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Globalization and mass migration cause living of different cultures together. Immigrants take their own culture to foreign countries. Hence, cultural varieties occur in target countries. Foreign cultures cannot be reshaped, so different cultures meet and live together in target countries. Integration of different cultures is an obligation for cultural pluralism. In order to build a multicultural and tolerant society, society translators who know the cultures of immigrant societies have some important roles. In addition, society translators could contribute to building a stable integration in target countries. Hence, it is important to train society translators not only on target language, but also on target culture. This study has qualitative design investigates contemporary cross-cultural interaction, cultural variety, hybrid cultures and multi-culturalism by interpreting the obtained data. In addition to these, contribution of society translators who know the cultures of immigrant societies to building multicultural policies will also be investigated.
Education and Science
The Relation Between Multicultural Competency Perceptions and Democratic Values of Primary Teachers at Schools That Foreigner Students Attend2018 •
Keywords The aim of this study is investigating the relatioship between multicultural competency perceptions and democratic values of the primary teachers at schools foreigner students attend. In the research, 499 primary teachers among 1980 teachers working at primary schools that foreigner students attend in Trabzon, Rize, Giresun, Ordu, Samsun provincial centers in 2015-2016 school year are included according to the volunteering and impartiality rules. The data is collected by using "Multicultural Competency Perceptions Scale" and " Democratic Values Scale". As a result of the study, it is found that the primary teachers at schools foreigner students attend perceive their multicultural competencies in awareness, knowledge and skills dimensions as "sufficient". Teachers opinions in seeking fairness dimension of democratic values is at the level of "I agree"; in justice, respect to the differences and equity dimensions are at the level of "completely agree". It is seen that, the participant teachers internalized the justice, respect to differences and equity dimensions of democratic values higher than the seeking fairness dimension. It is determined that there is a medium level relation, positively, between the multicultural competency perceptions and democratic values. It is observed that as the democratic values of teachers increase, their multicultural competencies perceptions increase; as democratic values decrease, multicultural competency perceptions decrease either. It is concluded that the reason of having higher multicultural competency perception is related to the internalizing the democratic values for teachers.
Historical and contemporary immigration policies and practices of the United States have been and are intertwined with capitalism, dehumanization of non-white Anglo Saxon Protestants, and institutional racial and ethnic discrimination whose affect extends to its naturalized and natal citizens. As of 2010, foreign-born persons of Mexican origin living in the United States comprised approximately 30% of the total foreign-born population (constituting 11,711,000 people).1 U.S. immigration policies and practices of the 1990s have had an extremely negative impact on immigrants from Latin America, particularly for those from Mexico. Since the implementation of heightened border control initiatives there has been a sharp increase in the risk of injury and death for those attempting to cross the border.2,3,4 The increased enforcement and related detention is further complicated by the for-profit business corporations involved in immigration detention that spend billions of dollars in lobbying efforts, and are involved in writing increasingly repressive national and state immigration policies.5 This chapter explores the experience of immigration detention through stories of immigrant detainees and their families. This qualitative study asked participants to respond to the question, ‘How has immigration detention and increased enforcement of immigration policies affected your life?’ Using a constant comparative method of analysis, immigrants, citizens and their families describe experiences as their lives collide with the system of immigration detention. Finally, critical race theory provides a theoretical context for the inherent racism underlying and permeating the design and policy enforcement of U.S. immigration laws.
Kasetsart Journal of Social Sciences
Toward deployment of public service interpreting and translation in Thailand: The Japanese case from a comparative perspective2019 •
One of the economic and social disparity issues caused by rapid economic growth and global mobility of immigration is how to promote the empowerment of powerless social groups and minority ethnic communities. Shedding light on the setting in Thailand, regarded as a middle-developed country, this study explored the direction of public service provision by the communicative means of interpreting and translation for foreign residents in Thailand. For that purpose, key issues were revisited in the policy framework and implementation for promoting a multicultural society through the Japanese case. A case involving non-developed-countries has been rarely discussed and is relatively unexplored in the field of public service interpreting and translation (PSIT) within the discipline of Translation Studies. The findings obtained by reviewing the relevant literature revealed two views. First, local authorities in Japan have attempted to overcome the challenges of budget constraints and securing human resources, especially due to the limited diffusion of university-trained language interpreters and translators. Secondly, PSIT in Thailand has not been deployed based on language policy because of political instability. Given the above, this study recommended sophisticated literacy surveys for migrants to plan deployment of PSIT in Thailand and education specialized for PSIT providers at the tertiary level.
