Intercultural Communication

In adjusting the terminology and methodology of risk-assessment to linguistic studies, we propose the identification of the hazards implied by the excessive usage of technical jargon, before we take a decision on how and to whom it may cause harm. Jargon represents the technical or secret vocabulary used by specialists belonging to a particular field of activity (science, art, literature, technology, etc.) and it may have an unintelligible character for non-specialists. Our choice of instruction manuals for household or electronic devices as potential hazards to users is motivated by personal observations on the faulty style of Romanian versions of instructions originally written in English. Bringing them up not only to technical, but also to stylistic standards, which implies a clear, concise and accessible style, would result in their fulfilling their practical purpose more effectively. The next step in our research involves evaluating specific risks and proposing some precaution ...

The present investigation uses intergroup contact and media systems’ dependency theories to illuminate the relative significance of various sources of information in shaping Caucasian-American attitudes toward African-Americans. It uses empirical data from an exploratory survey of college students to build a chain of related variables that link primary sources of information (face-to-face versus mediated) to stereotypical beliefs, perceived internal causal attributions for African-Americans’ failures, and prejudicial feelings toward African-Americans. Results suggest that face-to-face sources of racial/ethnic out-group information are more effective than mediated sources in prejudice reduction. The discussion includes theoretical and practical implications of the findings.

This paper explores how cognitive beliefs, emotional feelings, and attitudinal evaluations toward racial/ethnic out-groups are inter-related. The first two studies examined the content and strength of contemporary cultural stereotypes associated by White-American participants with African-Americans and Asian-Indians. Path analyses using empirical data from the final survey (N ¼ 227) reveal a complex set of relationships among stereotypical beliefs, prejudicial feelings, and overall favorability toward African-Americans and Asian-Indians. Interestingly, even seemingly positive stereotypes can activate negative emotions toward out-groups. Additionally, hostile and benevolent prejudicial feelings lead to decreased favorability toward out-groups. Results find support for mixed emotion models such as the stereotype content model rather than the traditional tripartite model of attitudinal consistency.

That this special issue has seen the light of day is primarily due to the vision of Todd Sandel, the outgoing editor of the Journal of International and Intercultural Communication, who readily identified the relative lack of visibility of South Asia focused intercultural communication research, suggested a special issue, and offered us total editorial discretion over the details. Thanks are also due, in equal part, to the many colleagues and peers who reviewed the articles that comprised this issue. We are proud to have had the opportunity to edit this special issue focused on intercultural research from/on South Asia. In the call for papers for this issue, we asked potential contributors to "showcase the multiple, contested and conflicting understandings around culture, identity, and power that inhabit the South Asian context." One of our primary goals for this special issue is complicating and broadening the academic discourse on South Asia. This was a primary objective in selecting the articles that comprise this issue. As we explain below, the six articles respond to this call in important and intersecting ways. If critical intercultural studies in Communication refers to a set of practices that explore how "power, context, socio-economic relations, and historical/structural forces [constitute] and shape culture and intercultural encounters, relationships and contexts" (Halualani & Nakayama, 2013, p. 2), then the broad rationale of this issue is to crystallize these practices within the South Asian context. The point, of course, is not to engender some sort of fundamental South Asian exceptionalism, but to contemplate on how the abovementioned set of practices are manifest within that region. Here, we recognize that we stand on the shoulders of scholars before usthis move to de-parochialize the "inter" in intercultural communication has a long and storied history, and we recognize the work of the many scholars in our discipline that have allowed for the articulation of what we are attempting here. But first, a bit of context on terminologythe terms "Indian subcontinent" (or simply, "subcontinent") and "South Asia" are often used interchangeably to refer to the region that corresponds to the nation-states of Afghanistan, Bangladesh, Bhutan, India, Maldives, Myanmar, Nepal, Pakistan and Sri Lanka. However, the difference between the terms is worth pausethe Indian subcontinent is primarily a geological term (referencing the peninsula created from the collision between Indian and Asian tectonic plates in the Cenozoic era), while South Asia is used in a political sense to refer to the contemporary nationstates that comprise the region and the relationships among themconsider the multilateral South Asian Association for Regional Cooperation, or SAARC, as an exemplar for this

This exploratory study examines how television exposure influences White-American viewers’ attitudes toward Asian-Americans. Prior research reveals that the dominant image of Asian-Americans in contemporary television is that of the "model minority." Drawing on social identity, intergroup communication, and attributional theories, this study explores the negative outcomes of the seemingly positive Asian-American model minority stereotype. Path analyses conducted with preliminary empirical data from a survey of White-American college students (N = 323) revealed that viewers who internalized television stereotypes reported more stereotypical perceptions of Asian-Americans, greater internal attributions for Asian failures, and more symbolic racist beliefs about Asian-Americans. Directions for future research and implications for media scholars, practitioners, and policymakers are discussed.

This paper explores how cognitive beliefs, emotional feelings, and attitudinal evaluations toward racial/ethnic out-groups are inter-related. The first two studies examined the content and strength of contemporary cultural stereotypes associated by White-American participants with African-Americans and Asian-Indians. Path analyses using empirical data from the final survey (N ¼ 227) reveal a complex set of relationships among stereotypical beliefs, prejudicial feelings, and overall favorability toward African-Americans and Asian-Indians. Interestingly, even seemingly positive stereotypes can activate negative emotions toward out-groups. Additionally, hostile and benevolent prejudicial feelings lead to decreased favorability toward out-groups. Results find support for mixed emotion models such as the stereotype content model rather than the traditional tripartite model of attitudinal consistency.

