Intercultural communication ubc,make your own rules in life,effective presentation skills mdis singapore,advanced leadership training jobs - Easy Way

Para el bocio, las ulcera del estomago, del intestino, la sinusitis, la hematuria (sangre en la orina), los vomitos de sangre, los rinones, la vejiga, la uretra, fiebre, diarrea y todas las enfermedades de las vias respiratorias. In many countries participating in the AFS exchange programs, this is the time of year when exchange students arrive to their new homes – they are just starting to get to know their new families and friends, the local communities and schools, as well as the first tangible elements of the culture they will be living in.
Greeting another person is another one of those simple daily activities that we rarely think about when we are in our home culture. Read more about specific greeting styles in this article by the BBC, covering different customs in Brazil, China, Singapore, UK, USA and the United Arab Emirates.
What is the first thing that crosses your mind when you think about another nation, country or a group of people?
Generalizing about cultures means that you assign the similar characteristics to most members of that particular culture, but you are still flexible enough to incorporate new information about that group once you have it. Generalizations become stereotypes when you assume all members of a group have exactly the same characteristics. Even though everyone was at least once confronted with a generalization or a stereotype about a group they belong to, we often like to think that the internet is the one fair arena where equality prevails.
Cultural diversity is of paramount importance for AFS programs, enabling our exchange students to have first hand experiences with other cultures rather than relying on old stereotypes. The traditional picture of group learning happening in the classroom or at least in a physical space that the learners share together is not the only way how knowledge is  shared and acquired in the second decade of 21st century. Today, we are featuring a list of free webinars for Interculturalists offered by our colleagues from the field. Too see the full overview of events and a link to a free book about Diversity, visit the original list in a blog post put together by fellow interculturalists Vanessa Shaw and Sabrina Ziegler.
The link between foreign language learning and culture learning has been established by the linguists and anthropologists a long time ago. The American Council on the Teaching of Foreign Languages has concluded that through the study of other languages, students gain a knowledge and understanding of the cultures that use that language. Culture is often taught implicitly, as a part of the linguistic forms that students are learning.
However, it is also important to help students understand that cultures are not monolithicand so a variety of successful behaviors are also possible for any type of interaction in any particular culture. Provide students with authentic materials – Watching films, news broadcasts or TV shows can provide students with ample information about non-verbal behavior, such as the use of personal space, eye contact or gestures.
Compare and contrast proverbs – Apart from being very informative about the two cultures, proverbs can lead to a discussion about stereotypes or values represented in the proverbs of both cultures. Use role plays – They especially support students in making the shift in perspective from their own culture, which can become a strange one and is looked at from the outside, and the target culture, which becomes more familiar. Research cultural items – While also practicing their presentation or writing skills in the target language, the students can inform their classmates about an assigned item from the foreign culture and contextualized the knowledge gained. Students as cultural resources – Many classrooms nowadays are very culturally and ethnically diverse and they often have exchange students from foreign cultures or returnees from an exchange program in the target culture.
We strongly encourage you to also look at the our series ICL …for friends of AFS and find more culture related topics which can be used in the classroom, as well as some deeper explanations about the terms mentioned in this post. This was the main topic of the study the European Youth Forum conducted in cooperation with the University of Bath and GHK Consulting. The study found that there is indeed a strong positive correlation between involvement in youth organizations & non-formal education and the employment possibilities for young people.
The study concluded that five of the six skills most frequently demanded by employers are developed in youth organizations.

