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Intercultural Dialogue: Petru Dumitru

Intercultural Dialogue: Petru Dumitru



eTwinning Conference 2008

eTwinning Conference 2008



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    Intercultural Dialogue: Petru Dumitru Intercultural Dialogue: Petru Dumitru Presentation Transcript

    • Intercultural learning opportunities
      • Petru Dumitru
      • Project coordinator and Web editor
      • European Schoolnet, Brussels
      • and a group of teacher guests
      • [email_address]
    • Workshop structure
      • Introduction
      • Theoretical background
      • Intercultural learning activities in schools
      • Intercultural learning opportunities offered by European Schoolnet
      • Questionnaire for participants
      • Message to teachers
      • Just for fun
    • 1. Introduction
    • 2. Theoretical background
      • Culture: a set of attitudes, beliefs, behavioural norms, basic assumptions and values that are shared by a group of people (A way of life)
      • Intercultural communication: occurs when people from different cultures interact
      • Intercultural learning: entails communicating cultures and learning about one’s own culture and other cultures.
    • Factors affecting intercultural communication
      • Perception : the ability of any individual to gather information, assess it and understand it. Perceptions vary from a culture to another
      • Cultural values : a set of norms which characterises a culture
      • Social organisation : family (the smallest unit of social organisation) and society
      • Language
      • Non-verbal cues : communication patterns in the form of gestures, facial expression, eye contact, movement, using time and space.
    • Barriers to intercultural communication
      • Anxiety or stress
      • Assuming similarities instead of differences
      • Ethnocentrism: a negative approach of judging attributes of other cultures by relating them to the own cultural norms
      • Stereotypes and prejudices
      • Nonverbal misinterpretations
      • Language differences
    • Face-to-face vs. computer-mediated communication
      • ICCMC reduces human interaction to words (is faceless, lacking nonverbal cues)
      • ICMC allows authorship modification: (cutting and reposting someone’s message is common in an online context)
      • “ Plastic identity” (changeable identity) of the online users may conflict with the communication norms in certain cultures
      • Use of humour (attitudes, habits and beliefs characterising an individual or groups of individuals) may generate misunderstanding when partners from other cultures perceive things differently
      • People who use a second/third language to communicate may have a different level of understanding of irony, sarcasm and cynicism
      • Silence may be perceived differently by individuals representing different cultures; people who seem more silent or passive could be seen as “less important” versus active participants.
    • 3. Intercultural learning activities in schools
      • To ensure successful intercultural communication activities :
      • A common language or a common communication system;
      • Information about other cultures
      • Putting the own culture in the context of the world cultures ;
      • Eliminating prejudices and accepting cultural diversity: avoiding classifying world cultures in two categories: major and minor
      • Ability to empathise: putting oneself in someone else’s shoes to minimise negative emotions and feel what the others feel (emotions play a crucial role in communication)
      • Communicative attitude of the partners
      • Achieving balanced interaction : leaving out any tendency of victimisation or paternalism.
    • Benefits in school projects
      • Knowledge level
      • Raising intercultural awareness
      • Putting one’s own culture in a wider context
      • Providing opportunities for intercultural learning in a real context
      • Opportunity to exchange ideas.
      • Skills level
      • Acquiring/improving ICT skills
      • Providing a real communication context with people from other cultures
      • Practicing communication in a second language, in a real life context
      • Learning to work collaboratively at a global scale
      • Experiencing teaching and learning across the curriculum
      • Developing critical thinking
      • Increasing students’ motivation to learn.
    • Limitations in school projects
      • In school projects, intercultural computer-mediated communication may be limited by a number of factors:
      • Curriculum and time constraints
      • Lacking knowledge of a second language or poor and inadequate language skills
      • Lack of face-to-face cues
      • Lack of equipment, unreliable or unavailable Internet connection and technical difficulties at school
      • Integrating a project into the curriculum/or matching two or more different curricula
      • Lack of basic computer skills
      • Different school calendars
      • Cultural differences and differences in cultural expectations
      • Technological differences
    • 4. Intercultural learning opportunities at European Schoolnet
      • Spring Day for Europe Overview: Petru Dumitru
      • Spring Day for Europe in schools: Peter Rasmussen, Denmark
      • myEUROPE , 8000 schools working on European citizenship and intercultural activities: Marleen Spierings. The Netherlands
      • 50 Years Together in Diversity : Stamatios Papadakis, Greece
      • Energy education in a multi-cultural context : Ylva Guntsch-Malmhav, Sweden
      • FuturEnergia , the voice of young people in Europe to respond to climate change: Lidia Minza, Romania
      • Learning objects , a modern methods to experience other cultures from an early age: Andreea Silter, Romania
      • Collaborative projects , a successful path to cultural understanding; Viljenka Savli, Slovenia
      • Online chats or language learning in a real intercultural context; Petru Dumitru
    • Chats
    • Chats
    • 5. Questionnaire
      • In the context of intercultural activities involving classes from different cultures and based on your experience, please list:
      • three benefits resulting from intercultural learning activities
      • three limitations to intercultural learning activities
      • three solutions that help overcome barriers to intercultural learning activities
      • In your view, what is the most relevant element that has to be considered to achieve understanding in intercultural learning activities?
    • 6. Message to teachers
      • There are no forms of technology that can revolutionise the classroom while bypassing the teacher. If there is a change, it will be in the way teachers and students create the context of a classroom and the interaction that takes place among and between the people who make up the life of a classroom.
      • Teachers should see networks as an opportunity to learn more about teaching and learning by finding out how it is supported and directed in different countries. I would suggest they see themselves as modelling learning .
      • Margaret Riel, 2005