The present investigation uses intergroup contact and media systems’ dependency
theories to illuminate the relative significance of various sources of information in
shaping Caucasian-American attitudes toward African-Americans. It uses empirical
data from an exploratory survey of college students to build a chain of related variables
that link primary sources of information (face-to-face versus mediated) to stereotypical
beliefs, perceived internal causal attributions for African-Americans’ failures, and
prejudicial feelings toward African-Americans. Results suggest that face-to-face sources
of racial/ethnic out-group information are more effective than mediated sources in
prejudice reduction. The discussion includes theoretical and practical implications of the
findings.

Este trabajo ha sido posible con al apoyo del Dr. Artur Noguerol Rodrigo , gracias por compartir conmigo su tiempo, apoyo, conocimientos, consejos, comentarios y por trabajar tantas horas a mi lado, por compartir trabajo, asesoría, discusión, análisis y reflexión, gracias por cada asesoría, por sus motivaciones y sobre todo por su actitud de empeño, ofreciendo una oportunidad para seguir adelante, sin su ayuda no hubiera desarrollado y concluido este trabajo de investigación.

Admittedly, English language teaching philosophy should not include preaching about linguistic and communicative skills solely. The shortcomings of the preceding approaches result in students being unable to solve problems of cultural clashes, probable to take place in learning English. Hence, the insertion of the intercultural paradigm as a new educational philosophy facilitates the process of discovering other foreign cultural dimensions and enjoying that cultural difference most importantly. It gives for urging students to get along with the calls of active learning in creating a third space of interculturality from which to consider the other. The world of literature is a perfect depiction of the sociocultural realities of people and so it offers a short path through the way of learning about certain social conducts that were up till then alien. Equipping students with aspects of thirdness will help them develop positive perceptions towards the content being read in English. Thi...

Концепт: философия, религия, культура Том 9, № 2 2025 «Концепт: философия, религия, культура»-рецензируемый научный журнал, публикующий материалы междисциплинарных исследований культуры. Цель журнала-концептуализация проблематики межкультурного диалога и консолидация научного сообщества исследователей культуры с учётом специфики национальных научных школ. В фокусе внимания издания-фундаментальные и прикладные аспекты межкультурной коммуникации.

In Pulleyblank’s remarkable article “The Consonantal System of Old Chinese”, he suggested that Chinese nasal final –n in the Han period partook of the characteristics of an r or l, and regarded Korean and Japanese renderings of Chinese word jùn (郡, “commandery”) as a piece of evidence. But in fact Korean words kol, koŭl, koʋŭl and Japanese words kōri, kohori all correspond to Old Korean pure words, do not correspond to transcriptions of Chinese loanword word jùn (郡). On utilising Korean materials to do research on Chinese historical linguistics, we must separate Korean pure words from Chinese loanwords, distinguish between different readings of Korean sinographs, and notice its temporal difference between the history of Chinese language. Only in this way can Sino-xenic materials be utilised scientifically and valid conclusions be drawn.

Internationally operating business professionals use English as a business lingua franca (BELF) for their transnational communication, which requires linguacultural competencies (LCCs). This study explores classroom interventions designed to improve professionals' LCCs for business communication. Drawing on a novel conceptualization (i.e., the LCC framework) and adopting a mixed-methods design, this experimental study investigated the effects of an intervention on two groups of job-experienced Chinese professionals who used English for work: a control group receiving instruction on an existing business English textbook unit and an experimental group exposed to an adapted version of the unit specifically targeting two LCCs. Quantitative results revealed that both groups showed statistically significant and similar improvement from pre-to post-intervention assessments. Qualitative data provided evidence of LCC development and particular characteristics of the job-experienced participants as moderating factors. These results illustrate the utility of LCCs to curricular development and Business English pedagogy. However, they also exemplify challenges in the design and practicalities of experimental research on BELF communication. Importantly, this investigation provides insights into how to develop Business English curricula to prepare learners for transnational communication in the workplace, ideally contributing to more efficient professional communication.

While there is substantive work in intercultural education, especially that which proposes intellectual or conceptual roadmaps for pedagogic interculturalism and, more specifically for the classroom, there is a need to surface the complexity of everyday intercultural classroom practices. This article reflects on some Singapore students' responses to materials designed to help them engage critically with intercultural issues. These responses can be categorized into three types of trajectory: reifying, critical and conflicted. Reifying practices basically mean that students essentialize individuals, communities and countries despite (and perhaps because of) the intercultural approach to the teaching of communication. Critical trajectories, on the other hand, showcase students' ability to identify stereotypes and provide much more nuanced characterizations of individuals and countries. Conflicted trajectories, however, seem to be the most dominant classroom practice: these are attempts of students to be critical but, in practice, their criticality is enmeshed in reifying tendencies. In other words, students' engagement with interculturalism is conflicted: 'criticality' as it is envisioned is always incomplete on the ground. Thus, we need micro-lenses in interculturalism and intercultural education to help us critically reflect on and surface essentialisms, tensions and struggles in everyday classroom practice.

