• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.265-289
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• 2018

The word culture itself is very difficult to define. Therefore, in order to confine its meaning, many scholars prefer to attach different prefixes such as inter-, bi-, multi-, cross-, pluri-, trans-, in front of the adjective cultural instead of defining the word culture itself. These prefixes have been used along with about thirty various nouns, ranging from adaptability to training. In this paper, we focused on the adjective intercultural. In fact, this adjective has been widely used, not only in education but also in the communication and philosophy sectors among the world academia discourse. Intercultural Education appeared in America in the 1930s and also in the 1970s in Europe, in order to improve relations between immigrants and the people who received them. Intercultural communication arose in America as a cultural education program for American diplomats and professionals, while interculturalism appeared in the 1970s in Canada as a policy in opposition to multiculturalism. Intercultural philosophy started in 1990s Germany as philosophical speculation against Eurocentrism. As such, the adjective intercultural has been used with a combination of diverse nouns. In regards to this, one can ask the following questions: did the scholars have any kind of agreement during their discussions? Did they communicate and make a positive impact on each other? If not, how can we interpret their common use of the word intercultural? To answer these questions, we tried to compare fives types of intercultural waves of the 20th century, paying particular attention to their time periods, places and backgrounds of appearance, their emphases and shortcomings. Following our research, we found that intercultural waves in the 20th Century have developed independently despite their common use of the word intercultural. Therefore, we concluded that the use of same word intercultural was the result of humankind's effort to approach cultural differences in a positive way in the global village created by internationalization and globalization of the 20th century.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.109-136
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• 2009

This study investigates English medium instruction (EMI) in an institution of higher education in Seoul, Korea to see whether this course creates cultural correction (reproduction of inequitable relations of power in EMI settings) or cultural continuity (opportunities for transporting students into a third space and enabling them to explore cultural diversity and to create new knowledge for themselves). A single site where EMI is carried out, a class on fairy tales and child education taught by a native English speaking professor, was chosen because it was hypothesized that the professor would display some of her unconscious dominant cultural orientation. The results of the study show that there more cases of cultural correction than there were of cultural continuity. Cases of cultural correction included lack of knowledge about the local context, fixing Korean classroom discourse as if it were American classroom discourse, and reproducing orientalism in the local educational setting. Cases of cultural continuity included using comparison to consider the cultural reality of the milieu, creating new knowledge for the local milieu, and learning as a dynamic ongoing process. Implications of this research are discussed including the important realization that EMI should be managed by subject specialists who are trained in language education and have knowledge of the students' needs and discourse in the L1 and in the local context.

• Journal of the Korean Society for Library and Information Science
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• v.49 no.3
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• pp.371-392
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• 2015

This research attempted to provide new philosophical perspective to be taken in the public libraries as an institution which should support the social inclusion in the multicultural society. As deepening on dichotomous system of culture in modern society, It is referred to the need for an intercultural discourse on mulitcultural services in the public libraries. The process of social Integration suggested by Esser indicated the interactive transformation between actors and society. The conception serves the standard perspective on immigrants. Accordingly, This research analyzed a multicultural program of public libraries based on the classification of policy about immigrants by Castles. And it is based on the intercultural philosophy of Mall, It suggested the roles of public libraries in social integration and the process to support immigrants through the framework by Esser.

• International Journal of Computer Science & Network Security
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• v.22 no.7
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• pp.404-412
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• 2022

An increasing number of students from different cultures study in higher primary schools. This trend is due to: 1) the government's discourse on increasing the level of participation of foreign students in national educational programs and the need for internationalization; 2) the need of employers for professionals who are trained to work in a multicultural environment to meet the needs of different markets and customers. Methodology. This study is based on the results of the OECD (2018) structured survey of 1,093 teachers at universities in Australia, Colombia, the Czech Republic, Denmark, Georgia, Malta, Vietnam, Turkey, and Argentina, examined policy, the practice of cultural characteristics in training specialists, and teachers' attitudes to cultural diversity. Results. The attitude and perception of cultural features by teachers does not determine the practice of forming a cultural environment and managing this environment to ensure quality education of students of different nations. The main culturological aspects of training are self-expression of cultural and ethnic identities, expression of cultural characteristics and their value through multicultural activities in universities, teaching students to combat ethnic or cultural discrimination. Therefore, the formation of a multicultural environment in higher education occurs through the activities of students and teachers, which complement each other. The practical value lies in identifying two important components of the formation of cultural diversity among students, such as self-expression of ethnic and cultural identity and the expression of cultural differences by teachers in the course of educational activities.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.135-140
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• 2023

In the era of globalization, universal values and empathy are analyzed as important factors in the success of media content. In this context, the perspective of interculturalism is meaningful in K-culture discourse. The TV drama <Itaewon Class> presented a storytelling structure in which the existing order was overturned and new values triumphed. This concept has led to great success in the global market. First of all, it shows multiculturality through the symbolic space of Itaewon. It reproduces people who have various cultural differences in various standards. Characters with diverse values realize intercultural values through cultural dialogue. Such storytelling is evaluated as something that can be widely accepted by people around the world. Interculturalism enables us to seek the direction of sustainable Korean Wave.

• Cross-Cultural Studies
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• v.50
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• pp.103-130
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• 2018

This research aims to explore the associated linguistic features and functions of Chinese as used for business trading purposes, and which is based on a discourse analysis through a case in which a Korean buyer and a Chinese supplier have exchanged Internet based e-mails. The research questions include first, the linguistic functions and characteristics of Chinese shown as identified in this trade case through e-mails, second, the use of Chinese trade specific terms, and third, the apparent and dynamic negotiation strategies that are identified as followed by the cultural value systems which are used for resolving interest conflicts and issues between the buyer and supplier in the course of negotiating business contracts between two parties. The participants of this research pertain to a Korean buyer, James and a Chinese supplier, Sonya. The associated data consists of 74 e-mails exchanged between the two parties, initiated in an effort to begin and complete a trade item, in this case namely the product of napkin holders. The research for the study is based on the discourse analysis and empirically analyses models of Chinese linguistic functions and features. The findings are the following. First, as identified, the specific Chinese functions used and sequenced in this trade case are of a procedure, request, informing, negotiation and persuasion. Second, the essential trade terms used in this business interaction involve the relevant issues of 1) ordering and price negotiating, 2) marking the origin of the products, 3) the arrangement of the product examination and customs declaration for the anticipated import items, 4) preparation of the necessary legal documents, and 5) the package and transport of the product in the final instance. Third, the impact of the similarities and differences in the cultural value systems between Korea and China on the negotiations and conflict resolution during a negotiated contract between two parties are speculated in terms of the use of culturally based techniques such as face-saving and the utilization of uncertainty-avoiding strategies as meant to prevent misunderstandings from developing between the parties. The concluding part of the study discusses the implications for a practical Chinese language education utilizing the linguistic functions and features of the Chinese culture and language strategies as useful in business associations for trading purposes, and the importance of intercultural communication styles based on similar of different identified cultural values as noted between two parties.