Facilitating socio-centered learning with possible computer applications

Abstract

In an attempt to improve intercultural communication we propose a parallel development of cultural literacy and language proficiency by taking into account self-awareness and improving self-management using computer technology. More successful intercultural communicators possess cultural habits which come from systematic use of language in the specific cultural context. To enable learners to bridge the gap between acquisition of knowledge and the demonstration that it is internalized, i.e., acculturation, we advocate the use of computer multi-media. Theoretical foundations of human communication, motivation and personal construct are examined in the light of their possible impact on interaction. The role of language in the apprehension of cultural literacy is brought up in terms of encoding and decoding a communicative act. Theoretical foundations of culture are investigated from a situational perspective with conclusions drawn that the physical and psychological aspects come into play both at the level of culture and language. Our main attempt is to arrive at an understanding of cultural concepts. Underlying this apprehension there are personal constraints and motivational components which we try to unravel. These, in turn, cannot be separated from situational constraints. Personal constraints can be best apprehended with a look at personal constructs, cognitive styles, multiple intelligence and emotional intelligence components. Before turning to the other culture, one has to get a grasp of cultural elements in one’s own culture and an understanding of one’s personal construct.

We proposed tools for organizational purposes. The first example is based on a curriculum integration model derived from set theory. These diagrams could serve as a means of integrating contents in cultural studies. The second worksheet is a mere skeleton which can help establish cultural profile charts on which to log growth. The third working model allows to categorize activity types within a division of language skills. At each point these activity types correspond to one of Gardner’s intelligences with the addition of an organizational and preemptive component, interculturally, a relevant talent. In curricular applications language use and cultural awareness are tied together.