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How Effective Intercultural Communication Skills Can Support Learning

How Effective Intercultural Communication Skills Can Support Learning IHTERCULTURAL EDUCATIOH How Effective lntercul tural Communication Skills Can Support learning Virginia B. Ricard clear and concise, based on the six factors, and s demographic changes create related to success or problem areas observed in more learning settings with multi- the interaction between the particular cultures. A cultural populations, adult educa- Because successful facilitation requires both tors will need to call upon appro- knowledge and flexibility, comparisons of priate intercultural communication skills to individual-to-group responses and of culture-to- support the learning processs. Using several culture patterns will be especially helpful. practical approaches, adult educators can move Facilitators will find it useful to determine where confidently toward successful interaction and the the major emphasis is placed in given situations- development of a suitable climate for learning. Although particular needs and characteristics of on the individual or on the group as a whole. adults are viewed as “common” within a given When considering each factor, facilitators should answer questions pertaining to themselves culture, adult educators must not assume that to every- and to the learners. It is useful to compare the these needs and characteristics apply one-allowances for individual and small group answers by noting similarities and differences and differences must http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

How Effective Intercultural Communication Skills Can Support Learning

Adult Learning , Volume 2 (5): 2 – Feb 1, 1991

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Publisher
SAGE
Copyright
© 1991 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959100200506
Publisher site
See Article on Publisher Site

Abstract

IHTERCULTURAL EDUCATIOH How Effective lntercul tural Communication Skills Can Support learning Virginia B. Ricard clear and concise, based on the six factors, and s demographic changes create related to success or problem areas observed in more learning settings with multi- the interaction between the particular cultures. A cultural populations, adult educa- Because successful facilitation requires both tors will need to call upon appro- knowledge and flexibility, comparisons of priate intercultural communication skills to individual-to-group responses and of culture-to- support the learning processs. Using several culture patterns will be especially helpful. practical approaches, adult educators can move Facilitators will find it useful to determine where confidently toward successful interaction and the the major emphasis is placed in given situations- development of a suitable climate for learning. Although particular needs and characteristics of on the individual or on the group as a whole. adults are viewed as “common” within a given When considering each factor, facilitators should answer questions pertaining to themselves culture, adult educators must not assume that to every- and to the learners. It is useful to compare the these needs and characteristics apply one-allowances for individual and small group answers by noting similarities and differences and differences must

Journal

Adult LearningSAGE

Published: Feb 1, 1991

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