Basic research has shown that some differences between educational aspects of Spanish and American culture, such as perceptions about on roles, attitudes, communication, teaching methods and even expectations, can manifest into actual academic difficulties for American Language Assistants in Spanish bilingual schools. This paper will focus on describing the elements that, when analyzed, outline the role of Instituto Franklin-UAH as an intercultural and academic mediator between two cultures and education systems (Spain and US) and the context that justifies the different measures taken to attend to the particular needs or circumstances of the agents involved (students, teachers and academic advisors). Two perspectives will be included: a) a historical one, related to Instituto Franklin-UAH’s background and context related to bilingual teaching; b) an analytical one, focusing, on the one hand, on the perception of the agents involved and, on the other hand, on the actions that have t...

Research on early medieval Piast coinage has traditionally concentrated on typological, chronological, and iconographic aspects. Knowledge of the origin of the raw material used for minting, however, has so far remained fragmentary and relied mainly on hypotheses about the circulation of precious metals in Central Europe (fig. 1). The application of Lead Isotope Analysis (LIA) to provenance studies opens up new research perspectives, enabling direct links between coins and specific mining regions.

EI prop6sito de este trabajo es generar un proceso de reffexi6n en tomo a la gesti6n del conocimiento humano y su aplicaci6n social en instituciones de educaci6n superior, particularmente en aquellas que administran programas de Educaci6n a Distancia. En tal sentido, a partir de una metodologia basada en un enfoque te6rico-interpretativo se abordan conceptos y nociones y se establecen categorias de enstists para orientar la interpretaci6n referida a los siguientes aspectos objeto de analisis: 1) implicaciones de la gesti6n del cambio organizacional en la producci6n del conocimiento; 2)gesti6n del conocimiento en las instituciones universitarias con modalidades de administraci6n de la educaci6n a distancia; 3) la complejidad de las organizaciones universitarias y la gesti6n del conocimiento; 4) la tuncion de investigaci6n como desarrollo clave para la gesti6n del conocimiento en las organizaciones universitarias y por ultimo, productividad de quienes trabajan en el conocimiento. Palabrasclave: gesti6n del conocimiento, aplicaci6n social, instituciones de educaci6n superior y educaci6n a distancia.

Partendo dal fatto che l’argomento della migrazione e la vita degli immigrati nei paesi d’accoglienza è stato molto sentito ultimamente, l’intervento presenta i risultati di un progetto sull’apprendimento interculturale e scrittura autobiografica realizzato all’interno del programma sull’istruzione degli adulti « Gruntdvig » della Commissione europea e svolto presso la Consulta per l’immigrazione a Perugia. Il contributo discute i risultati del progetto elaborati in chiave sociolinguistica e culturale. L’obiettivo generale del progetto è stato quello di valorizzare l’esperienza personale e l’identità culturale dei partecipanti al fine di facilitare i processi di integrazione reciproca tra le varie comunità. Nonostante l’approccio principale del progetto sia stato basato sul apprendimento in modo non-formale, le attività in cui sono si è sentito intensamente l’impatto del progetto sono state quelle della seconda parte del progetto durante la quale sono state applicate tecniche della ...

The report presents the most important results of the "School of Independent Thinking" study, concluded in December 2011. The study encompassed a comprehensive diagnosis of the level of complex skills displayed by children and adolescents in regard to the Polish language (reading, argumentation, interpretation) and mathematics (mathematical modelling, problem-solving strategy creation, reasoning, argumentation). Students of three educational levels were involved in the research process (etap II -klasy IV, etap III -klasy I gimnazjum, etap IV -pierwsze i ostatnie klasy szkół ponadgimnazjalnych). The report presents Polish language and mathematics test results as well as the outcomes of cognitive studies, characterising the domestic and school environment of the students, their educational path and attitudes regarding learning Polish and mathematics.

The main research objective of this corpus-based study is to identify communication challenges faced by international students of business management in the context of using English as a Medium of Instruction (EMI) in a non-English speaking country. It attempts to gain an insight on learners' perceptions of intercultural communication (ICC) barriers, associated with their native language and cultural background in the process of developing academic and cultural competences. Quantitative data was derived through a small specialised corpus, comprising of 13,896 words, constructed from 47 students' reflective essays. The research assumptions and analysis of discourse were based on the model of the six Stumbling Blocks in Intercultural Communication developed by LaRay M. . The evidence from the study suggests that differences in verbal and non-verbal language expressions are perceived as a more significant communication block, due to the fact that they seem to be attributed with clear self-awareness of the problem. The results also indicate that language differences and cultural ambiguity are more significantly expressed by students raised and educated in higher context cultures, sharing more collectivist values. To handle these issues in EMI, an approach to self-conscious actions and efforts is needed from all participants in the process to develop linguistic and intercultural communication competence (ICCC).

El presente artículo parte del interés por indagar las relaciones que el psicoanálisis, en tanto praxis sobre lo real, tiene con el campo de la ciencia. Esta relación tiene un sesgo paradojal, de inclusión y exclusión, tal como lo señala Jaques Lacan: “Decir que el sujeto sobre el que operamos en psicoanálisis no puede ser sino el sujeto de la ciencia puede parecer paradoja”. La necesidad de cuestionar a la ciencia puede apoyarse en el argumento dado por Lacan en el escrito “La ciencia y la verdad” al identificar el primero de los términos del título como uno de los modos que la humanidad tiene para tratar a la verdad por medio de procedimientos del saber que tiene como efectos la creación de realidad. A su vez, esto deriva de la necesidad presentada en ese texto, de ordenar los significantes amo y los discursos que rigen en la época. De esta indagación del concepto de ciencia que Lacan utiliza para pensar sus desarrollos durante los 60`s se desprende el objetivo general de este inf...

