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Using Films to Learn About the Nature of Cross-Cultural Stereotypes in Intercultural Business Communication Courses
Abstract
Instructors of intercultural business communication courses inevitably face the challenge of providing cross-cultural experiences in the classroom, and students are eager to have real exposure to other cultures. One way of simulating the feel of entering another culture is through films. As Mallinger and Rossy (2003) state, films are a "uniquely rich medium for the purpose of studying culture." One of the primary benefits, particularly among university students, is that films are entertaining, engaging, and in many cases stimulate curiosity toward other cultures. This article provides a way of teaching about the recent award-winning film "Slumdog Millionaire." It shows how this film can be used in direct reference to concepts related to stereotypes--concepts that are discussed in most prominent intercultural communication textbooks. It also illustrates how survey results of Indians about their attitudes toward the movie can enrich the class discussion and preserve the voice of the culture of interest. (Contains 5 figures.)
... Stereotypes refer to the "widely held, simplified, and essentialist belief about a specific group [1]. Based on Cardon, it can be divided into two categories: projected cognitive similarity and outgroup homogeneity effect [2]. Projected mental similarity means that people are likely to presume other group members share the same values as they do [2]. ...
... Based on Cardon, it can be divided into two categories: projected cognitive similarity and outgroup homogeneity effect [2]. Projected mental similarity means that people are likely to presume other group members share the same values as they do [2]. And outgroup homogeneity effect is when people think other group members have the same characteristics while considering their ingroup members as distinctive [2]. ...
... Projected mental similarity means that people are likely to presume other group members share the same values as they do [2]. And outgroup homogeneity effect is when people think other group members have the same characteristics while considering their ingroup members as distinctive [2]. This study proposal mainly focuses on investigating the outgroup homogeneity effect. ...
Due to the higher consumption of social media in the development of technology and the pandemic of Covid-19, social media effects on people were studied. It has been proved that characters in films can influence peoples thoughts, and by showing counter stereotypical role models to children, their gender stereotypes changed in the short term. Since African Americans have constantly been subjected to negative stereotypes in films and everyday lives for a long time, this study proposal aimed to study the counterstereotypes in films and cultural effects on film major students stereotypes by utilising the Stereotype Content Model (SCM) and the Implicit Attitude Test (IAT) to measure their explicit and implicit attitudes. Since the study had no chance to carry out, this study predicted the possible results that both Chinese and American students attitudes toward negative racial stereotypes declined after a designed lecture on stereotypes. Conversely, it was also expected that their perspectives might not change because the designed lecture was not practical enough.
... É no seio desses estudos, e, buscando também elucidar a relação entre normas e corpos humanos e com isso se inscrever em uma filosofia comprometida com a diferença, que a filósofa Judith Butler (2003) apresenta em sua obra "Problemas de gênero" (1990) o conceito de matriz de inteligibilidade de gênero. Esse potente conceito, nos mostra como a inteligibilidade socialtem como norma a heterossexualidade e pressupõe relação direta e causal entre sexo biológico-gênero-desejo-prática sexual. ...
... Por cisheteronormatividade, entendemos todas as práticas sexuais ou de performances de gênero (BUTLER, 2003), que visem enquadrar quaisquer "relações -mesmo as supostamente inaceitáveis entre pessoas do mesmo sexo -em um binarismo de gênero que organize suas práticas, atos e/ou desejos a partir do modelo do casal heterossexual reprodutivo" (PINO, 2007, p. 160). Ou seja, a cisheteronormatividade é um dispositivo de controle que busca subjetivar as pessoas em masculino/ feminino definindo a esses papéis sexuais do tipo ativo/passivo, bem como práticas sexuais pautadas em corpos impenetráveis/penetráveis (SAEZ; CARRASCOSA, 2016), nos quais o gênero é definido pelo imperativo categórico do genital e não da performance de gênero. ...
... Em outros termos, parafraseando e ampliando o alcance da célebre frase de Simone de Beauvoir, neste contexto: Não se nasce nem homem, nem mulher, nem homossexual, heterossexual ou bissexual, mas nos tornamos algo por efeito de discursos e práticas de biopoder e biopolíticas que nos subjetivam em conformidade e com as quais resistimos, derivando dessas resistências, as nossas singularidades. Aqui, portanto, nos diria Butler (2003): os gêneros se tornam "performances" a partir de atos de fala, que são cotidianamente, graças à repetibilidade, produzidas em série, via, por exemplo, as tecnologias estéticas da cultura, como o cinema e a mídia, que lhe garantem perfomatividades, estilos de expressão dos gêneros. ...
... Littrell, Salas, Hess, Paley, & Riedel, 2006;Mallinger & Rossy, 2003;Varner & Beamer, 2005). Movies can of course be an engaging and enjoyable way to learn, but they also can promote an interest in other languages and cultures (Cardon, 2010). In foreign language classes, students should also learn about other cultures and the lifestyles of people (Magrath, 2015;Shieh, 2015). ...
... 37) individuals about culture by examining how Muslims are represented in Johnson's (2004) film Hidalgo. Cardon (2010) examined cross cultural stereotypes with intercultural business communication students through the movie Slumdog Millionaire directed by Boyle and Tandan (2011). According to Cardon (2010), movies play a critical role in promoting stereotypes of cultures because of the strong impact that they can have in comparison to other forms of media, they also tend to focus on several primary characteristics of the cultural group portrayed, and they expand on stereotypes that were used in other popular films. ...
... Cardon (2010) examined cross cultural stereotypes with intercultural business communication students through the movie Slumdog Millionaire directed by Boyle and Tandan (2011). According to Cardon (2010), movies play a critical role in promoting stereotypes of cultures because of the strong impact that they can have in comparison to other forms of media, they also tend to focus on several primary characteristics of the cultural group portrayed, and they expand on stereotypes that were used in other popular films. These stereotypes can negatively impact viewers' understanding of the culture being portrayed. ...
... A number of scholars discussed the benefits of using films in intercultural training and education (Bhawuk & Brislin, 2000;Champoux, 1999;Littrell, Salas, Hess, Paley, & Riedel, 2006;Summerfield, 1994;Mallinger & Rossy, 2003;Varner & Beamer, 2005;Verluyten, 2007Verluyten, , 2008. Cardon (2010) argued that one of the primary advantages of using films in teaching university students is that films are entertaining and engaging and, thus, can stimulate curiosity towards other cultures. Other authors pointed out that films help students decipher other cultures, learn about cultural differences, and better understand features of cultural theories and constructs (Cardon 2010, Mallinger & Rossy, 2003Tidwell, 2001;Bhawuk & Brislin, 2000). ...
... Cardon (2010) argued that one of the primary advantages of using films in teaching university students is that films are entertaining and engaging and, thus, can stimulate curiosity towards other cultures. Other authors pointed out that films help students decipher other cultures, learn about cultural differences, and better understand features of cultural theories and constructs (Cardon 2010, Mallinger & Rossy, 2003Tidwell, 2001;Bhawuk & Brislin, 2000). ...
... A number of articles discuss innovative approaches to using films in teaching cultural theory and cross-cultural concepts. Mallinger and Rossy (2003) used the film Gung Ho; Tidwill (2001), The Joy Luck Club and Fools Rush In;and Cardon (2010), Slumdog Millionaire. Smith, Shrestha and Evans (2010) discussed their experience of using the film Crash in teaching cross-cultural intelligence, and measuring students' progress in improving cultural perception, cultural communication, and cultural relations skills, while simultaneously developing cultural self-identity. ...