The study also reported that the more involved people are in youth organizations and the higher level of formal education they have, the higher skill levels they will develop. Employers also have a positive attitude towards young people’s experience in youth organizations. A few things that are important to note are that a special emphasis is put on the way and timeliness of presenting the skills and competences acquired during the participation in youth work, which is an area where there is still room for improvement. An added value of youth work is the opportunity for young people to create social capital, networks and connections, which can aid in obtaining information about employment possibilities, and broaden the range of possible occupations and geographical locations where young people would consider working.
AFS Intercultural Link BlogThe AFS Intercultural Link Blog is a space for sharing ideas, articles, materials, videos and recommendations related to Intercultural Learning, as well as the digital version of the AFS Intercultural Link Newsletter. This workbook with tasks and exercises is specifically aimed at the Indian subcontinent; it is suitable for both experienced Indian professionals and those who are relatively new to an international role. It is designed to be a training workbook to be used in a corporate or MBA seminar; it will also be useful to a globally active Indian keen on developing intercultural competencies. This resource book is a start on the journey of cultural appreciation for everyone communicating, negotiating, and collaborating with Indians.
All these new encounters will require a lot of greetings – but are we aware of the appropriate ways to say hello in a different culture?
Not only for the purpose of leaving a good first impression, although this is very important too, knowing what the appropriate greeting style is reveals a deeper understanding of the values of the other culture.
Hopefully, this flexibility can also turn into more cultural curiosity and awareness and improve your intercultural relationships. If you want to read more about generalizations and stereotypes or other intercultural topics, we encourage you to visit the ICL for friends of AFS section on our website. In AFS Intercultural Programs, we see and appreciate the value of various virtual learning opportunities and we encourage the community of AFS volunteers and staff as well as others to seek and use on-line resources that can help us improve our work in the intercultural field (check out the list of on-line resources on this blog). They cover a variety of different topics, they are all in English, happening at different times and most importantly, they are all coming up soon. Moreover, students cannot truly master the language until they have also mastered the cultural contexts in which the language occurs.
To make students aware of the cultural features reflected in the language, teachers can make those cultural features an explicit topic of discussion and bring them to the forefront when appropriate.
Teachers can make it possible for students to observe and explore cultural interactions from their own perspectives to enable them to find their own voices and language egos in the second language speech community. On the other hand, reading authentic fictional or non-fictional materials can also be a good introduction about the values and norms of the target language culture. Furthermore, proverbs and idioms form a significant part of every language and knowing them is a plus for every learner. They can be invited to the classroom as expert sources and share authentic insights into the home and cultural life of native speakers of the language. More than 1300 young people from over 245 youth organizations based in more than 40 European countries took part in a survey, while qualitative workshops and interviews were conducted with employers and relevant stakeholders in order to obtain data for creating the study.
Participation in non-formal education outside their home country brought young people even higher levels of development of some competences, especially in relation to intercultural communication, foreign languages and leadership skills. They perceive the youth sector as offering a pool of specialist skills and say that involvement in such organizations is a good indicator of a person’s motivation level and potential to fit in with the new company.
Also, youth organizations need to brand themselves better to employers, who are insufficiently aware of what is happening in the youth sector, which makes some employers mistrust the information presented about the involvement in youth organizations by job seekers.

It particularly stresses that the quality of non-formal education and the accessibility of it to more young people, on top of increased mobility, are core factors influencing the employability of young people. For example, the appropriate order in which you greet people in case you meet with a group may show that culture’s view on seniority and respect.
Generalizations are unavoidable and they can even be helpful in making sense of complex intercultural settings. More often than not, they are very negative and tend to be less flexible to new information. A list of suggested endings to those questions immediately pops up, and it might not always be a flattering one. Follow the link at the bottom of this post to register for the webinar most appealing to you! Linguistic competence alone is not enough for learners of a language to be competent in that language. It is of utmost importance that cultural information be presented in a nonjudgmental way which doesn’t evaluate the distinctions between the students’ native culture and the culture explored in the classroom.
These materials also help the students improve their language skills, especially in terms of listening and understanding written texts.
European Federation for Intercultural Learning (EFIL), the umbrella organization for AFS in Europe, also took part in this survey and invited its members to give their contributions.
Many young people are aware that such opportunities lead to personal growth, even though this can be further enhanced by the existence of an assessment or strategic plan for skill development within the organization. A background in non-formal education activities is especially important for young people with less work experience, particularly with regard to the number and type of previous involvements in the field. The findings of this study are significant for AFSers around the world, as they comply with the organization’s educational goals, which aim at developing personal and interpersonal skills as well as intercultural knowledge and global issues awareness. Physical closeness or touching may speak about the notions of personal space upheld in that particular culture. They often create prejudice and discrimination, not allowing us to understand individual differences and understand others. From simple, everyday things, like forms of address to appropriate ways of expressing disagreement, culture forms an integral part of the language learning curricula. Claire Kramsch uses the term “third culture” of the language classroom to describe an ideal learning environment, one where learners can explore and reflect on their own and the target culture and language. The topic of the study was of particular interest for AFS, seeing that this organization provides non-formal learning opportunities both for its program participants and volunteers, who are often from the age group covered by the study. Through their exchange experience, sojourners and volunteers alike have the opportunity to develop higher levels of intercultural competences and leadership skills, which prove to be beneficial for their future careers. You can read the full study or its executive summary for more information. These assumptions are wide spread and they fall into the categories of generalizations and stereotypes. In any case, in order for communication to be successful, language use must be associated with other culturally appropriate behavior, not only linguistic rules in the narrow sense.

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