From the earliest times that we have language written in a more convenient form than clay tablets, steles, or rune stones, we find travelers writing anecdotes about strange peoples. Herodotus (c.484 c.425 BC) was called not only the father of history but also the first travel writer. He was fascinated by the Scythians, whom he visited on the northern shore of the Black Sea, and so gave us the first description in western literature of a people living beyond the pale of civili zation, as Casson puts it. He “describes the various tribes and how they live (by agriculture, grazing or hunting), how hard the winters are, how this affects horses very little but mules and donkeys very much” (Casson [1974] 1994: 108). We have Abu Rayhan alBiruni, born in Uzbekistan but Persian in language and culture (c.973 c.1048 AD), sometimes named the first anthropologist, who focused in his description of India on caste, class system, rites and customs, cultural practice and women’s issues. And there is Ibn Khaldun of the fourteenth century from Morocco, historian and inventor of sociology, also writer about strange facts.
RESEARCH REPORT ON INTERCULTURAL MEDIATION FOR IMMIGRANTS IN EUROPE
RESEARCH REPORT ON INTERCULTURAL MEDIATION FOR IMMIGRANTS IN EUROPE2016 •
A thorough study based on relevant literature and field study has been carried out in order to provide an overview of intercultural mediation for immigrants (IMfI) in Europe, with an emphasis placed on the relevant training, employment and evaluation practices. The report covers the following subjects: - Need for IMfI in Europe. Migrant flow, integration issues, limitations of interpreting. - Definitions and forms of intercultural mediation. An overview of the relevant literature. - Current status of IMfI in Europe. Presentation of different patterns of IMfI training, employment and evaluation practices in the partnership countries and in other major migrant destinations in Europe. Results of field surveys conducted in the partnership countries.
Essays concerning second language teaching as a means of promoting intercultural competence include: "Intercultural Competence: From Language Policy to Language Education" (Chantal Crozet, Anthony J. Liddicoat, Joseph Lo Bianco); "Linguistic Diversity, Globalisation and Intercultural Education" (Jagdish Gundara); "French Linguistic and Cultural Politics Facing European Identity: Between Unity and Diversity" (Genevieve Zarate); "A 'Syntax of Peace'?" (Joseph Lo Bianco); "Language and Intercultural Competence" (Richard D. Lambert); "Global English for Global Citizens" (Michael Singh, Linda Singh); "Questions of Identity in Foreign Language Learning" (Michael Byram); "From 'Sympathetic' to 'Dialogic' Imagination: Cultural Study in the Foreign Language Classroom" (Jo Carr); "The Challenge of Intercultural Language Teaching: Engaging with Culture in the Classroom" (Chantal Cr...
In the last fifteen years, interculturalism has received a great deal of attention from academics and policy makers in Europe and North America, notably in respect of contemporary debates about multiculturalism. Among other things, 2008 was declared the ‘Year of Intercultural Dialogue’ by the European Union (EU), and in the same year the Bouchard-Taylor Report (Building the Future: A Time for Reconciliation) was a powerful advocate for a policy of interculturalism in Québec. Interculturalism and intercultural dialogue are, however, concepts that require a great deal of deconstruction. Moreover, despite the high hopes and expectations that its advocates have for it, interculturalism, or more specifically intercultural dialogue, is no ‘magic bullet’, nor is it an easy option, procedurally or politically. The book therefore examines what both ‘intercultural’ and ‘dialogue’ mean, and what problems are encountered when seeking to actualise the practice of intercultural dialogue as a means of addressing our contemporary ‘crisis of difference’. The particular focus is on dialogues in multi-cultural, multilingual, multi-ethnic societies when they are concerned with addressing cultural and religious difference; i.e. where they are dialogues about cultural beliefs and practices, and where ‘intercultural knowledge’, and ‘intercultural negotiations’ are involved. As the its title indicates, the book’s primary concern is with such dialogues as social or specifically political phenomena in which power relations are fully engaged. That in turn means taking into account the social and political context of such dialogues. The contemporary post-colonial, globalised, transnational, neo-liberal world shapes both the sites within which intercultural dialogues take place, and the contemporary debate on interculturalism itself. In addressing the ‘crisis of difference’ in our contemporary societies intercultural dialogue