Films are used as a tool for teaching cross-cultural and intercultural concepts in higher education and in corporate settings. However, the processes and outcomes of using films in intercultural training and education have not been systematically researched. This paper discusses the results of a collaborative project involving faculty and students from two universities, a large public university in the Midwestern United States and a private university in India. The goal of this action research project was to further develop a methodological approach to using a feature film, Outsourced, in teaching cross-cultural concepts to graduate students, and to understand how different cultural contexts affect the effectiveness of the use of films. The project involved development and implementation of the new approach and research on the factors affecting the effectiveness of using films in cross-cultural training.
... These include developing professional, business communicative skills (Gasparyan, 2012;Dementyeva 2016;Burmistrova & Stupnikova, 2017); as a tool for forming sociocultural competence (Mutovkina 2017; Mikhaleva); as a mechanism for acquiring cultural knowledge (Wood, 1995;Herron. et al., 1999;Kramsch 2004;Kusumarasdyati 2006;Bottomley, 2008;Sturm, 2012;Kanafieva, 2013;Butenko, 2014;Atiya Khan, 2015;Kadaseva, 2016); and for the development of symbolic, intercultural, and cross-cultural competence (Champoux, 1999;Brislin 2000;Mallinger et al., 2003;Wilcox 2009;Cardon, 2010;Vanderplank, 2010;Pandey, 2012;Armonik;Zhdanov 2015). ...
... According to Cardon (2010), films provide not only entertainment and engagement but also stimulate curiosity toward other cultures. Films facilitate the students' understanding of cultural theories and allow them to construct such theories readily. ...
In order to enhance intercultural communicative skills and advance language competency in a Kazakh language course, this research examines the potential of films as a medium for language learning. Due to their authentic discourse and rich cultural context, films are being acknowledged as a suitable instrument for language education. Films may give pupils a comprehensive understanding of the language in both its natural usage and cultural context because they are a treasure trove of linguistic and cultural nuances. Our study, conducted within the "Intercultural Communication through Film" course at Nazarbayev University, employed a mixed-methods research design involving a pretest-posttest framework to gauge the effectiveness of film usage in enhancing intercultural communicative competence. The participant pool comprised 45 students from diverse cultural backgrounds and academic majors, providing a broad range of perspectives. A range of data collection tools, including a validated questionnaire and the analysis of reflective essays, was used to measure different aspects of competence. The findings suggest that film-centric assignments stimulate critical thinking, cultural comparisons, and vocabulary enhancement, thereby contributing to a more engaging and effective language learning experience. However, the research also highlights several challenges that must be addressed, including the consideration of varied language proficiency levels and careful film selection to align with the learning objectives. This research contributes significantly to our understanding of film usage in language education, highlighting its potential benefits and challenges. Our findings underscore the need for further research into diverse film genres, varied film-based activities, and the long-term implications of film usage on language proficiency and intercultural competence.
... A great deal has been written on the use of film in tertiary pedagogy in general (Andrew 2006;Holbrook 2008;Liles 2007), much of it generally pertinent to the current study. While discussing the use of films for intercultural learning, Cardon (2010) posits that films engage the audience more intensely and can leave deeper impressions than other media. The reason for this could be, as Tidwell (2001) explains, that films promote visualisation of theory. ...
... One major theme that emerges in the literature is film's capacity for engagement, and hence its role in student retention. Particularly for televisually saturated information-age learners, film is likely to improve retention by providing strong images and emotional content (Bumpus 2005;Cardon 2010;Champoux 1999;Gioia & Brass 1985;Hunt 2001;Serva & Fuller 2004). Given they belong to the world of leisure as well as that of study, films engage students as a familiar, attention-capturing, visual medium (Mallinger & Rossy 2003). ...
This paper examines how students in a third year management unit at a university of technology in Australia evaluate the usefulness of film as a tool for developing a deeper understanding of the theoretical leadership effectiveness model developed by Robbins (1997). The study reviews the range of studies describing the use of films in teaching leadership, playing into a perceivable gap in empirical studies demonstrating how students engage in applying the concepts of leadership. This study specifically considers whether films are effective interventions for achieving engagement in an assessment task aimed at identifying applications of theory to cases of leadership in action. As part of an action research cycle, thirty students (30) participated in three different focus groups. Transcriptions subsequently produced thick descriptions on which thematic analysis was conducted to extract key themes (Ryan & Bernard, 2003). The results suggest that films can communicate, embody and articulate the effectiveness of behaviours of leadership Robbins conveyed. The results also indicate that students value films as a medium for contextualising actions that demonstrate different leadership styles. It is perceived as a way of catering to diverse learning styles and as a way of building autonomy. We conclude that while films can be motivating and lend authenticity to assessment tasks, students need clear direction in making links between theoretical concepts and narrative filmic constructions of leaders and leadership behaviour. This leads to the next stage of our action research cycle.
... Movies can be productive in describing the communication patterns within these generations. In fact, many scholars, including Bineham (2015), Cardon (2010), Ott and Burgchardt (2013), and Quinn (2013), among others, have analyzed how film can be employed as a medium to address both diversity and cultural issues. ...
... 151). In particular, for learners who do not have the opportunity to go abroad, using foreign movies has proven helpful in promoting cultural awareness [52]. However, these data must be interpreted with caution because foreign movies may create cross-cultural stereotypes as well [53]. ...
This article reports on a study of an intensive three-week culture intervention program, delivered via VooV Meeting (an online meeting platform) as an additional opportunity for CFL students at a Vietnamese university in December 2021. The primary aim was to explore students’ perceptions and experiences of learning about Chinese culture in a non-target language environment since the outbreak of the COVID-19 pandemic. Two hundred and nine mixed-level undergraduate CFL students participated in a survey administered via Google Forms. Overall results indicated that students valued the opportunity offered by this program to learn Chinese culture and acknowledged the importance of cultural study in CFL. There appeared to be different preferences among male and female students and the different year groups in choosing the contents and methods of cultural learning. Additionally, students expressed concerns about using technology in language and culture learning despite its benefits, especially in the absence of real-life human interactions and communications due to travel restrictions. One significant finding was that students recognised teachers’ essential role in learning culture. The survey results, in particular the participants’ responses to open-ended questions, are discussed in this paper. The understanding gained from this study is expected to provide Chinese language professionals and practitioners with insights and suggestions on how Chinese culture can be better integrated into CFL through appropriate and effective teaching strategies in a post-pandemic era.
... 681). Cardon (2010) characterizes the film as "a valuable intellectual exercise in deciphering other cultures." (p. ...
The paper’s main aim is to highlight the importance of underpinning English language education with intercultural competence. The authors describe and analyze the experience of the cross-cultural exchange in Facebook movie-based discussions as an innovative approach to English teacher preparation in Ukraine. The study examines the perceptions of American films regarding various social, educational, and cultural issues by American and Ukrainian participants. The authors address the following questions: 1. What are the intercultural differences in the perception of American movies manifested by the representatives of the American and Ukrainian cultures during movie club discussions? 2. What are the participants’ attitudes to online discussions in a Facebook group? The research engages 83 participants, including university professors, their family members, and prospective teachers majoring in teaching English as a foreign language. The study applies Hofstede’s cultural dimensions model and descriptive, comparative, and qualitative methods. Since the research is empirical and an exciting outcome of international academic collaboration in teacher preparation, its findings have proven the significance of cross-cultural communication for educational purposes. The emphasis on strengthening English language teacher preparation with intercultural awareness, values, and skills for service in the multicultural world has evident benefits for the quality of teacher training in the Ukrainian context. The research also signifies Facebook as a platform for future online educational collaboration.
