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FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
FaceIt: European Diversity
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FaceIt: European Diversity

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  • 1. European diversity group Marjolein, Mara, Diana, Aynur, Janis 30th, November,2007
  • 2. Reading Listening Seeing/hearing demonstration Talk about the issue Doing / perfoming Explaining to others Glassers learning pyramid The teacher is active, he speaks and explains. The pupils are inactive The pupil active, the teacher is a facilitator. Seeing/hearing Audiovisual material
  • 3. Diversity in European society <ul><li>ethnicity (Latvian, Finnish, Russian) </li></ul><ul><li>-social-economical status (higher, lower) </li></ul><ul><li>-religion (Christian, Muslim, Buddist) </li></ul><ul><li>-way of life (alternative lifestyles) </li></ul><ul><li>-language (inclusive dialect, accent) </li></ul><ul><li>-address ( urban, countr y) </li></ul><ul><li>-interests </li></ul><ul><li>-abilities/skills /health (people with special needs) </li></ul><ul><li>-talents </li></ul><ul><li>-gender (man/woman) </li></ul><ul><li>-age (young/old) </li></ul><ul><li>-personal history </li></ul>
  • 4. Intercultural education, different emphasis: ICE is aimed at all children, not only children with migrant background. “ Culture” is defined in a broad way, that is, all classes are multi - cultural. To deal with diversity in general , not only ethnical diversity . Different teaching methods
  • 5. The main aims of intercultural education theories & methods : That pupils learn to be intercultural competent. That pupils learn how to deal with diversity in general. That pupils discover the advantages of diversity
  • 6. Intercultural education Is not a specific subject or a special way of education. Covers all levels of the school system and is like a red wire through practice. Presupposes that students will learn from each other through interaction with each other and not only from the teacher. New teaching methods
  • 7. Key concepts of intercultural education are: Diversity Interaction
  • 8. The main criteria of ICE The provision of equal opportunities to communicate and cooperate in heterogeneous groups; The provision of equal opportunities for participation in classroom interaction: The curriculum reflects the reality of the multicultural society
  • 9. Teaching Methods Experiential learning (drama, field work) Awareness building (identification circle) Dancing, music Films , video Media and other discourse analysis Story telling Cooperative learning Activities & Games (education through experience)
  • 10. Complex instruction (C.I.) One way of cooperative learning Developed by Eliszabeth Cohen, sociologist at Stanford University Cohen's aim: “that every child learns” Students “status” influences their access to the learning process.
  • 11. CLIM (Cooperative learning in multicultural groups CLIM is a Flemish version of C.I. CLIEC: Cooperative Learning in European contexts
  • 12. Preparation on four fields Cooperation – the pupils need to learn and practice to work together The roles – the pupils need to have opportunity to practice the roles and to take them seriously Pupils need to learn new school behaviour and skills (skill builders) They need to learn new attitudes and values.
  • 13. Self-assessment <ul><li>Have you studied intercultural educatio n in your teacher training? </li></ul><ul><li>Do you know what intercultural competence is? (provokes curiosity, to find )? </li></ul><ul><li>Do you have experienc in working with multicultural groups? </li></ul><ul><li>Do you feel you need to improve your intercultural communication skills? </li></ul>
  • 14. Language competences English language at least at B2 CLIL
  • 15. Objectives to develop intercultural communicative competnece
  • 16. Knowledge, concepts Values (of democracy) Attitudes, empathy (without humiliating) Complexity, identification, representations Communication skills: mediation, negotiation, active listening etc. Human rights Knowledge of European migration
  • 17. Reflection Reflecting on what you have learned, portfolio, designing , adapting for your own context (students` age) , doing action rearch piloting the activities you created . Watch the film .... then reflect, how could such
  • 18. Collaboration European projects Networks Sharing materials, ideas , books , sources
  • 19. Culture as civilization <ul><li>The great achievements of people as reflected in their history, social institutions, works of art, architecture, music and literature (“big C” culture); customs, traditions, practices that people carry out (“small c” cultures). Both views are culture-specific and use nation as a frame of reference. </li></ul>
  • 20. Culture as communication <ul><li>All that people of a particular culture use to communicate- language, verbal and non-verbal, including body movements, eye contact,time, space, smells, touching and the use of the social situation. </li></ul>
  • 21. Culture as an arena where groups or communities interact <ul><li>fighting for power, influence, authority or dominance. The insiders and outsiders, the priviliged and the unpriviliged are seen as participants in struggle to change or maintain the cultural status quo, the focus is social justice. </li></ul>
  • 22. Culture is the dynamic process of constructing (creating) meanings, values, beliefs...while communicating with other people in a particular/unique social situation/ context.
