Role expectations, ways of learning, and styles of verbal and nonverbal interaction are culturally acquired. Adult educators bear responsibility for understanding the dynamics of cross-cultural interaction and conflict in teaching diverse groups. (SK)

Outlines a course designed to give students understanding of global communication, intercultural communication patterns, and strategies for international business. The course includes cognitive, affective, and experiential elements in which students examine culturally learned cognitions, ethnocentrism, written and oral communication,…

Examines the work of 10 North American journalism educators who taught in 15 midcareer training programs for journalists in East-Central Europe from 1991-93. Asks how North American journalists teach in intercultural settings and how they changed their methods to suit the setting. Concludes that North American journalists should continue their…

Describes the Living Library, an idea to create a network of international cultural parks in different cities of the world using new communications technologies on-line in a garden setting, bringing the humanities, sciences, and social sciences to life through plants, visual and performed artworks, lectures, and computer and on-line satellite…

Argues that Black English is a distinct language that reflects cultural differences in the way individuals evaluate and interact with their environment. Only when mental health professionals become cognizant of cultural biases held in relation to Black English will they be able to work effectively with culturally dissimilar individuals. (JBJ)

Describes typical differences in conversational routines in French and Australian English and kinds of tensions arising when speakers with two different sets of rules come into contact. Even simple questions contain a variety of assumptions ranging from whom it is suitable to ask to the kind of answer or the amount of detail that is expected. (13…

A folk arts curriculum in a Cicero (Illinois) high school addressed reading and language arts skills while promoting cross-cultural understanding. Techniques included sharing of cultural experiences, consultation with a folklorist in residence, and a folk arts festival. (SK)

Community agencies must first understand the cultures for which they are programing, critique their current endeavors for learning style and point of view, and plan for inclusion of the culture(s) of their constituencies. (SK)

Proposes a course in business communication that includes international or global perspectives in its philosophy, content, and assignments. Includes a syllabus, a scheme describing how the course is taught, a communication audit plan, a capstone project, and a sample reading list. (SR)

Adult educators should identify their perspective on diversity: deficit/assimilation, multicultural, or empowerment. Ways to explore culture in practice include (1) exploring meanings of cultural phenomena; (2) avoiding generalizations; (3) using ethnographic techniques and participatory approaches; and (4) developing code-switching abilities. (SK)

Suggests that interpretation requires an understanding of the anthropological and cultural context in which information is presented, an appreciation of the visitor's cultural context, and an expertise at choosing the form of communication to be used to bring information to the public. (LZ)

Describes "Common Ground: A Forum for Intercultural Communication," a program developed in Lafayette, Indiana, to meet the needs of the rapidly expanding diverse community. It represents a community's cooperative effort toward understanding, appreciating, and interacting effectively with other people. (JOW)

The program See Me, Share My World centers around a vibrant collection of drawings and paintings, photographs, and charts creating a composite portrait of daily life in economically disadvantaged areas in developing countries. These materials introduce American children to their peers in six nations. Connections are more evident than…

In Seattle, Washington, an interdisciplinary Soviet-American curriculum exchange (the Kids to Kids project) was created by three dedicated teachers, who planned and implemented the project and finally visited the Siberian town of Novosibirsk. This friendship exchange helped participants appreciate similarities, celebrate differences, and become…

Four narratives present perspectives of a white woman working in Botswana, a black South African man studying in Canada, a nonnative woman working in a northern Canada native community, and a Canadian aboriginal woman working with native women. (SK)