... A large number of instructors use active learning techniques such as case studies (Ramburuth & Daniel, 2011) or real-life examples to ensure that students acquire the content efficiently. Some others have employed or encouraged innovative interactive learning approaches such as video or online conferencing (Hu, 2008), novel narrative analysis (Wright & Larsen, 2012), films (Cardon, 2010) Chavez and Poirier (2007) to promote cultural diversity knowledge among American students. The event "Food Along the CPEC" was held on February 21st, 2019 and was organized by the University of Peshawar. ...
In philosophy, the term "culture" refers to everything that is distinct from nature. Sociology, like ethology, defines culture more simply as "what is shared by a group of persons" and "what unifies them," that is, what is learnt, transferred, created, and generated. Indeed, culture is what distinguishes people from each other and from their origins. It encompasses all facets of human existence and their modes of communication and interaction with each other. Food is a necessary component of people's life, not only a means of subsistence., Additionally, it is a significant component in how we evaluate and distinguish individuals, as well as how their culture is impacted. Different cultures have a wide variety of cuisines and ingredients, which results in a fusion of foods and culture. You are what you eat; it is unimportant how they consume it or prepare it as long as it reflects them and their culture. There is a significant connection between cuisine and culture; this includes their religion and traditions. The increasing number of Chinese individuals going to Pakistan to work on hundreds of CPEC projects and the increasing number of Pakistanis visiting China for different reasons have aided in the growth of Chinese food's appeal in the country. Numerous Pakistani cities, including Islamabad, Karachi, and Lahore, now have restaurants. Additionally, many Pakistani restaurants situated in cities involved in CPEC projects have included popular Chinese foods into their traditional Pakistani menus as a result of the presence of Chinese people in those areas. There is a growing understanding of the importance of food in modern society and culture, and hence a need to investigate it. Food is one of the most fascinating methods to have a better grasp of culture. Comprehension and retention increase when active or experiential learning approaches are applied. This article discusses the link between culture and food and claims, using theories of active or experiential learning, that teaching food as culture may help develop cultural awareness and intelligence. The data for this theoretical research were gathered from primary and secondary sources. The main sources included books, official databases of China and Pakistan, and memorandums of understanding between the two nations, while the secondary sources included research papers, newspapers, journals, and internet databases.
... A large number of instructors use active learning techniques such as case studies (Ramburuth & Daniel, 2011) or real-life examples to ensure that students acquire the content efficiently. Some others have employed or encouraged innovative interactive learning approaches such as video or online conferencing (Hu, 2008), novel narrative analysis (Wright & Larsen, 2012), films (Cardon, 2010), role playing (Blanton & John E. Barbuto, 2005;Anakwe, 2002;Humes & Reilly, 2008) and others. Food and food tales were employed in the classroom by Chavez and Poirier (2007) to promote cultural diversity knowledge among American students. ...
In philosophy, "culture" denotes something separate from nature. Sociology, like ethology, defines culture as "what a group of people shares and unifies," that is, what is learned, transmitted, formed, and produced. Culture is what sets individuals apart from one other and their origins. It includes all aspects of human life, including communication and contact. Food is a need of existence, not just a means of sustenance. It also influences how we assess and recognize people, as well as their culture. Cuisines and ingredients vary greatly across civilizations, resulting in a fusion of foods and cultures. Food doesn't matter how they eat or cook it as long as it represents them and their culture. Cuisine and culture are intertwined, as are religion and customs. The rising number of Chinese people visiting Pakistan to work on hundreds of CPEC projects and Pakistanis visiting China for various reasons has helped Chinese cuisine gain popularity in Pakistan. Food is one of the most exciting ways to learn about culture. Active or experiential learning improves comprehension and retention. This article addresses the relationship between culture and food, claiming that teaching food as culture may assist build cultural awareness and intelligence. This theoretical investigation used primary and secondary data. The primary sources were books, official Chinese and Pakistani databases, and bilateral agreements, while secondary sources included research papers, newspapers, journals, and internet databases.
... Thus, it is possible that through indirect exposure to western culture through social media the distance between the participants' own culture and the western culture could have decreased to some extent. The positive effects of the exposure to English movies (Bhawuk & Brislin, 2000;Cardon, 2010;Littrell et al., 2006;Mallinger & Rossy, 2003;Smith et al., 2010) and social media (Chen, 2012;McEwan & Sobre-Denton, 2011;Sawyer & Chen, 2012) on ICC has been highlighted the literature. Sawyer and Chen (2012) argue that "while cultures around the world value their individual traditions, beliefs, and norms that make them unique, social media links people around the world regardless of differences and geographical boundaries" (p. ...
Globalization has made English language skills and intercultural communicative competence (ICC) necessary for international and intercultural interactions in the context of business worldwide. The present study sought to survey and compare the levels of 200 Iranian employees’ ICC with a focus on the participants’ native culture and the cultures of the English speaking countries. The findings of this study revealed that, overall, the participants had a moderate level of ICC, and that female employees scored significantly higher on the ICC scale than their male counterparts. Further, this study found that although the participants believed English language learning had a moderate impact on developing their ICC, they viewed their English language classrooms ineffective in promoting cultural awareness. These findings were explained considering the socio-political influences on English language learning and teaching in Iran, the participants’ degree of English language proficiency, experience of visiting other countries and attending international business meetings, and the participants’ views of English and ICC effectiveness in their career progress, in addition to the impact of the changes in the gender roles in Iran. Implications and limitations are discussed.
... Many scholars have confirmed the effectiveness of exposure to films on enhancing learning motivation (Hennessey, 1995;King, 2002;Ryan & Francais, 1998), improving English reading comprehension (Cho, 2006), and developing communication skills of non-native English language learners (Bahrani & Tam, 2012;Katchen, 2003;Khan, 2015). However, while the benefits of using films as a teaching tool in intercultural education have been well established in the area of business management and communication (Briam, 2010;Cardon, 2010;Chen, 2010), comparatively few studies have been conducted to understand the impact of integrating films into intercultural ELF education in ELT. There are numerous reasons for the usage of films in intercultural ELF education. ...
... Empati ditunjukkan dari jawaban mahasiswa bahwa tokoh dalam film adalah seorang pengidap autisme yang mengalami kesulitan berinteraksi dengan orang lain, namun tetap berusaha menjalani kehidupannya sampai berhasil menjadi seorang akuntan handal. Hasil ini sesuai dengan penelitian Cardon (2010) yang menyatakan bahwa film adalah sarana untuk melatih emosi seseorang. Pengasahan emosi ini penting dilakukan dalam pemahaman mengenai etika (Agustina & Susilawati, 2012). ...
Teaching ethics to accounting students is a challenge for lecturers. Lack of knowledge on how to teach ethics and limited references to ethics teaching materials are examples of obstacles to teaching ethics. The film has been an exciting learning resource in accounting courses, which is a fun way to learn and full of value. This study is a preexperimental study to determine the effectiveness of using film media to convey ethical material to students majoring in Accounting, Politeknik Negeri Malang. The method used in this study is descriptive qualitative. Based on the results of this experiment, 32 students stated that there were moral values that were learned from watching films. In contrast, 17 people indicated that they had learned other things such as cases of economic crisis and the application of the material in class to real life. Based on these results, films could be used as an alternative to teaching ethics to accounting students. This study offered a reference for accounting lecturers the ways to use film in accounting classes and samples of discussion and assignments in using film as a teaching resource. The result of this study could be a reference in renewing the curriculum to insert film as a learning resource, also to consider other learning resources.