Resumen: Este artículo busca determinar el impacto sociocultural de las políticas públicas y la modernización en salud y educación en los pueblos aimaras en Chile, desde un enfoque cultural. Su intención es aproximarse al significado atribuido por las mujeres aimaras de Colchane a las políticas públicas en salud reproductiva y cómo impacta en su cosmovisión. Nuestra hipótesis es que las mujeres aimaras no se apropian de las políticas culturales en salud reproductiva porque no responden al sentido cultural que involucra el proceso reproductivo. Este trabajo quiso indagar sobre el sentido social y la construcción valórica tras estos procesos sociales y determinar cómo afecta a la incorporación de las políticas públicas.

Students’ perceptions regarding injustice at school are widespread in every educational stages and refer especially to classroom management and learning assessment strategies used by teachers. In this contribution we present the results of an investigation about injustice at school, realized asking to 175 university students of three different courses (Primary education sciences and Human Resource Development at University of Milan – Bicocca and Engineering Management of Politecnico di Milano) to describe one incident of injusticeregarding their past school experiences. The research was conducted using mixed method approach. The results highlight the importance of student’s perception of injustice about the relationship between students and teachers and among students, the importance of assessment criteria and the importance of teaching strategies adopted.

This essay intends to shed light on the historical evolution of Arab Studies in Greece from the establishment of its modern state in the 1830s until the present. More specifically, the major driving forces behind the Greek educational and academic institutions' re-discovery of the so-called ''Orient'' are discussed, reflecting the great orientalist traditions of Europe, in addition to domestic political considerations and regional geopolitical repercussions. Taking into account the relevant academic literature written in Greek and today's respective university departments and courses, as well as the dominant approaches towards the teaching of Islam and the culture of the Arabs, this research addresses first the historical and intellectual peculiarities of Greek Orientalism and then analyzes the factors that have affected and continue to affect the content and orientations of Arab Studies in the Greek academia between the 20 th and the 21 st century. The essay concludes with an assessment of the continuities with past experiences and the most recent trends regarding the status of Arab Studies.

Bullying in schools is a worldwide problem which impacts adversely on school climates and can have negative lifelong consequences for students. Internationally there has been an extraordinary rise in interest in the phenomenon of bullying in the last three decades. Despite this world-wide interest, relatively little research has been carried out in South Africa. This study investigated the extent and nature of bullying as experienced by students in a sample of Catholic primary schools, and specifically explored the relationship between bullying and the ethos of care in these schools. Drawing on the wide literature on bullying, and a theoretical framework developed from the work of Hannah Arendt and others, the study investigated the assumption that there would be less bullying in schools where students felt that teachers showed more care and concern towards them. A questionnaire was developed for the South African context to rapidly identify levels of bullying and care in schools. The 'My Life in School' checklist (questionnaire), originally developed by Tiny Arora, was modified and a section dealing with care in schools was added. The surveys were administered to 2 447 students, aged 9 to 14, in 16 Catholic schools, identified in a sampling design aimed to provide data which was broadly representative of urban Catholic schools in South Africa. Mission statements from the 16 schools were analysed in relation to notions of the Catholic School, and also provided the basis for consideration of school culture. The analysis of the questionnaire, adapted in the light of students' responses, yielded four indices showing a picture of the forms and intensity of bullying and care that students experienced from other students and from their teachers. Results showed gender differences as the most striking, with some differences evident along lines of language (and possibly, therefore, race), albeit to a lesser extent. The fact that teachers continue to hit students in some schools, and that Seen and Heard: Listening to Children and Creating Caring Schools iii they bully them in other ways too, is a finding that needs to be considered by the schools involved as well as Catholic education bodies. While the regression analysis did not find a direct causal relationship between indices of bullying and care, it did show the significance of teacher behaviourboth bullying and carein relation to student behaviour of bullying and care. It speaks to the important role of teachers in securing the wellbeing of students, and indeed to the importance of institutional culture in influencing the interactions of bullying and care. The completely revised 'My Life in School' checklist developed in this study provides a valuable means for students to express their views on life in schools. The checklist provides a rapid means to students to assess the ethos of their schools from their perspective. Arguably, schools would be better placed to address bullying and other shortcomings and to improve school climates. The thesis also provides a research-based contribution to literature on Catholic schools in South Africa and elsewhere.

