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Intercultural sensitivity – critical factor of the process to adapt to the global knowledge society. Project : “ Educational portal for interactive foreign languages learning, and for a better insertion in a multicultural environment”. Dimitrie Cantemir Christian University

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Intercultural sensitivity – critical factor of the process to adapt to the global knowledge society

Project :

“Educational portal for interactive foreign languageslearning, and for a better insertion in a multicultural environment”

Dimitrie Cantemir Christian University

Project Responsible:MihaelaMureşan

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Pilot Research

Interculturalism in the global knowledge economy

Specific needs for the social insertion in a multicultural environment

Intercultural communication skills

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1. INTERCULTURALISM IN THE GLOBAL KNOWLEDGE ECONOMY
  • Global economy
  • new enlarged interactions
  • virtual environment
  • intercultural dialogue
  • global market
  • increased mobility
  • transnational companies
  • virtual markets
  • Knowledge economy
  • knowledge products & services
  • new skills & abilities
  • enlarged partnership
  • efficient communication
  • skilled workforce
  • almost continuous learning
  • increased accessibility to information and learning
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2. Specific needs for the social insertion in a multicultural environment
  • Conscience of one’s identity
  • Perception over the differences between one’s own culture and the culture of different ethnic groups
  • Perception of the behavior of other people in a multicultural context
  • Degree of relevance of knowing a foreign language and the specific cultural context of the community speaking natively that particular language
  • Efficiency of communication means in a foreign language
  • Importance of knowing specific behavioral elements
  • Importance of knowing and understanding cultural values
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Main cultural elements in a multinational company
  • Specific behavioral norms and elements based on certain cultural values that could generate different interpretations in different contexts.
  • Main differences and means of intercultural approach which could allow the establishing of a cooperation climate based on mutual trust
  • Importance of acknowledging specific cultural organizational elements of a certain ethnic group and of the specific oral/written communication means of a certain cultural context
  • Main skills which allow a proper adaptation to another cultural context
  • Main necessary elements for the acquisition of a foreign language for an activity in a multicultural environment
  • Interpretations, comparisons in order to help a rightful positioning of one’s own cultural identity in another cultural context, as well as identifying differences related to organizational culture.
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Main Hypothesis
  • (1) - 100% of the respondents interact directly or indirectly (through TV, internet, radio) with multicultural elements;

(2) - The intercultural sensitivity represents a crucial issue for the communication in a multicultural environment;

(3) - The foreign languages knowledge facilitate the intercultural dialogue

(4) - The majority of the people have a favorable image about an activity in a multicultural environment;

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Influences
  • - Authentic experience in a multicultural environment

- Age and professional profile

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Sample

153 subjects representing a heterogeneous sample concerning the profession, age, ocupation or socio-professional profile

Identification of 2 lots

lot A – people that are integrated in a multicultural environment (52.9%)

lot B – people that are not involved directly in a multicultural environment(47.1%)

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CONCLUSIONS

Accentuated intercultural sensitivity, 90.19% being preoccupied to establish an intercultural dialogue not being disturbed by different behavioral types and trying to understand those who belong to another culture (2)

More than 96% consider that the foreign language Knowledge is crucial for the intercultural dialogue (3)

Knowledge of a foreign language and the cultural context proper to the specific community is useful for over 90% of the respondents (4)

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CONCLUSIONS

The people interacting with a multicultural working environment appreciate the qualitative elements of the intercultural dialogue

The design of the educational model for foreign language training articulates the intercultural dimension with the specific knowledge transfer

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