... The cognitive theory of multimedia learning posits that (1) humans process information via dual channels (visual/pictorial and auditory/verbal), (2) each channel is limited in its capacity to process information, and (3) coordinated sets of cognitive processes facilitate active learning (Mayer, 2002). Film, to a much larger extent than lectures or cases, stimulate multiple senses simultaneously thus facilitating a more complete cognitive interpretation of the environmental factors at play (Cardon, 2010;Laurienti et al., 2004;Najjar, 1996). In essence, there is an additive cognitive capacity effect when multiple senses are combined (Medina, 2008), and the outcomes are substantive: students exposed to multisensory environments outperform those in unisensory environments such that they have more accurate recall (better resolution and longer lasting; Forster et al., 2002), problemsolving improves significantly (one study found students given multisensory presentations generated up to 75% more creative solutions on problem-solving tests; Read and Barnsley, 1977); and thresholds for detecting stimuli improve (Lovelace et al., 2003) indicating that future multisensory experiences may offer even richer outcomes. ...
Purpose
Experiential education is key if the authors as scholar-educators are to empower the next generation of students to recognize opportunities, exploit them and succeed in entrepreneurship. Experiences facilitate the bridge between theory and practice; experiencing something serves as the linking process between action and thought. Capitalizing on technological advances of the last two decades, this paper depicts how film can be (and why it should be) incorporated into entrepreneurship classrooms.
Design/methodology/approach
The authors analyze the learning literature, broadly defined, to assess and articulate the experiential nature of film. More specifically, this paper establishes a framework for film as an experiential pedagogical approach, offering theoretical connections and best practice recommendations. In doing so, this paper assesses two feature films and provide educators with a guide for their use in the classroom.
Findings
This paper establishes a framework for film as an experiential pedagogical approach, offering theoretical connections and best practice recommendations. It concludes with two actionable case examples, broad enough they are deployable in almost any entrepreneurship classroom, assuming English is the primary language.
Originality/value
This paper brings to life a concept some have long assumed is effective, but the literature often neglects: the use of film as an experiential medium. In doing so, two new case examples are developed and available for immediate deployment into classrooms.
... So to speak, cultural awareness is there to avoid stereotypes. In this sense, watching foreign movies may help to promote cultural awareness, and eliminate stereotypes (Cardon, 2010), but crosscultural stereotypes may mushroom, though (Angelova & Zhao, 2014). Seemingly, there is "no ready-made, one-size-fits-all way of developing intercultural capabilities through language education" (Liddicoat, 2013, p. xii). ...
Is there a relationship between language and culture? If so, what is the role of culture in language classrooms? This chapter attempts to answer these questions. Obviously, there is a reciprocal relationship between language and culture. What is more, people’s cultural background and behaviors shape the way they interpret the world around them. Apparently, being aware of one’s own culture paves the way towards being aware of the new culture by developing a sense of cultural awareness. Therefore, communicating cross-culturally is regarded as an effective skill that can be developed through cross-cultural awareness (Gudynkunst & Kim, 2003). With these in mind, let us consider what lies behind the relationship between language and culture, and of course, how culture is integrated into language classes. The organization of the chapter is designed as follows: firstly, the relationship between language and culture is described. Secondarily, the state-of-the-art of culture pedagogy in terms of language teaching is introduced. Making the case for language and culture pedagogy, its implications are presented to which reference is made subsequently in order to deliver target culture with the priority of teaching English as a Foreign Language (hereafter: EFL). Conclusively, the last section remarks conclusions, and pedagogical implications for teaching target culture through teaching the target language.
... Thus, these productions must match a culture's tastes and beliefs (Tubbs and Moss 2008). Intercultural scholars have found film to be an effective tool to learn about the culture that has produced it, for the very deliberate and staged manner in which films are written, directed, performed and edited can highlight a culture's more ambiguous aspects such as its norms and values (Cardon 2010;Mallinger and Rossy 2003). ...
Traditionally, art tourism involves tourists whose mobilities were determined by their motivation to see and enjoy art, often consumed within confined spaces such as exhibition halls, galleries, museums, etc. However, with the digitalisation of art and space, and evolving visitor demands, mobility patterns have significantly changed for both the artist and the admirer of art. Digitisation (conversion of physical into virtual content), digitalisation (processing of digitized content), and now virtual art, have transferred the traditional physical art space to that of a virtual space. In this process, art-based mobilities that were previously determined by space, time, money, or location barriers have been redefined, showcasing significant implications for travel and tourism. This issue is especially applicable in the context of Asia, where travel restrictions bind many in the neo-colonial political era. Consumption of art is no longer defined by a traditional perception of ‘elite spaces,’ and exclusivity, but breaks boundaries previously defined by the inside-outside dichotomy. In the virtual space, one can cross all boundaries previously defined by politics, including national, ethnic, or class boundaries. Thus, in this chapter, we discuss the implications of the digital art technology in democratizing consumption and engagement patterns of artists and art consumers. Taking an Asian perspective, we discuss how the implementation of digital art technology, may enhance the visibility, engagement, and access to Asian art consumers, challenging traditional boundaries, and dominant dichotomies.
... This brings up the key of cultural dimension in Intercultural Communicative Competence (ICC) for instance, empathy, curiosity, critical awareness, cultural relativism, and cultural identity (Byram, 1997). Therefore, ICC extends the myriad focuses on intercultural discussion on identity to integrate it with dimension with educational projects in the English classroom (Galante, 2015), stereotyping across culture (Cardon, 2010), from cultural awareness to intercultural awareness (Baker, 2012), and cultural learning in the EFL classroom (Kiss & Weninger, 2017). ...
The study was aimed to obtain information regarding to the teacher’s strategy and students’ aspects of Intercultural Awareness (ICA) perceived from CCC through film. It was qualitative study and data of the study were taken from documentations which consisted of observation sheets, field notes, and students’ journal writing with guided questions in three phases: before, during and after viewing the film. Based on data analysis, the result shows that there were four categories in the strategies of ICA the teacher developed through film in the EFL classroom. The teacher also tended to apply the QAR strategies as well as it aimed at improving students’ reading comprehension before, during and after watching the film which showed six steps. The six steps were by visualizing to the information to students’ own experience, recalling students’ past experiences, clarifying to students’ behavior towards different cultures from their own, locating the information from the film, imagining to the position of the characters in the film, and summarizing the film to the positive and negative sides. Another finding was found that from twenty-one aspects, there was ‘respect to others’ as major key of all aspects of ICA emerged. The two findings contributed much for intercultural study.
... Bir medya türü olarak filmler, metinlerin alternatifleridir (English & Steffy, 1997). İzleyiciler üzerinde diğer medyalardan daha derin izler bırakır (Cardon, 2010;Rajendran & Andrew, 2014). Filmler bu yolla arzularımızı, inançlarımızı ve algılarımızı etkiler (Kavan & Burne, 2009). ...
... Academic leaders and faculty members are faced with a rapidly changing and evolving technological landscape (Black et al., 2007;Cardon, 2010;Chow, 2013;DeBlois, 2005;Ely, 1999;Garrison & Akyol, 2009;Garza Mitchell, 2011;Gentry, 2011;Lucey & Grant, 2009;Ross, 2006;Wach, 2007;Zhang, 2009). New strategies involving identifying changes to pedagogy and understanding this evolving landscape of instruction require addressing challenges through new and innovative approaches (Bolman & Gallos, 2011). ...
