"Multicultural perspective taking skills enable Army leaders to adapt quickly when encountering individuals or groups from unfamiliar cultures and to function effectively in multinational alliances. In previous research, a schema for cultural understanding was identified as a key component of multicultural perspective taking. The primary objective for the present research was to identify core content and structure of a schema for cultural understanding that can be used to inform training for Soldiers deploying to unfamiliar cultures. Using a combination of qualitative and quantitative methods, we extracted schema content through interviews and identified common themes and concepts. This process resulted in schema content consisting of attributes of culture, goals in using cultural knowledge, and tactics for cultural learning. Findings indicate that concepts of religion, values and beliefs, and customs or traditions are central attributes of cultural understanding. These findings can inform training development and guide further research on the skills needed to function effectively in multicultural environments. Whereas traditional cultural awareness training typically focuses on understanding members of a specific culture or country, augmenting this training by focusing on a schema for cultural understanding developed through practical experience will afford Army leaders broader cultural capability. "--DTIC

With the number of international migrants globally reaching an estimated 272 million (United Nations report, September 2019), the need for intercultural training is stronger than ever. Since its first edition, this handbook has evaluated the methodologies and suggested the best practice to develop effective programs aimed at facilitating cross-cultural dialogue and boosting the economic developments of the countries mostly affected by migration. This handbook builds and expands on the previous editions by presenting the rational and scientific foundations of intercultural training and focuses on unique approaches, theories, and areas of the world. In doing so, it gives students, managers, and other professionals undertaking international assignments a theoretical foundation and practical suggestions for improving intercultural training programs.

This book is a guide to understanding and applying the essential, heretofore elusive, notion of context in language study and pedagogy. Éva Illés offers a new, critical, systematic theoretical framework, then applies that framework to practical interactions and issues in communicative language teaching rooted in English as a Lingua Franca. By linking theory and practice for research and teaching around the world, this book brings a new awareness of how context can be conceptualised and related to language pedagogy to advanced students, teachers, teacher educators and researchers of language teaching, applied linguistics and pragmatics.

The primary focus of the Cross Cultural Decision Making field is specifically on the intersections between psychosocial theory provided from the social sciences and methods of computational modeling provided from computer science and mathematics. While the majority of research challenges that arise out of such an intersection fall quite reasonably