Argues that a better job must be done in teaching European students about the United States and vice versa. Recommendations are for better preservice teacher education, international conferences of educators, more teacher and student exchange programs, beginning a European-U.S. Studies Day, and establishing a "documentation center" to assemble…

Argues that situational and cultural modalities often converge to create misunderstandings between Black and White employers and employees. Analyzes also "modalities of interaction," verbal and nonverbal behaviors that characterize interaction between persons. (KH)

Discusses the use of two-way audio-video satellite telecommunication in the second language classroom as a way to transfer applied skills and theoretical knowledge across cultural and national boundaries. Describes how the NCIES learning system works and how it can be adapted for use with larger classes. (EKN)

Argues that the media supply for migrants in West Germany is poor in quantity and quality and that this is due to unwillingness of German officials to concede migrants either full societal participation or integrity in cultural and communicative terms. (CMG)

For one Fulbright lecturer teaching Herman Melville's novel "Benito Cereno" at the University of Tunis (North Africa), the setting appeared to be ideal for a United States novel course. "Benito Cereno", for the most part, takes place on a large ship carrying slaves. Eventually, the slaves revolt against their Spanish masters…

This paper proposes the integration of Anglophone studies through a Deweyan perspective in the curriculum of English-as-a-Foreign-Language (EFL) at the university level, underscoring the role that Anglophone post-colonial literature can have in stimulating intercultural reflection. It explains that in order to understand the "other"…

This article addresses the multicultural aspect of Central Asia in response to the discussion on diversity in U.S. classrooms. Many areas of the world are more diverse than the U.S., and these areas experience successes and failures with many of the same issues the U.S. is currently struggling with. Comparing the U.S. diversity debate with similar…

Multiethnic and global education, although they have separate histories and identities, have similar goals and content, including four areas of mutual interest: the meaning of groups and group membership, group image formation, perspectives, and intercultural communication. However, they sometimes compete with one another for time in crowded…

States that an Experience Questionnaire was administered to 231 students at the University of Hawaii in selected training activities: 3 experiential exercises, an immersion activity, or viewing training videos. Indicates that the experiences associated with the experiential exercises were in important ways different from those in intercultural…

Summarizes recent literature about the importance of paying attention to intercultural communication. Analyzes the productive approaches in popular business and technical communication textbooks. Presents five challenges for business and technical communication teachers to consider. Includes teaching modules that address these challenges. Notes…

Asserts that case studies are an important component of international business courses, and that computer-mediated communication (e-mail, chat rooms, threaded computer conferences, etc.) offers new possibilities to overcome temporal and spatial constraints on discussion. Presents a framework to classify the different strategies for improving case…

Compares thought patterns, perceptions of interaction (perceived interaction smoothness and interaction involvement), and conversation orientation of U.S. students in dyadic interaction with a partner who is either another American or a non-American nonnative speaker of English. Finds U.S. participants with nonnative-speaking partners perceived…

Eight strategies for increased participant acceptance of training provided in different cultural settings are as follows: gain top-level institutional support; use local co-instructors; select prestigious training sites; gain legitimacy through external funding; use mass media for promotion; keep training concepts simple; encourage active…

Interviews with 16 Finnish expatriate managers and their Indonesian subordinates (n=20) revealed major differences in opinions of leadership styles and work habits. All managers had adjusted their style to their cultural surroundings, but to varying degrees: active, moderate, selective, or limited. (Contains 56 references.) (SK)

A Czech emigre scholar reflects on his return to his homeland after the 1989 Velvet Revolution; as an advisor to the Czechoslovak Ministry of Education, Youth, and Sports; and in general on the question of the influence of foreign (Western) advisors in the countries of Central and Eastern Europe undergoing transition. (EV)