The Sardinian bronzetti represent a unique iconographic body, today consisting of more than 630 representations of anthropomorphic and zoomorphic figures, boats, nuraghi and diverse tools, weapons, vessels and other objects. They were produced from the FBA until the EIA, when contacts with other Mediterranean regions and with Iberia had intensified and pictorial art became a distinctive cultural expression in many regions. Therefore, they provide insights into distinctive local as well as widely shared symbolisms and intercultural contacts through the representations of archetypical figures and characteristic objects (swords, vessels, armoury). The bronzetti were publicly exposed at sanctuaries and often fixed on stone slabs, where they might possibly have been arranged in evocative combinations. The anthropomorphic figurines include women, sometimes as mothers with their babies, persons offering food, shepherds, sexually ambivalent figures, musicians, a “minotaur”, and supernatural fourarmed, four-eyed warriors. The detailed representations of dress, hairstyle, and weapons might have signalled local identity and social coherence. However, over 50% of the figurines, represent warriors, often with horned headgear, armed with sword and shield, or bow and arrow. The statues from Mont’e Prama from the 10th century BC, which thus far represent the oldest stone statuary in the Mediterranean beyond Egypt, the Levant and Anatolia, shared the same warrior theme and many decorative details with the bronze figurines). Some warrior figurines carry pistilliforme swords, a type that was common in the Atlantic Bronze Age and Iberia in the 11th century BC and some of which have also been found on the island. The typological evolution of swords in the FBA followed the same trajectory in Iberia and Sardinia. It is somehow surprising that Sardinians preferred the Iberian-Atlantic weapons to central European types, considering the closer proximity to the Apennine Peninsula and southern France, and to Aegean types, despite their existing eastern contacts. On the other hand, Mycenaean sword types were represented on statue-menhirs in Corsica. There are almost 150 miniature boats, or navicelle, often with a mast and therefore representing sailing vessels. The navicelle are circumstantial evidence that seafaring played a crucial role in FBA Sardinia. Moreover, boats were part of nuragic cosmology: The symbolic complex of the navicelle incorporated horned land animals (bulls, deer, ram) as figureheads, other land animals aboard (pigs, boar, dogs), nuraghe towers and birds as well as ploughing oxen. There was also a number of clay boat-miniatures, some with zoomorphic figureheads, which seem to have been used as lamps or incense- burners at sanctuaries. Largely contemporary clay models of boats are also known from Crete, Cyprus, where they also have animal figureheads of bulls and birds, from Lipari and the Levant. The Byblos hoard (c. 1500–1200 BC) contained several bronze boats, one of which is steered by a monkey, similar to one Sardinian navicella. This indicates that travel and subsequent intercultural contacts were deeply rooted in Sardinian as well as other Mediterranean communities. It is probable that the display of well-known archetypical images like the (horned) warriors or the female and mother-representations and some possibly integrated figures from other regions like the “minotaur” or the monkey on a navicella together with local Sardinian symbols must have enabled strangers who came to the sanctuaries to relate to some shared myths, cosmologies and beliefs. This would be a reference to practices of innovative, more inclusive ritual activities that incorporated guests and newcomers while maintaining local identity, after the ancestor worship at collective megalithic tombs had decreased. The figurines, miniatures and boat models at the sanctuaries could thus be interpreted as a complex of symbolic representations that – amongst many other local and individual levels of meaning –promoted inclusive, shared and sometimes syncretic social practices and rituals that were frequently related to travel and seafaring.

Chapter 1: Introduction: The Sociopragmatics of Emotion in Discourse and Social Interaction
(Laura Alba-Juez and Michael Haugh)

In this chapter, after briefly reviewing language-based research on emotion, we outline what a sociopragmatic perspective brings to the study and theorization of emotion (Alba-Juez 2021; Langlotz and Locher 2017; cf. Caffi and Janney 1994), building on an understanding of sociopragmatics as the systematic study of social, interactional, and normative dimensions of language use (Haugh, Kadar and Terkourafi 2021). We suggest that a sociopragmatics approach to emotions draws greater attention to the role that different discourse systems and different linguistic and cultural systems play in how emotions are expressed and interpreted. We argue this means we need to broaden the scope of research towards a sociopragmatic, multidisciplinary and multidimensional analysis of emotion in discourse and interaction. This leads into the introduction of the theoretical framework that underpins and motivates the studies included in this volume. We propose that a sociopragmatic theory of emotions needs to attend to three foundational phenomena, evaluation, relationships and morality, and argue that emotion is not simply expressed, but is immanent to all three of these phenomena (and vice-versa). We conclude the chapter by briefly overviewing the structure of the volume and introducing its constituent parts.

This research aims to determine whether or not it is possible to use artificial intelligence (AI) in English for speakers of other languages (ESOL) courses and review previous research pertinent to artificial intelligence in EFL/ESL instruction to present a comprehensive picture of the current degree of artificial intelligence in EFL/ESL instruction. Utilization of intelligent teaching systems, self-regulated learning, virtual reality, immersive virtual environment, and natural language processing in teaching English as a foreign language classroom. The study adopted the questionnaire as a tool for data collection then data was analyzed and discussed to reach the results. The results showed that the ethical responsibility for making the most effective use of AI in the classroom now falls on both educators and students themselves. The article also concludes that artificial intelligence (AI) positively impacts the field of English language teaching (ELT) and learning; however, it need...

Each book section has its own Creative Commons license. Cover image: Janneke Staaks, CC BY-NC This book was produced with Pressbooks (https:/ /pressbooks.com) and rendered with Prince. In essence, this is a book written by doctoral students for doctoral students.