Learning environments in higher education are changing rapidly, with increased attention
surrounding active learning, educational technologies, and their impact on teaching and
learning. Companies are creating and introducing innovative technologies at breakneck
speeds, often overwhelming academic leaders charged with meeting the needs of the
institution, faculty, students, and community. This whirlwind of change creates new
challenges and opportunities for leaders to address as they guide their institutions toward
adopting new educational technologies, specifically Learning Management Systems
(LMS). Academic leaders must strive to build a strong vision for the future and seek
support frameworks that encourage acceptance by faculty of the LMS as a fundamental
design and delivery tool for instruction. As with any change, perception is at the heart of
acceptance regarding innovation. This study explores the perceived impact of nine faculty
members’ experiences regarding the change process during an LMS transition on a
Midwestern United States urban campus. To do so, a conceptual framework has been
developed, combining individual and group-oriented approaches to leading
organizational change. Using a case study approach with the lens of the conceptual
framework, the study creates a rich exploration of the phenomenon of leading
organizational change in higher education. Emergent themes lead to recommendations
that will benefit leaders as they navigate innovative educational technology transitions in
higher education.
... For example, The Office, a scripted television sitcom, has been shown to effectively teach leadership and work environment skills (Wimmer et al., 2002). Additionally, Kinnick and Parton (2005) demonstrated how the reality TV series The Apprentice depicted communication challenges and mistakes common in the workplace as well as films such as Slumdog Millionaire that emphasized concepts related to business communication in the workplace (Cardon, 2010). Although TV shows and films are exaggerations of reality, writers and produces indicate these experiences portray real-life experiences and are likely to manifest in a variety of organizations. ...
Instructors are constantly challenged to compete for student attention. The authors of this article discuss how they are stimulating their students using reality TV shows to teach management theories and strategies. Using reality TV shows has helped to captivate students and has resulted in higher levels of learning according to Bloom’s Revised Taxonomy. In exercises, students watch episodes, analyze the business problem, and identify central issues and key players impacting the business. Students are asked to comment, evaluate parts of the business episode, apply course theory, and create solutions. Exercises help students learn business fundamentals and the intersectionality of people, processes, and products. This case study provides instructors with a specific lesson plan for incorporating reality TV into the classroom in a way that is enjoyable to students and enables them to apply business theories learned in class to actual experiences of the business owners in the assigned episodes.
... Mallinger e Rossy (2003) propongono un percorso didattico basato su uno schema semplificato delle varie dimensioni (o orientamenti) della cultura, che potrà essere applicato nell'analisi di un film a scelta dell'esperto/docente. Così facendo, si raggiungono diversi scopi: familiarizzare l'apprendente con le teorie culturali, illustrare un metodo di analisi della cultura, evidenziare aspetti culturali specifici del film in oggetto. Inoltre, come illustra Cardon (2010), è possibile utilizzare i film e gli stereotipi su cui si basano per sensibilizzare le persone alle dinamiche degli stereotipi e scardinarle. In una interessante sperimentazione didattica realizzata con studenti americani, l'autore ha utilizzato a questo fine il film The Millionaire, 25 abbinandolo all'osservazione e discussione guidata dei risultati di un sondaggio legato a quella pellicola ed effettuato tra studenti indiani residenti negli Stati Uniti. ...
Finding their rightful place in the hosting country becomes easier to migrants if they acquire good knowledge of the country's culture and language. Similarly, excellent knowledge of the hosting and the migrants' cultures and languages-both general and technical-is required of cultural mediators, who find themselves operating in a range of highly sensitive specialised fields, such as the medical, educational, legal, and administrative contexts. The current paper outlines the specific features of TV and filmic productions and illustrates their educational potential, through a review of the existing literature. In fact, TV and narrative filmic productions have proven to be multifunctional and powerful tools for the teaching and (autonomous) learning of explicit as well as implicit culture, and also for improving listening-comprehension skills, reading skills and vocabulary. The ultimate aim of the chapter is to help mediators become informed and attentive viewers, able to take the greatest advantage from filmic productions in terms of language and culture learning, and to guide migrants in the use of these powerful tools for integration. Per motivi differenti, tanto i mediatori quanto i migranti necessitano di sviluppare e/o potenziare competenze linguistiche e culturali in relazione alla lingua e alla cultura di un paese altro rispetto a quello della propria madrelingua. È importante sottolineare che in questo lavoro il termine 'competenza linguistica' è da intendersi nel senso di possesso di abilità comunicative in una specifica lingua naturale. Il concetto quindi si estende all'uso efficace e strumentale della lingua in contesti di vario genere. Più difficile è definire in poche parole cosa si intende per cultura; rimandiamo quindi questa spiegazione alla Sezione 3 del presente lavoro. Il mediatore, per poter agire adeguatamente nel suo delicato ruolo, deve avere un'ottima conoscenza di entrambe le lingue e di entrambe le culture, tanto a livello di vita quotidiana quanto in ambiti specifici, quali quello medico, scolastico, amministrativo, e giuridico, a seconda della
... However, most people have stereotyping of a certain culture. Helping students to identify stereotypes that others with different culture identity may have of them is an effective method to stereotyping (Cardon 156 [2] ). The same method can be used to understand other culture identities. ...
p>This paper is going to introduce culture identity and explain why culture identity is important in intercultural business communications. In addition, the paper will talk about how to develop culture identity and how can culture identity promote intercultural business communications. The third part will explain how to develop culture identity by language and behavior during intercultural business communications. There are two ways culture identity promotes intercultural business communications. The first way is by understanding, and the other one is by multicultural individuals</p
... Table 1 represents a short list of films that have been used in management and business ethics courses as a teaching material, with their topics (or related business concepts), and the researchers who have examined them. This selection includes Enron to illustrate the business ethics (Cox, 2009); Rising Sun to teach cross cultural communication and to understand transplant organizations (Foreman & Thatchenkery, 1996); 12 Angry Men to see biases, conflict and power issues, Thirteen Days to illustrate complex and politicized decision processes ; Dead Poets Society to stimulate class discussion on issues such as ethics, values, and organizational pressures toward conformity, and on role conflict and autonomy (Berger & Pratt, 1998); A Soldier's Story to explore leadership and power analysis, The Associate to analyze new ventures, The Smoke Signals to assess communication and perception analysis, The Joy Luck Club to understand motivation and personality subjects (Bumpus, 2005); Gung Ho to explain cultural issues (Mallinger & Rossy, 2003); The Breakfast Club (Christopher, Walter, Marek and Koenig, 2004) and Slumdog Millionaire (Cardon, 2010) to stimulate discussion of issues related to stereotyping and prejudgment; Crash to illustrate the significance of knowing other cultures and how this can influence communication between individuals (Villalba & Redmond, 2008) and many films suggestions to teach strategic management (Ambrosini, et.al 2008). (2008) Discussion of issues related to stereotyping and prejudice ...
Films are widely used in business education to illuminate management concepts. Since films can provide a version of how theories and concepts can actually be put into practice, they have more lasting impression. On the other hand; ethical issue are complicated and they involve many processes and influences that are diverse and interlinked. That’s why it is difficult for students to understand potential conflicts of interest if they lack business experience or frame of reference. In this study, “The Corporation”, a documentary film by March Achbar, Jennifer Abbott and Joel Bakan, which has received awards in film festivals around the world, has been used for analysis to illustrate the behavioral paradox of corporations. Film analysis has been used as an educational tool in order to teach organizational behavior and management concepts since 1970s. To check our assumption we have designed a study to explore whether using "The Corporation" documentary in classroom settings will raise the awareness of the students about the role that corporations play in ethical, social, and environmental issues which are essential for business decisions, and thus enable the students -the future business managers-, to understand the paradoxical behaviors of corporations. After the students watched “The Corporation”, a quantitative analysis has been conducted by comparing the written essays of the students as regards their interpretation of the film.