has a crucial role. But if it is to be more than a passing encounter, it must involve deep knowledge, understanding, and recognition of the Other’s culture, and a willingness to negotiate. The knowledge and understanding that are believed to be authoritative, and by whom, is decisive, as is the ability to define the task in which the parties to a dialogue are engaged. Who is deemed to have the power or authority to say what, to whom, and when, whose voices are included in, or excluded from, dialogue, and what space is made available for alternative perspectives or counter-narratives which challenge dominant ones, are clearly crucial questions. In addressing such questions, neither multiculturalists nor interculturalists have a unique command of the truth; both approaches have a role to play in the governance of diversity, and in practice (if not always in theory) they are not incompatible. That conclusion is very much in the spirit of Bhikhu Parekh’s ‘dialogical multiculturalism’, as indeed of the kind of interculturalism advocated by the Bouchard-Taylor Report in Canada. Interculturalism and the Politics of Dialogue is in three parts (see chapter headings below). Part I is by and large theoretical, investigating the debate between multiculturalists and interculturalists, and the so-called ‘intercultural turn’, but also exploring the relevance of the idea of ‘transculturality’ or ‘transculturalism’. Parts II and III consider what actually happens, on the ground, the practice of intercultural dialogue. Part II (an ‘Intermission’) is concerned with Europe and its institutions and has two case studies on interculturalism in both theory and practice. Chapter 8 deals principally with the EU’s so-called ‘Year of Intercultural Dialogue’ which took place in 2008. The Council of Europe was also heavily involved with that, and in another project, the Intercultural Cities Programme. That is the subject of Chapter 9, which assess what interculturalism and intercultural dialogue mean for the urban centres associated with the Programme. Part III, Chapters 10-16, then has a series of other shorter or longer case studies, investigated from both practical and theoretical perspectives, which explore what interculturalism, and again principally intercultural dialogue, has meant in different contexts and at different times. Chapter 17 sums things up.
Educational Management Strategies - Multicultural education Perceptions and Perspectives
Educational Management Strategies - Multicultural education Perceptions and Perspectives2019 •
2013 •
2007 •
Grenzverkehr | ungen – Mehrsprachigkeit, Transkulturalität und Bildung im Alpen-Adria-Raum Werner Wintersteiner, Georg Gombos, Daniela Gronold (Hg.) - Wintersteiner / Gombos / Gronold (eds.) Border dis|solutions Multilingualism, Transculturality and Education
Carinthia in the European Year of Creativity and Innovation 2009 – Social Challenges and Identities in the Course of Time - Kärnten/Koroška im Europäischen Jahr der Kreativität und Innovation 2009 - Gesellschaftliche Herausforderungen und Identitäten im Wandel der Zeit2010 •
Cadernos de Tradução
NARRATIVES AS APPROACH TO INTERPRETER IDENTITY2019 •
Theories in Practice: Proceedings of the First International Conference on English and American Studies, September 9, 2009, Tomas Bata University in Zlín, Czech Republic. Zlín : Univerzita Tomáše Bati
Literary Theory and Reading World Literature in the Age of Multiculturalism2010 •
International Settlement Canada.
Postpartum Depression Among Immigrant Women2010 •
3RD INTERNATIONAL CONFERENCE ON COMMUNICATION ACROSS CULTURES: REVISITING MULTICULTURALISM AND INTERDISCIPLINARITY IN TODAY’S ACADEMIC COMMUNICATION
Moving from a multicultural society towards an intercultural one through an educational initiative: The example of Training of Intercultural Trainers (TOIT) of Young SIETAR (YS)2018 •
International Journal of Intercultural Relations
The trouble with assimilation: Social dominance and the emergence of hostility against immigrants2010 •
Theories in Practice
Ethnicity, Individuality and Peer Pressure in Meera Syal's Anita and Me2009 •
2015 •
2011 •
Multicultural Families: Investing in the Nation's …
Overcoming Acculturalisation Stress: A Proposed Approach for Promoting Resilience in Transcultural Children and AdolescentsRevista Signos. Estudios de Lingüística
Special issue: Advances in Spanish for specific purposes in the United States: Connecting the heritage language pedagogy and the Hispanic community2019 •
World Applied Sciences Journal
Multiculturalism and Intercultural Education: A Comparative Study with a Sample of Swiss and Turkish Candidate TeachersMonash University Linguistics Papers
Professional Multilinguals: Some Exploratory Considerations on Language and the Identities of Translators and Interpreters2010 •