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Learning from Internationalisation

Learning from Internationalisation. Inclusive teaching across cultures. http://www.nottingham.ac.uk/pesl/internationalisation/. Culture shock & learning shock.

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Learning from Internationalisation

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  1. Learning from Internationalisation Inclusive teaching across cultures http://www.nottingham.ac.uk/pesl/internationalisation/

  2. Culture shock & learning shock “a sudden immersion into a non-specific state of uncertainty where the individual is not sure what is expected of him or her, nor what to expect from other people. It can occur in any situation where an individual is forced to adjust to an unfamiliar social system where previous learning no longer applies” Hofstede, Pedersen & Hofstede (2002) http://www.nottingham.ac.uk/pesl/internationalisation/

  3. Hofstede’s “value dimensions” of culture Identity collectivism / individualism Hierarchy larger / smaller “power distance” Gender masculine / feminine approach to role distribution Truth uncertainty avoidance / uncertainty tolerance Virtue long-term orientation / short-term orientation Separating observation and interpretation http://www.nottingham.ac.uk/pesl/internationalisation/

  4. High context / Low context cultures Hall (1977) High context Low context Tasks separate from relationships Focus on relationships Greater use of non-verbal communication and implicit meanings Highly structured and detailed messages Values individual initiative and decision-making Values group sense The purpose of communication ? http://www.nottingham.ac.uk/pesl/internationalisation/

  5. High context / Low context cultures A student from China (High Context, or HC) is going to study in the UK (Low Context, LC). Before leaving China he received a great deal of written information, typical of that generated by a low-context (UK) culture: (1) handbook for international students, (2) Travel Information, visa information and instructions from the Foreign Office, (3) The University Prospectus, (4) Information from the Students Union (5) The course handbook, (6) Information about accommodation (etc). When he arrives there is no one at the airport to meet him, which makes him feel very insecure. In the reverse, an appreciation of this insecurity becomes apparent if one considers a lecturer travelling to China (High Context) and being told "you will receive all necessary information when you arrive“. In HC cultures, formal communication is kept to a bare minimum and is used only when necessary, in LC cultures, very little is left 'between the lines‘. http://www.nottingham.ac.uk/pesl/internationalisation/

  6. Politeness and “face” Face: a public identity Brown & Levinson (1978) Positive Negative Politeness strategies Express interest, approval, sympathy Seek agreement Use in-group identifiers Raise common ground Show knowledge of others’ concerns Assume / assert reciprocity De-personalise the participants Give deference Declare an indebtedness Minimise any impositions http://www.nottingham.ac.uk/pesl/internationalisation/

  7. The “practical theory” of those who teach Ethical / political justification Values Teaching practice Practical theory Experiences, transferred knowledge etc. Theory-based / Practice-based reasons for action Action in teaching Action From: Handal & Lauvas (1987) Promoting reflective teaching. SRHE & OUP http://www.nottingham.ac.uk/pesl/internationalisation/

  8. Learning to write "Academic language… is no one's mother tongue“ (Bourdieu, 1994) Conventional academic writing Plagiphrasing Patching Repetition http://www.nottingham.ac.uk/pesl/internationalisation/

  9. Perceptions of silence • Silence as ... • Lack of interest, lack of ideas, unwillingness to communicate, shyness • Silence as ... • Lack of confidence • A different way to participate • A reaction to others’ contributions • Respect for authority / modesty • Feeling inarticulate http://www.nottingham.ac.uk/pesl/internationalisation/

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