Las condiciones sociales y materiales de las misiones jesuitas
a lo largo de las Américas fueron diversas; en estos espacios
transculturales se llevó a cabo «un gigantesco proceso de traducción
», entre los siglos xvii y xviii. Bajo este escenario se vieron
comprometidos tanto los conocimientos europeos como
indígenas, articulados bajo el orden colonial. En las misiones
americanas coexistieron saberes que se desarrollaron por la acción
de evangelización y la escritura de la alteridad (etnografías),
junto con la producción de conocimientos prácticos y científicos
indispensables para la consolidación del proyecto colonizador.
Entre cartas, informes, memorias e historias naturales producidos
por la Compañía de Jesús, destaca sin lugar a dudas la escritura
de materias medicinales, herbarios y recetarios para atender
la salud de los misioneros y de las poblaciones asentadas en
las misiones. En este capítulo analizaremos De Materia médica en su enclave en la misiones jesuitas.

The power of community is based on the agreement that society is 'right' in its opposition to the tendency for the individual to use power in the form of 'brute force.' The preference of the community is rule of law to which all-except those who are not capable of entering community-have contributed by a sacrifice of their instincts, and which leaves no one-again with the same exception-at the mercy of brute force." Freud 1962, p. 42

The primary objective of this research project is to enhance the overall functioning of the English Language Teaching (ELT) department. Additionally, our focus includes exploring instructional methodologies to identify strengths and weaknesses in current approaches, with the goal of implementing more innovative and inclusive teaching strategies. The project also seeks to evaluate the integration of technology in language instruction, assessing its impact on student engagement and personalized learning experiences. In due course, our goal is to explore that current changes meet the evolving needs of language learners in the 21st century.

The paper deals with the languages used by English Jews for religious purposes in the Middle Ages. It begins with an overview of chronological, demographic, economical, and social aspects of Jewish presence in England to set the scene for investigations concerning the general linguistic repertoire of Anglo-Jewry. Further discussion focuses on the languages of religion and is divided into three areas: the languages of God and authoritative writings, the languages of prayer, and the languages of sermons.

The presidents and foreign ministers in Latin America recognize the importance of applying technology to school administration as the first step in any educational reform. In October 1968, the Organization of American States (OAS) ( Organization de los Estados Americanos (OEM], sponsored a symposium in Brasilia, Brazil, in cooperation with the Brazilian government and the Brazilian National Association of Professors of School Administration. Attending the conference were Brazilian government officials, merbers of the sponsoring organizations, and consultants and specialists trom the United States and 13 Latin American conntries. The two dominant themes of the conference emphasized the values of school administration (1) as an instrument for the elaboration, execution, and evaluation of educational development Plans: and (2) in the training and improvement of school personnel. In order to stimulate discussion, two papers were presented. dr..ck A.

The cross-cultural communication often triggers the inter-community conflict. This research aimed at exploring the process and the function of the intercultural communication amongst societies in Buru Island. The subject of the study was the societies of Bassalale Village which has a diversity of the cultural background. This research employed a descriptive qualitative design. The researchers were applicable as the principal investigators (key instrument) which conduct the research process directly and actively in observing, interviewing, and gathering various materials relating to the intercultural communication among societies in Buru Island. To analyze the data, the researchers applied a model analysis by Miles and Huberman which consist of three elements; they are data reduction, display, and conclusion drawing. The results found that the role of Buru language in the intercultural communication process occurred through adjusting to other culture and trying to understand the othe...

This study aimed at; 1) exploring the process of intercultural communication in a multiculturalism family in Namlea; 2) investigating the functions of intercultural communication in a multiculturalism family; 3) knowing the multiculturalism family developing their intercultural competence. This research applied the qualitative research using a case study design. The informant of the research consisted of a multiculturalism family in Jikubesar of Buru Regency, Maluku. The data collection technique employed the observation, interview, field notes, and documentation. The technique of data analysis was data reduction, data display, and conclusion drawing. The results show that the adjusting and understanding others culture were the key of the success of the intercultural process in a multicultural family through some functions and strategies in developing the intercultural communication competence. The results of the study contributed to develop the communication model in the multicultu...

Le déroulement de la révolution tunisienne a mis en évidence le rôle déterminant des médias sociaux dans la mobilisation du public. Le régime de Ben Ali avait la mainmise sur les moyens de communication. À l'image de Big Brother de George Orwell, les photos du président déchu et la couleur mauve, symbole de son parti politique, étaient omniprésentes dans la sphère publique. Face à cette prééminence sémiotique, le citoyen tunisien a pu déployer pendant la révolution une résistance et une créativité à travers les médias sociaux afin de contrarier le discours médiatique dominant. Il était le révolutionnaire et le « journaliste » de sa propre révolution. L'idée était de filmer, de retranscire la réalité à travers des vidéos et de les diffuser via les médias sociaux. On souligne en effet l'émergence d'une production alternative d'informations, et d'autres procédés mis en oeuvre, afin de raconter l'actualité. C'est grâce aux vidéos filmées et postées par leurs concitoyens sur Facebook, que plusieurs Tunisiens résidents en France ont pu rester en lien avec les évènements qui se sont déroulés dans leur pays pendant la révolution. Dans cet article, nous nous pencherons sur la manière dont ces immigrés ont utilisé les réseaux sociaux pendant la « révolution du jasmin ». Nous nous intéresserons à leur perception de Facebook en tant que média alternatif pendant la révolution tunisienne, ainsi qu'à leur mobilisation numérique. Cet article est le fruit d'une enquête qualitative auprès de quinze immigrés tunisiens. Ces personnes ont entre 20 et 50 ans, parmi elles 7

Der Aufsatz behandelt, teilweise mit Rückgriff auf Werner Stegmaiers Philosophie der Orientierung, drei ausgewählte Themen, die für die Orientierung in der Philosophie relevant sind: Forschungsautonomie, epistemische Situiertheit und philosophische Terminologie.

