoyable conversation and there are no barriers to baffle the
conversation. First of all, it is necessary to emphasize the idea that the concept of
intercultural communication. And step by step basics of intercultural communication
and its importance in trainings and to build intercultural competence and researching
how to use the gained knowledge in classroom lessons.
Fundamentals of intercultural communication based-teaching: Intercultural
communication occurs when two or more individuals interact and communicate with
one another from diverse cultural backgrounds. Intercultural communication, then, can
be summed up as the negotiation of common meaning in interactions between
individuals from various cultural backgrounds based on information conveyed at
various degrees of awareness. Theories of cross-cultural communication. Intercultural
communication kinds and philosophies come wid variety. The crucial ones are as
follows: Social science approach: In this method, the emphasis is on monitoring a
person's behavior in order to characterize it and contrast it with that of other cultures.
Additionally, depending on who they are speaking to, it looks at how people modify
their communication with others in various contexts. For instance, how we relate the
same tale to our best friend and our grandma will differ.
The importance of intercultural training:
A large portion of intercultural training focuses on effective communication and
preventing miscommunications with others. Intercultural training enables individuals
to understand how culture may affect how they communicate with clients or coworkers.
They are therefore better equipped to guarantee that what is being communicated is
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comprehended because of this respect. This makes it possible for teams to work
together more successfully, for managers to lead their subordinates more effectively,
for salespeople to pay closer attention to the needs of their customers, and for
employees as a whole to complete their tasks.
Strategies of utilizing intercultural competence and intercultural training in
language classroom:
Pedagogical approaches as described in the previous section, research has shown
that teaching can be significantly more effective when lecturing, or transmitting
knowledge to passive receivers, is reduced to a minimum. Where real changes in
attitudes, knowledge and understanding, skills and action are desired, lecturing does
not have much of an effect. For instance, lecturing about democracy, respect and the
importance of intercultural competence will not be credible and is not likely to have an
impact if teachers do not apply and model the same principles in their communication
and general approach to the teaching and learning process.
1.
Activities emphasizing multiple perspectives
Activities to raise awareness of different perspectives will develop learners’ skills
of observation, interpretation and decentering as well as their openness and non-
judgmental thinking. These activities may take the form of a verbal description or visual
recording of an event, action or phenomenon that can be supplemented by or juxtaposed
to descriptions or visuals of the same event, behavior or phenomenon provided by
others who see these from different perspectives. For example, it is interesting to read,
compare, analyze, discuss and perhaps even act out three different accounts of the same
day’s events in a school or summer camp written in a diary form by three children
coming from very different backgrounds with different values, norms, skills and
knowledge and perhaps with different languages.
2.
Role plays, simulations and drama
Role-play, simulation and drama activities in foreign, second or native language
and literature classes or in non-formal educational settings can help develop learners’
intercultural competence. For example, teachers or facilitators can give out role cards
according to which learners have to act completely differently from their usual ways,
norms and standards. In addition, they have to solve a problem, carry out a task or
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discuss an issue in groups following the norms of their assigned “new identity”. The
benefits of role play, simulations and drama for the development of inter cultural
competence are numerous.
3.
Theatre, poetry and creative writing
Another group of activities that helps to develop intercultural competence is
theatre, poetry and creative writing. When we watch or read plays in our spare time
because someone in the family or among our friends or colleagues recommended them,
we learn about other people of diverse cultural affiliations with a variety of
perspectives. Reading plays in literature or foreign language classes helps students
learn from and through theatre in many different ways. Staging theatrical works 23
takes this learning even further as acting out enables people to explore and reflect on
experiences that they would probably never encounter otherwise.
Intercultural communication skills are those that are needed while conversing or
exchanging information with individuals of various racial and cultural backgrounds.
Although being able to communicate in more than one language is necessary, this is
not the only requirement. It also necessitates acknowledging the distinct standards,
social behaviors, and even mental processes that characterize each culture. Finally, it
requires perseverance to acknowledge and accommodate individual variances. Another
essential point is that teaching and instructing students giving knowledge about this
fields in their classroom it will helpful to them speak fluently and freely. By learning
one cultures’ language people don’t get the profit they set, because language, culture,
traditions are connected with each other. Learning about the culture, traditions,
exploring all the unusual things to their native culture make the language learning
journey interesting and easy and when they visit foreign country it will be easier to
them accept culture shock if they have gained knowledge about this foreign culture.
References
1.
Blvarez, J. A., & Bonilla, X. (2009). Addressing culture in the EFL classroom:
A dialogic proposal. PROFILE Issues in Teachers’ Professional Development, 11(2).
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2.
Agudelo, J. J. (2007). An intercultural approach for language teaching:
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185-215.
3.
Ariza, A., & Vidfara, J. J. (2012). Study, work and residence abroad:
Colombian EFL Pre-service teachers’ experiences. Proceedings from the Third
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International Conference on the Development and Assessment of Intercultural
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