... Even though participants acknowledged that mass media portrayals are not accurate, it seems that they used these depictions to form the basis of stereotypes, especially in the absence of personal contact with the other culture. Previous intercultural training literature has argued that movies simulate natural observation process that happens when one encounters other cultures, so the use of movies have been recommended for intercultural learning (e.g., Cardon, 2010;Littrell, Salas, Hess, Paley, & Riedel, 2006;Verluyten, 2007). Unfortunately, most participants have not had any meaningful interaction with members from the other group, and the superficial interaction they had often reinforced their preexisting perceptions of each other. ...
This paper employs a focus group approach to examine stereotypical perceptions of Chinese and U.S. Americans from each other's perspective. Eight focus groups were conducted involving 34 undergraduate participants from two universities in the U.S. and China. Group discussions were recorded, transcribed, and analyzed for emerging themes. Results showed that there were converging and diverging perceptions between Americans and Chinese. Specifically, both Americans and Chinese perceived Americans to be individualistic and independent, and Chinese to be family oriented and collectivistic. However, Americans and Chinese differed in the extent to which Americans are perceived as social and Chinese as quiet. Sources of people's stereotypical perception were also explored. Theoretical and practical implications of the study were discussed.
... This medium has the opportunity to bridge the gap between a student's learning environment and a real-world situation through film (Rajendran & Andrew, 2014). Films engage students more intensely and have a higher probability of leaving a lasting impression (Cardon, 2010). Meaning, films can provide an alternative method to understand complex theories and models to improve learning. ...
More literature is needed that focuses on the effectiveness of service learning projects in higher education, specifically
how individual students are impacted. This study investigates the possible influence of an international service-learning
experience on a student’s worldview. The International Service-Learning Inventory was used to ask students a
variety of questions on social justice, intercultural competencies, diversity, global awareness, democracy, civic engagement,
and transformative learning. The study was conducted with University of Central Florida student participants
(N=9) enrolled in an international service-learning field experience in Botswana examining educational access and
gender issues. The results demonstrated strong relationship among four factors: Community, Civic Engagement, Diversity,
and Education & Leadership – of which were defined as a student’s worldview. In addition, there were
interaction effects with the four factors and gender and ethnicity and main effect sizes with the four factors and first
generational students, Pell Grant recipients, and those who have traveled abroad. Because of the large effect size in
the small population, this “pilot” or “exploratory” research suggests to the reader significant results may be found when
examining larger populations.
... Moreover, there is significant variation within the Indian sub-culture based on language, religion, ethnicity, etc., and this variation is rarely addressed in research. For example, a south Indian's perspective of what it means to be an Indian may be drastically different from that of someone from the north (Cardon, 2010). ...
Much has been written regarding the multifaceted, fragmented relationship between ethnicity, identity and consumption (Burton, 2009), especially since Belk's (1988) seminal piece on possessions and the extended self. Consumption among wide-ranging subcultural groups has been investigated, including fundamental Christians (O'Guinn & Belk, 1989), Harley Davidson aficionados (Schouten & Alexander, 1995), gays (Kates, 2002), Burning Man constituents (Kozinets, 2005), and many others. Consumption is a critical piece in the formation of subcultural identities and a site where common values and meanings related to brands and products are shared (Kates, 2002; Mehta & Belk, 1991). Belk (1988) suggests that shared consumption helps identify group membership and define group self. Specific brands are intrinsically related to subcultural identities and help create boundaries from the dominant culture that foster group identity. However, consumption in contemporary subcultural contexts is often fraught with countervailing and ever shifting meanings (Kates, 2002).
... There has been relatively little evidence of the adoption of insights from research on the intercultural learning experiences of EFL learners, for whom cultural awareness, language awareness and accommodation skills are critical capabilities during real movement and interaction across linguistic or cultural boundaries (Baker, 2009(Baker, , 2011Canagarajah, 2007;Jenkins, 2006). Moreover, although the pedagogical use of films as a teaching tool for intercultural business communication is well established (Briam, 2010;Cardon, 2010;Chen, 2010;Mallinger & Rossy, 2003), comparatively few studies have been published on the use of films in the context of intercultural learning in EFL curricula in Asia. Based on the analyses and subsequent findings of learner diaries, this study examines the perceptions of Taiwanese university EFL learners in an intercultural course that integrated foreign films as an instructional tool. ...
With the global spread and use of English, Teaching English to Speakers of Other Languages (TESOL) professionals have become increasingly interested in intercultural learning. Comparatively few studies have been published, however, on the use of films in intercultural learning within the context of English as a foreign language (EFL) curricula in Asia. The present study explored the perceptions of 52 university EFL students in Taiwan who were enrolled in an intercultural course that integrated foreign films as an instructional tool. Based on an analysis of the content of learner diaries, the study traces the development of intercultural competence as a result of learning experiences provided on the course. These consisted of dynamic processes of observation, exploration and interpretation of the attitudes and behaviours of people from various cultural or linguistic backgrounds in the specific circumstances represented in the films. The findings show that many participants appreciated the course, and that they made real progress in developing intercultural motivation, attitudes, knowledge and awareness. The study suggests that relevant language education institutions should emphasise intercultural learning in their EFL curricula and that they should consider the potential of foreign films in particular in promoting such learning.
The aim of this study was to explore international university students’ perceptions of future global employment opportunities and expectations with regard to workplace diversity. The study employed a qualitative research design. The data were collected from nine study groups with thirty-eight students from twenty-one different countries studying in a private international university in North Cyprus. The thematic analyses of the data revealed that students anticipate some degrees of inequality and discrimination when seeking employment, i.e., they believe networking is more important than qualifications. Moreover, the participants maintain that overseas job experiences will provide them with better employment opportunities than experiences in their respective countries. The main implication of this study for educators is that they should evaluate their current business degree curricula allowing for more interactive communication to build confidence in students’ ability to compete in the global workplace. The curricula should also aim at intercultural consciousness-raising through topics of equality and identity using English as a lingua franca with the objective of creating high levels of problem-solving and critical thinking in students.
Scholars have long praised the ways in which film can provide students with an opportunity for deep intellectual and emotional connections to classroom material. With contemporary technology, however, instructors are instead turning toward shorter audiovisual material that can be accessed with little preparation, take up less class time, and cater to an instructor’s needs. But what has been lost? Are film’s established advantages now irrelevant? Here we aim to begin a conversation about the continued use of film in the classroom. We do so through an analysis of surveys sent to students who have previously taken a class that used streaming services to assign over a dozen films as homework assignments over the course of the semester. Results show that films remain an immersive and reflexive complement to course readings and often continue to have an impact on students after the class has concluded. Nevertheless, instructor guidance remains essential.
Developing intercultural communicative competence in foreign language teaching contexts has been a challenge for many teachers, and they usually tend to neglect this issue because of many reasons, such as lack of knowledge, time constraints, or workload. However, integrating exciting and motivating tools such as movies and TV serials into foreign language teaching syllabi would meet this need. Therefore, this study intended to explore the contributions of these tools. Seventy-six prospective English teachers studying at a state university participated in the study, and the data were collected through field notes and self-reflection reports. The results indicate that the participants benefit from TV serials or movies in developing their intercultural awareness.
