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Intercultural learning is an area of research, study and application of knowledge about different cultures, their differences and similarities. On the one hand, it includes a theoretical and academic approach (see e.g. "Developmental Model of Intercultural Sensitivity (DMIS)" by Milton Bennett, Dimensions of Culture by Geert Hofstede). On the other hand, it comprises practical applications such as learning to negotiate with people from different cultures, living with people from different cultures, living in a different culture and the prospect of peace between different cultures. Currently, intercultural learning is a topic which receives much interest. This is mainly due to the rise of cultural studies and globalization. Culture has become an instrument for social interpretation and communicative action. Intercultural learning is primarily important in the context of the foreign language classroom. Basic training modules include: #Information about the country, introduction to culture and history #The norms and values of the society #The role and the characteristics of communication #Social contacts: Friends and acquaintances #Women - life and role #Leisure activities and customs #Eating and drinking #The relations at work and management #Doing business in the country #Education #Studies and professional training #Norms, laws, and taboos #Action plan for the first two months in the country == Definition == The main goal of intercultural learning is seen as the development of intercultural competence, which is the ability to act and relate appropriately and effectively in various cultural contexts:〔Messner, W., & Schäfer, N. (2012) The ICCA Facilitator's Manual. Intercultural Communication and Collaboration Appraisal. London: GloBus Research, p. 41 (also see: http://icca.globusresearch.com); Spitzberg, B. H. (2000). A Model of Intercultural Communication Competence. In L. A. Samovar, & R. E. Porter, Intercultural Communication - A Reader (pp. 375-87). Belmont: Wadsworth Publishing.〕 * Appropriateness. Valued rules, norms, and expectations of the relationship are not violated significantly. * Effectiveness. Values goals or rewards (relative to costs and alternatives) are accomplished. Intercultural competence is generally thought to require three components on the learner's side: a certain skillset, culturally sensitive knowledge, and a motivated mindset. In greater detail, the skills, values, and attitudes that constitute intercultural competence include # intercultural attitudes (like openness, curiosity, readiness) # general knowledge (of the theoretical aspects of how social groups/products/practices work and interact) # skills of interpreting and relating (a document of another culture to one's own culture) # skills of discovery and interaction (like the ability to discover information about another culture and the ability to communicate in real-time interaction) # critical cultural awareness (that there are different cultures next to one's own) The teacher's task is to induce the learning of all in these aspects in the learner. Being successful, intercultural learning results in culturally competent learners. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「intercultural learning」の詳細全文を読む スポンサード リンク
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