  • 23. Metaphors of culture <ul><li>Culture as an iceberg ; </li></ul><ul><li>Culture as an onion; </li></ul><ul><li>Culture as an octopus,living, in motion; </li></ul><ul><li>Culture as a tree; </li></ul><ul><li>Culture as a software of the mind (G.Hofstede), software is designed by humans and elaborated by future users </li></ul>
  • 24. Metaphors of culture Culture as an iceberg Culture as an onion Culture as an octopus,living, in motion
  • 25.  
  • 26. Grand-parents Parents Uni students Uni colleagues water aerobics Latvian friends Ex colleagues sons Friends of other nationalities
  • 27. Communication <ul><li>is a loop. What we do influences the behavior of other person. </li></ul><ul><li>We can take responsibility for our part in the loop. Succesful communication is 95% information gathering followed by 5% action </li></ul>
  • 28. Language Paralanguage Paralanguage Kinesics Proxemic Kinesics Proxemic Personal intelligible components Personal sensible body-related components Indirect environments: bio-psychological, cultural, socio-economic, educational, shared attitudes Intercultural competence Contexts in intercultural communication Personal intelligible components Language Personal sensible body-related components PERSON 1 PERSON 2 Direct context for communication Communicative competence Five knowledge
  • 29. Stereotypes <ul><li>get hold of a few `simple , vivid, memorable characteristics about a person </li></ul><ul><li>reduce everything about that person to those traits </li></ul><ul><li>exaggerate and simplify them, and fix them without change to eternity` </li></ul>
  • 30. Discrimination <ul><li>When an individual or group of people get worse treatment than others because of joint features like skin colour, ethnicity, nationality, religion or gender </li></ul>
  • 31. Discrimination=behaviour <ul><li>Individual, institutional </li></ul><ul><li>Direct (open violence, hate letters) </li></ul><ul><li>Indirect (hidden everyday insults, not obvious but noticed by...), for ex., isolation, exclusion, arrogance, talking down to people, physical , psychological assaults, bad service, irritance in communication, distrust, suspicion </li></ul>
  • 32. Name groups dicriminated <ul><li>Mention situations (you, others) </li></ul><ul><li>What is a stereotype about this group? </li></ul><ul><li>Does this stereotype influence their life? </li></ul>
  • 33. “ us” and “them” <ul><li>All good people agree, </li></ul><ul><li>All good people say, </li></ul><ul><li>All nice people, like us, are We </li></ul><ul><li>And everyone else is They . </li></ul>
  • 34. Language Critical discourse analysis (CDA) <ul><li>studies the way text and talk may reproduce </li></ul><ul><li>or resist racism, abuse of social power, dominance and inequality. It looks at </li></ul><ul><li>texts and talk in the social and political context. </li></ul><ul><li>CDA can provide a set of guidelines for interrogating an authentic text, so that learners engage with the content critically . </li></ul>
  • 35. Language ( CDA) <ul><li>Implications and presuppositions </li></ul><ul><li>e.g. 'the best antidote against immigration is…' implies that immigration is a social illness against which society has to fight. </li></ul><ul><li>Active and passive constructions </li></ul><ul><li>e.g. '32 immigrants deported to Africa' - no mention of who was responsible. </li></ul><ul><li>Rhetorical expressions </li></ul><ul><li>Metaphors and similes: ' Fortress Europe'; 'an avalanche of immigrants' </li></ul>
  • 36. Language ( CDA) <ul><li>Us versus them </li></ul><ul><li>our democracy, our jobs, their religion, their culture. </li></ul><ul><li>ma k e critical analysis of the linguistic and stylistic features of the </li></ul><ul><li>press coverage of immigration . W r i te an account of your findings and your feelings about them. </li></ul>
  • 37. Matching language predicates <ul><li>Listen carefully to partners` sensory specific language.. and use language from the same representational system back to them. If you notice that another person is using a lot of visual language, then, by using visual language yourself, you are maximising similarities and minimising differences with them. </li></ul>
  • 38. Matching language predicates <ul><li>If , `It doesn`t sound very clear to me`, you migh say, `Well let me spell it out for you.` (Both are auditory). But mismatching predicates can lead to less effective communication. What systems are A and B using in the following? </li></ul>
  • 39. Matching language predicates <ul><li>A I`m under a lot of pressure. I feel really weighed down by it all. </li></ul><ul><li>B Can`t you see any light on the horizon at all? </li></ul><ul><li>A No, it`s all on top of me at the moment. </li></ul>
  • 40. Think: what makes a good listener? Jot down notes on the things a good listener says or does...and the things a good listener doesn’t say or do.