This study presents an analysis of the theory of the development of intercultural competence and the theory of the use of films in the formation of intercultural communicative competence in teaching foreign languages, as well as approbation of the method of using films in content courses for the formation of this competence in the courses of the Kazakh language. The development of intercultural communicative competence is the development of the ability to build harmonious and productive relationships between representatives of different cultures. Intercultural competence, recognized as one of the key components of learning in the new century, increases the need to adapt teaching methods and materials in order to increase the intercultural awareness of future professionals. To be competitive in the international arena, to be ready for new opportunities and various challenges, modern young professionals need to be able to form and develop skills of interaction and cooperation in a multicultural environment, intercultural and business relations, critical thinking, and the development of skills in the use of advanced digital technologies.The results of a study conducted as part of the course “Cultural Studies and Kazakh Culture” with the participation of 45 advanced level students showed that the practice of intercultural competence develops their positive attitude towards their culture and the culture of other countries and encourages them to develop general language competence.
This paper/exploratory analysis presents an evolving model for enhancing the use of full-length, feature film as a tool in undergraduate and graduate business curriculum. This model includes processes for determination of student perceptions of the efficacy of the use of feature film to teach business, including marketing and human resources competencies. Therefore, this work considers student perceptions of the use of film in undergraduate and graduate business education and their final outcomes. Awareness of students' views of this tool can be valuable information during the design of business curriculum. To date, limited research has coupled the business students’ perceptions of film in business curriculum along with implementation of feature films in business pedagogy. Therefore, the evolution of a working model aims to contribute to the understanding of students' expectations when film is used in business curriculum. There is a dearth of literature that covers the use of popular, full-length films in Marketing and in MBA Human Resource courses. This paper helps to fill that gap.
This article demonstrates how Israeli director Eytan Fox's 2004 film Walk on Water (Lalechet Al Ha‐Mayim) can be utilized to teach concepts of multiculturalism, interculturalism, and intercultural communication competence. A textual analysis of the film's visual and dialogic content demonstrates how narrative and aesthetic elements, such as those in Walk on Water , provide viewers cognitively and emotionally provocative stories that promote the pro‐social goals of intercultural communication.
The popularity of Japanese animation (a.k.a anime) has grown exponentially outside Japan over the past few decades despite being made primarily for Japanese viewers. This growth has garnered an increased awareness and interest in Japanese culture among scholars on the topic, particularly on the medium’s history or impact on non-Japanese viewers, who would be drawn to visit Japan. Notably, Japanese anime feature yōkai, or supernatural beings, which were drawn from Japan’s rich folkloric heritage and adapted to reflect Japanese society’s changing thoughts and feelings. This author conducted a study to investigate if yōkai anime could make the implicit aspects of Japanese culture, such as worldview and beliefs, more accessible to non-Japanese viewers who were interested in visiting Japan. To do so, this study applied the phenomenological method alongside the Cultural Iceberg Analogy theoretical framework to analyze the responses of a focus group of non-Japanese audience to a yōkai anime clip. All focus group participants could connect the three different levels (Surface, Intermediate and Deep) of Japanese culture in the selected anime by connecting the anime’s yōkai-based visual cues with their pre-existing knowledge of Japanese culture. The study has also found that the participants further deepened their understanding of Deep Japanese cultural aspects through shared analysis and discourse on the anime, concluding that the consumption of anime adaptations of yōkai folktales fostered deeper understanding of Japanese culture amongst non-Japanese viewers.
Educators everywhere recognize that today's classrooms are more culturally diverse than ever. These classrooms can enhance learning by giving all students equal opportunity to share their experiences, knowledge, perspectives and insights. However, this enhanced learning is possible only through a process that is supported by appropriate tools especially technology tools. This chapter explores the issue of learning in multicultural classrooms and various tools educators can use to open up their students' minds, understand each other privileges, and gain better understanding of other people, perspectives, and cultures. Specific recommendations to meet the challenges of multicultural learning using the technology tools are also provided.
Materials evaluation of a pre-entry ESOL programme called “English My Way” (EMW) in terms of speech acts/functional language and cultural awareness and its impact on students’ learning
Since English is the global language, it is important for English language learners to be proficient in the language and knowledgeable about intercultural communication in English-speaking countries and other countries that use English as a lingua franca. Movies can be an informative and memorable tool for teaching intercultural
communication concepts. This descriptive exploratory study centers on the movie Outsourced (Jeffcoat, 2006), which is about an American expatriate in India. He experiences many frustrations trying to assimilate to an unfamiliar culture, but he eventually adapts and appreciates his new lifestyle. Research objectives centered on
determining which intercultural communication themes South Korean English language learners in university could identify in the movie as well as how they viewed these themes. The study also sought to examine how the learners perceive the effectiveness of using the movie to learn about intercultural communication. Data included a worksheet, class discussions, and an essay which were each analyzed
through qualitative content analysis. Students were able to identify primary themes related to intercultural communication and generally perceived the movie favorably as a tool for learning about intercultural communication. Practical suggestions are provided for instructors who are considering using movies in the classroom to teach
cross-cultural communication or cultural themes.
Educators everywhere recognize that today's classrooms are more culturally diverse than ever. These classrooms can enhance learning by giving all students equal opportunity to share their experiences, knowledge, perspectives and insights. However, this enhanced learning is possible only through a process that is supported by appropriate tools especially technology tools. This chapter explores the issue of learning in multicultural classrooms and various tools educators can use to open up their students' minds, understand each other privileges, and gain better understanding of other people, perspectives, and cultures. Specific recommendations to meet the challenges of multicultural learning using the technology tools are also provided.
Cultural diversity in society, the workplace and classrooms is more or less is a global phenomenon. The multi-cultural classroom provides an opportunity for students from different cultures to bring their enormous range of experiences, knowledge, perspectives and insights to the learning - if the process is enabled. Many firms around the globe are expanding their businesses beyond domestic markets. These trends indicate that many individuals are likely to study or work in multicultural environments domestically and abroad. Research suggests that faculty and trainers adapt their teaching style and classroom policies to accommodate multicultural learners. Disconnections may arise, however, regarding the willingness to include these accommodations. This chapter explores various issues which faculty and students face regarding adjustments in teaching style, content, and policies to adapt to multicultural learners. Specific recommendations to meet the challenges of multicultural learning are also provided.
Współcześnie, w edukacji ekonomicznej, zwłaszcza w Europie Zachodniej i USA, coraz większego znaczenia nabiera wykorzystanie filmów fabularnych do ilustracji: określonych zjawisk i procesów gospodarczych, jak również zachowań inwestorów oraz finansowych i, społecznych i psychologicznych konsekwencji tych zachowań. W artykule omówione zostały fragmenty wybranych filmów fabularnych, zagranicznych i polskich, które odnoszą się do chciwości inwestorów na rynkach finansowych lub też dotyczą ich stosunku do pieniędzy. Fragmenty tych filmów, jak i innych obrazów mogą zostać wykorzystane w procesie dydaktycznym jak i w czasie specjalistycznych kursów z szeroko rozumianych finansów.
The primary goal of this study was to construct a business course that allows for the learning of business lessons by watching selected films. A self-administered questionnaire was utilized to obtain empirical verification on the reading and film watching habits of a sample of MBA students at an international university. The results indicated preference for audiovisual products over reading in order to obtain information on business. A course was then designed for the timeframe of a " blended " course where approximately half of the time invested by students consists of self-learning at home while the other half consists of traditional, face-to-face class sessions. A literature review revealed that the following business topics have been extensively addressed in the studying of cinema: cross-cultural management, ethics, entrepreneurship, managerial leadership and lifestyle choices within the business world. The framework of a course syllabus is presented based on these five subject areas.
