Using Online Photography Portfolios to Enhance Cross-Cultural Awareness

There are two major challenges that we face when teaching and training about cross-cultural communication. The first is to develop the ability to observe and notice cross-cultural patterns that differ from our own. The second is that these observations become more significant when linked to some kind of context, model, theory or application. With this, the observations, if made at all, simply remain random thoughts and opinions. The object of this paper is to describe our experience in providing cross-cultural training that addresses these two challenges. Specifically, we share a methodology where learners build online electronic portfolios (using e.g., pathbrite.com) to display original photographs that demonstrate cultural differences. Participants learn David Victor’s LESCANT Approach for Inter-Cultural Communication to provide a context for these photographic examples. That is to say, participants take original photographs to show different aspects of cross-cultural perspectives that they have observed, and then they describe those instances within the context of the LESCANT Approach categories: Language, Environment, Social Organization, Context, Authority, Non-Verbal, Time

O processo de aquisição das vogais semi-abertas "é, ó" / ε, Ɔ / do portugues (brasileiro) como lingua estrangeira

This is the published version. Copyright 1991 Johns Hopkins University Press.There is no abstract available for this work

Breathe Pure Chile: Teaching about the Cultural Differences in International Business

In this article we present a brief case study entitled “Breathe Pure Chile” that illustrates some of the cultural issues that come up in international professional settings. The company exports fruits from Chile and uses new technologies to preserve the foods longer. More importantly, this case offers insights into the interaction between North American and Latin American professionals. The story is based on actual interviews that were conducted with employees of the company in Santiago, Chile; however, the names of the people and the company have been modifi ed. In order to analyze the various cultural issues, the contents of the case are reviewed using three different models of business communication: Victor’s LESCANT model; Hofstede’s Cultural Dimensions; and Hampden-Turner and Trompenaars’s Cultural Dilemmas. Finally, this article also looks at analysis and comments that university students have made as they review the content of the case study. The pedagogical implication is that students are better able to analyze and interpret the cultural aspects of a case scenario when they have access to some model or framework to work from