  • 41. Active Listening skills <ul><li>Make an eye contact, encouraging facial expression; head nods; full attention;body matching; cross matching; body position (alert, leaning slightly forwards, etc.)empathetic noises such as ‘Mm’, ‘Oh’, ‘Ah’, interjections such as ‘Really?’, ‘Oh, dear’, ‘How awful’, ‘What a bummer!’; repetition of key words-their original words, not your interpretation of their words(this needs to be done sparingly, but can sometimes be helpful) </li></ul>
  • 42. Active Listening skills <ul><li>The most important component of rapport is the ability listen. We are very good at talking. Many of us are not so good at listening.When someone is telling us about the dreadful experience they`ve just had, we`re very quick to jump in and tell them about the even more dreadful experience that we`ve had. It`s more helpful and respectful if we just, soothe, empathise, reassure and...listen. </li></ul>
  • 43. Empathetic responses <ul><li>Mm, Oh, Uh huh, Oh dear! Really? Poor you! Hard luck! Well done! Congratulations! Wow! How terrible/awful/dreadful/embarrassing/mean/horrible/frightening! </li></ul><ul><li>How wonderful/exciting/amazing/thrilling/fascinating!What a shane/pity/dissapointment/terrible thing to happen! </li></ul>
  • 44. The Chinese verb `to listen` <ul><li>Ear... </li></ul><ul><li>You... </li></ul><ul><li>eyes, </li></ul><ul><li>undivided attention... </li></ul><ul><li>heart </li></ul>
  • 45. Rapport <ul><li>Is meeting others in their model of the world </li></ul><ul><li>Is matching the way you communicate to the way the other person takes in communication </li></ul><ul><li>Increases the likelihood that the message you send will be the one they receive. </li></ul><ul><li>Promotes trust and comfort between people. </li></ul>
  • 46. Key Rapport Skills: <ul><li>When you pay attention to how you engage with another person you can refine your rapport skills and thus enhance your relationship with them. This requires you to develop your sensory awareness and sensitivity. So you use your sensory skills to see, hear, feel and then match the other person`s : </li></ul>
  • 47. Matching <ul><li>Posture </li></ul><ul><li>Gestures </li></ul><ul><li>Facial expressions </li></ul><ul><li>Energy level&mood </li></ul><ul><li>Vocal tone, rhythms, speed & volume </li></ul><ul><li>Language and speech patterns </li></ul><ul><li>Breathing </li></ul>
  • 48. Matching <ul><li>Beliefs&values </li></ul><ul><li>Going back over what has been said and done to make sure everyone has had the same understanding - active listening </li></ul><ul><li>Matching sensory predicates [ e.g. See, hear, feel] </li></ul><ul><li>Focusing conscious attention on the other person, rather than yourself, so their experience is the most important during the interaction </li></ul>
  • 49. Rapport (definition) <ul><li>when people develop a channel of attention to each other through which information can flow. To achieve rapport it is necessary to create in the other person a belief and trust that you have the interest, understanding, and desire to listen to, and engage with them. It is about recognising and entering their model of the world without judgement. </li></ul>
  • 50. The pillars of effective communication <ul><li>Outcomes: knowing precisely what you want to achieve </li></ul><ul><li>Rapport: maximazing similarities </li></ul><ul><li>Sensory acuity: noticing what others are communicating by observing carefully and not making quick judgements </li></ul><ul><li>Flexibility: doing sth. different if what you`re doing isn`t working </li></ul>
  • 51. India <ul><li>No public affection between opposite sexes (exception – westernized Indians) </li></ul><ul><li>Indian men do greet each other with a handshake </li></ul><ul><li>Traditional way- namaste </li></ul>
  • 52. Europe <ul><li>Handshake – the basis of a greeting </li></ul><ul><li>Going more north- the greeting is just a handshake </li></ul><ul><li>Going more south the greeting can be accompanied with a hug or a kiss on the cheeks or just kissing the air </li></ul>
  • 53. How Men Around the World React to Seeing a Pretty Girl <ul><li>The American lifts his eyebrows </li></ul><ul><li>The Italian presses his forefinger into his cheek and whistles </li></ul><ul><li>The Greek strokes his cheek </li></ul><ul><li>The Brazilian puts an imaginary telescope to his eye </li></ul><ul><li>The Frechman kisses his fingertips </li></ul><ul><li>The Arab grasps his beard </li></ul>
  • 54. Thank you for your attention! 

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