Cuando pensamos en el lenguaje, con frecuencia nos enfrentamos a una diversidad de problemas de investigación, pero también a equívocos y a falsos dilemas. Por ejemplo, tendemos a asumir que sabemos de qué hablamos, como si el fenómeno del lenguaje humano fuese diáfano para todas los comunidades científicas y discursivas, o como si todos lo entendiéramos de igual manera. También se piensa en ocasiones que es un tema de investigación que está superado o agotado, debido a que gran parte del siglo xx se dedicó a su estudio y a que esto produjo un influjo en múltiples disciplinas. Asimismo, algunos piensan hoy que el único debate relevante es el de la inteligencia artificial y cómo ha logrado, en los últimos años, producir enunciados y textos que imitan las construcciones más frecuentes de hablantes de algunas lenguas naturales, a partir de inmensos corpus de textos tomados principalmente de internet.

Parecería que la ontología orientada al objeto de Graham Harman y la teoría psicoanalítica de Jacques Lacan siguen caminos diametralmente opuestos: el primero nos presenta una realidad compuesta de objetos independientes de cualquier subjetividad y el segundo nos habla de un sujeto en falta que desea un objeto imposible. Sin embargo, ambas teorías tienen un encuentro insospechado en sus reflexiones sobre la obra de arte. Así, mientras Harman descubre una teatralidad inherente del espectador (que “actúa” con su interpretación las cualidades de la obra), Lacan reconoce en contemplación artística una teatralización inconsciente de la fantasía (que escenifica las contradicciones entre el orden sociosimbólico y el deseo). Exploraremos las posibilidades de este cruce inesperado para reconocer algunas implicaciones ontológicas, éticas y políticas de la experiencia estética del arte.

Objective: This study aimed to explore whether positive impacts were sustained and unanticipated ripple effects had occurred four years after the implementation of interventions to improve cross-cultural communication in primary care.
Background: Sustaining the implementation of change using complex interventions is challenging. The EU-funded "RESTORE" study implemented guidelines and training on cross-cultural communication in five Primary Care sites in Europe, combining implementation theory (Normalisation Process Theory) with participatory methodology (participatory learning and action-PLA). There were positive impacts on knowledge, skills and clinical routines.
Design, setting and participants: Four of the five original sites (England, Ireland, Greece, The Netherlands) were available for this qualitative follow-up study. The study population (N = 44) was primary healthcare staff and migrants, most of whom had participated in RESTORE. INTERVENTION; MAIN OUTCOME MEASURES: PLA-style focus groups and interviews explored routine practice during consultations with migrants. Etic cards based on the effects of RESTORE stimulated the discussion. Deductive framework analysis was performed in each country followed by comparative data analysis and synthesis.
Results: Changes in knowledge, attitudes and behaviour with regard to consultations with migrants were sustained and migrants felt empowered by their participation in RESTORE. There were ongoing concerns about macro level factors, like the political climate and financial policies, negatively affecting migrant healthcare.
Conclusion: There were sustained effects in clinical settings, and additional unanticipated positive ripple effects, due in part, from the participatory approach employed.

In this article, the topic of language choice in tourism is examined from the perspective of the participants involved in the communication process. Drawing upon data from guided tours in different interaction settings, recurrent strategies of language selection are shown, taking into account their function as strategic resources on which the participants overtly orient themselves in order to cope with the communication tasks at hand. The data analysis explores and possibly supplements the communicative functions of language choice reconstructed by Thurlow/Jaworski (2010) in the interaction between tourists and guides. The analysis is based on interactional data from multilingual settings with English and German as mother tongue and foreign language.

Im Beitrag wird die kommunikative Gattung Touristenführung untersucht. Ausgehend von dem gesprächsanalytischen Ansatz werden die Sozialstruktur der Stadtführung sowie die gattungsspezifischen kommunikativen Aufgaben (Orientieren durch Zeigen, Beschreiben, Deuten, Bewerten) und die entsprechenden sprachlichen und multimodalen Ressourcen rekonstruiert. Abschließend wird das Augenmerk auf die Strategien der interaktiven Konstruktion von Bedeutung unter der Bedingung von Fremdheit und Fremdsprachigkeit gerichtet. Für die Analyse wird eine Datensammlung von Stadtführungen herangezogen, die an den Universitäten Turin und Bayreuth entstanden ist. Das Datenkorpus dokumentiert sowohl Stadtführungen von deutschsprachigen Stadtführerinnen 1 und fremdsprachigen Touristengruppen als auch Stadtführungen von nichtmuttersprachlichen Stadtführerinnen (mit Italienisch, Polnisch und Russisch als L1) und deutschsprachigem Publikum. Im Ausblick wird auf das Potential der Arbeit mit gesprochensprachlichen Datensammlungen im universitären Fremdsprachenunterricht hingewiesen.