This article’s goal is to provide suggestions for teaching students about culture and cultural intelligence. This article pursues this goal by first exploring and defining culture and presenting the nuances and challenges of teaching students about culture in an environment supportive of multiple cultures (e.g., national, regional, local, corporate, etc.). Finally, the article concludes with a discussion of a cultural intelligence development process consisting of a cultural intelligence pre assessment and feedback, cultural intelligence transformation activities, and a cultural intelligence post assessment and feedback.
Cultural diversity in society, the workplace and classrooms is more or less is a global phenomenon. The multi-cultural classroom provides an opportunity for students from different cultures to bring their enormous range of experiences, knowledge, perspectives and insights to the learning – if the process is enabled. Many firms around the globe are expanding their businesses beyond domestic markets. These trends indicate that many individuals are likely to study or work in multicultural environments domestically and abroad. Research suggests that faculty and trainers adapt their teaching style and classroom policies to accommodate multicultural learners. Disconnections may arise, however, regarding the willingness to include these accommodations. This chapter explores various issues which faculty and students face regarding adjustments in teaching style, content, and policies to adapt to multicultural learners. Specific recommendations to meet the challenges of multicultural learning are also provided.
The purpose of this study was to explore the potential of computer-mediated communication (CMC) tools to facilitate second language acquisition and develop English as a second language (ESL) teaching skills and cultural awareness. The paper describes a collaborative online project between students from China and the USA. who communicated using the discussion board and e-mail tools on blackboard for tutoring and learning different aspects of English grammar and for developing culture awareness. Twenty-three American students from an ESL teaching program were paired up with 26 Chinese first-year English majors and tutored them on grammar structures that they selected after analyzing the Chinese students’ introductory essays on American life and culture for grammar mistakes. The tutorials addressed specific grammar points and were presented through texts that described different aspects of American culture. The Chinese students used the discussion board and e-mail as well as Skype to communicate with their American partners and at the end of the project wrote a second essay on the same topic which was analyzed for grammar errors by the American students. The results from analyzing the students’ postings, essays, and interviews suggest that the two groups benefited in three areas: (1) improving teaching skills through tutoring non-native speakers of English; (2) developing cross-cultural awareness; and (3) improving non-native speakers’ language skills. This study demonstrates that CMC can be used to help students from two different countries and two different programs to improve their skills in their field of study and at the same time to develop cross-cultural awareness.
Although teaching culture is intrinsically rewarding, issues associated with complexity and paradox can create a challenge for faculty. This article addresses the concerns of teaching management concepts through the use of film while identifying and acknowledging the ambiguity related to cross-cultural study. The authors present an integrated framework for measuring culture that is used to illustrate cultural dimensions and issues through film case analysis. The exercise enhances understanding of difference and helps students recognize the subtleties in dealing with complex cross-cultural issues.
Dans cet article, nous suivons l’e´volution des concepts qui font partie de la litte´rature de ces 50 dernie`res anne´es sur la formation trans-culturelle en passant en revue quelques e´tudes qui ont fait date. Apre`s avoir de´battu des recherches et pratiques au fil des de´cennies, nous poursuivons en identifiant les grands courrants de recherche dans ce domaine et nous livrons a` quelques conjonctures suppositions sur les directions qui peuvent être prises dans l’avenir.
In this paper we trace the evolution of concepts that have become a part of the cross-cultural training literature in the last 50 years, by reviewing some of the landmark studies. After discussing research and practice in phases of decades, we go on to identify major streams of research in the field, and make some speculation about where the field may be going in future.
This article discusses using film as a resource for teaching organizational behavior and management theories and concepts. It draws from the film theory and film studies literature to describe film's unique qualities as a communication medium. The article describes how film enhances the learning process in ways unavailable in other media. It describes many ways of using films in organizational behavior and management courses, using examples of scenes from several well-known films.
Although much research in the 1960s and 1970s was devoted to cross-cultural issues such as expatriate employment, researchers moved away from doing cross-cultural research in order to direct their efforts toward the hot topics of the time. However, the past few decades have seen an exponential increase in the globalization of our economy, and this ever-increasing globalization has made the need for cross-cultural research salient once again. In the past decade alone, there has been an explosion of research examining the components and effectiveness of cross-cultural training (CCT) for expatriate preparation. Thus, the ultimate purpose of this literature review is to present the past 25 years of CCT research relevant to expatriate preparation by examining the following: the need for CCT research, the deficiencies in past research, typical training components, training delivery, theory pertaining to CCT, potential moderators of the relationship between CCT and expatriate performance, the effectiveness of CCT in enhancing expatriate performance, suggestions for future research, and strategies for improving CCT implementation and research. After reviewing the past 25 years of CCT research, it is evident that CCT is effective in facilitating success on expatriate assignments. However, additional empirical research is needed on moderators, expatriate selection, training program supplements, theoretical frameworks, methodological challenges, and the customization of CCT to assignment objectives.
Based on the postulates of social identity theory (SIT), this study examined the relationship between exposure to stereotypical media messages regarding race/ethnicity and subsequent social judgments. Specifically, the association between Whites' evaluations of self and other (Latino) as a result of varying media content pertaining to criminality stereotypes was investigated. The findings were partially consistent with the posited relationships. As predicted, negatively stereotypical racial depictions in mediated messages were found to be significantly associated with social judgments. Only limited support, however, was provided for the predictions that increasing levels of racial identification would be related to increased ingroup favoritism, or that esteem would be enhanced from this mediated process of intergroup comparison.
Although role playing games and self-awareness surveys are typical methods of developing cross-cultural sensitivity, this presentation advocates the use small group projects focusing on feature films such as "Fools Rush In" as an effective class or training exercise to develop sensitivity to other cultures. Despite some disadvantages including time constraints, the advantages include a clearer visualization of theory and concepts, a more specific cultural focus often missing from more traditional techniques, and an important entertainment factor. In addition to describing the methodology used to incorporate feature films into the classroom, illustrations are used stemming from student group projects based on "Fools Rush In." (Contains 19 references and 2 notes.) (Author/RS)
We examine the accountant’s image in popular cinema, an influential medium that reflects and shapes social attitudes. After coding 168 characters on 41 characteristics, we use factor analysis to reduce these data to six factors and cluster analysis to identify five stereotypes: Dreamer, Plodder, Eccentric, Hero and Villain. Over time we find an increase in the representation of females, ethnic minorities, CPAs and CAs as movie accountants. Characters with CPAs or CAs are more likely to be Heroes than any other stereotype.
American character gets mixed reviews: 16-nation Pew Global Attitudes survey
- A Kohut
- J Allen
- C Doherty
- C Funk
Kohut, A., Allen, J., Doherty, C., & Funk, C. (2005). American character gets mixed reviews:
16-nation Pew Global Attitudes survey. Washington, DC: The Pew Global Attitudes Project.
Crossing cultures through film
- F Summerfield
Summerfield, F. (1994). Crossing cultures through film. Yarmouth, ME: Intercultural Press.
Cultures: From observation to understanding
- S P Verluyten
Verluyten, S. P. (2007). Cultures: From observation to understanding. Leuven, Belgium: ACCO.
The use of video excerpts in intercultural training. Paper presented at the 73rd Annual Convention of the Association for Business Communication
- S P Verluyten
Verluyten, S. P. (2008, October 30). The use of video excerpts in intercultural training. Paper
presented at the 73rd Annual Convention of the Association for Business Communication,
Lake Tahoe, NV.
Arab stereotypes and American educators
- M Wingfield
- B Karaman
Wingfield, M., & Karaman, B. (1995, March/April). Arab stereotypes and American educators.
Social Studies and the Young Learner, 7(4), 7-10.