Hoy vivimos una metamorfosis de la comunicación, el panorama mediático influencia a los individuos y sociedades a partir de una fusión entre propaganda e información multimediática que es capaz de hacer temblar cualquier poder político, las estructuras teóricas y prácticas de las democracias. Por tanto, es importante investigar, presentar, debatir y proponer alternativas que nos lleven a descubrir la esencia de la comunicación. En este escenario la revista Saberes y Diálogos les abre sus páginas para cumplir con este fin fundamental en la búsqueda de la reflexión y aportes académicos desde la comunicación para una sociedad mejor.

La edición No. 4 de “Saberes y Diálogos. Revista boliviana de estudios en Comunicación” llega a sus manos renovada en diseño y nuevos contenidos que van desde las reflexiones sobre la comunicación alternativa, la comunicación participativa y el desarrollo local y latinoamericano, pasando por los desafíos actuales para la sostenibilidad de los medios de la universidad pública, el marketing digital y el activismo de las cibercomunidades feministas.

Las temáticas abordadas han sido clasificadas en 5 secciones: investigaciones, otros aportes, ensayos, reseñas y entrevista.

La primera sección denominada Investigación contempla artículos académicos, el primero de ellos plantea los desafíos para la sostenibilidad y el financiamiento de radioemisoras y canales de televisión de la universidad pública en Cochabamba debido a los cambios tecnológicos y la preferencia de las redes sociales por parte de las generaciones más jóvenes.

Otro artículo aborda las dificultades en la comunicación y marketing digital de las micro, pequeñas y medianas empresas que, a pesar de representar más del 98% de las unidades productivas del país, aún tienen limitada capacidad para competir en un entorno cada vez más digitalizado.

El tercer artículo refleja los resultados de una investigación sobre los movimientos ciberfeministas en Bolivia. Ese estudio usó la etnografía digital para determinar los factores de la agenda temática, los tipos de actores y estrategias operativas usados en 44 páginas web y redes sociales por movimientos ciberfeministas bolivianos para denunciar, convocar a movilizaciones y aleccionar hacia los objetivos que persiguen en La Paz, El Alto, Santa Cruz, Tarija y Beni de 2021 a 2023.

El cuarto artículo es un análisis del discurso editorial de los periódicos El Diario y Presencia entre 1982 y 1985, lapso marcado por la reemergencia política del proyecto de la democracia e identificado históricamente con el período de gobierno de la izquierdista Unidad Democrática y Popular (UDP).

En la sección denominada Entrevista, la revista destacó la trayectoria profesional e investigativa de Esperanza Pinto Sardón, docente emérita de la carrera de Comunicación Social de la UMSA, ex presidente de la Asociación Boliviana de Investigadores de la Comunicación (ABOIC) y ex directora del IPICOM. Desde su valiosa experiencia como docente universitaria e investigadora ha aportado con varios estudios y libros sobre la evolución de la investigación de la comunicación en nuestro país.

Por otro lado, la sección Otros Aportes contiene el artículo sobre la comunicación alternativa y desarrollo local endógeno de la zona Armando Escobar Uría, Distrito 16 de La Paz, Bolivia. El estudio constató que la participación y movilización social dependen de factores socioeconómicos, culturales y políticos que son articulados por la comunicación alternativa; y, al ser insuficientes, afectan al desarrollo local endógeno y a su articulación con el Estado.

Adicionalmente, presentamos el artículo acerca de los resultados de una investigación de evaluación sobre las estrategias metodológicas y las competencias sociales que deben poseer los estudiantes porque son importantes para impulsar las relaciones interpersonales en la educación universitaria.

La tercera sección Ensayos incluye los aportes como el de la reconocida Marta Rizo (México) sobre una teoría de la comunicación con base corpoafectiva. Rizo destaca la relevancia de las emociones y las corporalidades en la teoría de la comunicación humana, a partir de la revisión de tres encuadres teórico-conceptuales básicos: el giro afectivo en ciencias sociales, la sociología de las emociones y los estudios sobre el cuerpo. Estos tres aportes ponen en el centro de la reflexión al cuerpo y las emociones como dimensiones con un gran potencial explicativo de la realidad social.

El segundo ensayo presenta reflexiones sobre la construcción colectiva de autores y experiencias sobre el concepto de comunicación alternativa en Latinoamérica de Tamara Liendo, quien destaca la construcción epistemológica de este concepto en relación directa con la praxis y los autores más críticos del modelo positivista-funcionalista de la comunicación, por lo que plantea que la definición de la comunicación alternativa difiere de la línea norteamericana y europea porque tiene sus propias características.

El ensayo siguiente se enfoca en el aporte a la teoría de la comunicación gracias al pensamiento y las propuestas sobre la Comunicación participativa de Luis Ramiro Beltrán Salmón y Juan Enrique Díaz Bordenave. El punto de partida de ambos autores fue la observación empírica de las prácticas de comunicación realizadas en América Latina durante el periodo de 1965 a 1979.

El cuarto ensayo enfatiza en la necesidad de prestar atención a la manera en que los medios de comunicación dan cobertura periodística a los casos de personas desaparecidas en Bolivia. El análisis evidenció el uso del enfoque sensacionalista y la representación de una imagen tergiversada de la realidad, la construcción de estereotipos y la carga emocional para atraer la atención de la audiencia a un determinado caso de desaparición.

La sección Reseñas incluye el aporte de Amparo Canedo con una reseña sobre el libro “Periodismo de paz” de Vania Sandoval (2024) y el texto de Jenny Ampuero acerca de “Epistemología de la Comunicación” de Demetrio Nina (2024).