Review Bedah Buku

No Pokok Bahasan Penjelasan

1 Judul Becoming Interculturally Competent through Education and
Training
2 Buku Language for Intercultural Communication and Education
3 Tahun 2009
5 Penulis Feng, A., Byram, M. & Fleming, M.
Investigations of “The relationship between ‘training’ and ‘education’
can be conceptualized in different ways.”
Intercultural
Encounters and A traditional view, one often found in analytic philosophy of
Learning education in the United Kingdom in the 1970s and 1980s
and still common among some academics, is to polarise the
two concepts
and see ‘training’ in a negative light. As Winch (1995: 315)
has said, ‘training has a very bad press amongst educators’
and is often thought of as the ‘antithesis of education’.
Likewise, Barrow (1981: 171) referred to the ‘widespread
feeling that training is something to be embarrassed about’
and suggested that education is almost universally thought
of as a good thing, while ‘training is seen as inherently
unattractive, belonging more to the Victorian era than to
today’. Training in this formulation is seen as a very
authoritarian process involving unquestioning acceptance of
instruction with very limited goals, often in the form of the
‘master’ training his ‘apprentice’. It was thought to take
place through fairly mindless, repetitive action. In the
United Kingdom, for example, there is still some reluctance
in universities to employ the term ‘training’ to describe the
pre-service preparation of teachers. The cliché that ‘training
is something you do to animals not people’ is not
uncommon.

Peters (1966: 46) saw education as ‘initiation into

worthwhile activities’.

Reference to the limitations of education therefore may be

thought to be a contradiction in terms because education is
invariably seen as an intrinsic and necessary good. As
already demonstrated, many of the limitations of training
rest on a particularly narrow view of what is meant by the
term. Training in most modern contexts does not mean the
mindless acquisition of skills but embraces knowledge,
understanding of principles and the ability to adapt to
different circumstances. However one feature of training
that distinguishes
it from education is the specifi city of the ends. This is, of
course, one of its strengths; faced with the prospect of
being operated on by a surgeon who is either well educated
or well trained one might well be inclined towards the latter
1|Review Journal : A Case Study
 option.

a. Cultures of Organisations Meet Ethno-linguistic

Cultures: Narratives in Job Interviews ( Celia
Roberts)
What power, what interests wrap this local world so tight
that it feels like the natural order of things to its inhabitants?
Agar, 2000

Theoretical Backdrop
Interculturality in the context of institutional encounters will
be looked
at from three perspectives.
(1) Language and cultural processes
Talk cannot be unpicked from cultural processes. As Agar
says ‘language and culture are wired in together’ (Agar,
1991) in what we can call communicative style.
Ethnographic evidence suggests how diffi cult it is for
individuals who move to new linguistic/cultural
environments to transform some aspects of how they
interact, however fl uent they become in the new language.
Those features of communicative style that are hardest to
shift usually have to do with self and stance – how to
present yourself to others and how to align with them.
Indeed, whether people should try to make these changes is
questionable.
(2) Institutional and organisational cultures
(3)
Critical

b. Exporting the Multiple Market Experience and the

SME Intercultural Paradigm (Terry Mughan)
Critical
c. Evolving Intercultural Identity During Living
and Studying Abroad: Five Mexican Women
Graduate Students (Phyllis Ryan)
Critical
d. Becoming Interculturally Competent in a
Third Space (Anwei Feng)
Critical
7 Refl ections on A Critical Perspective on Teaching Intercultural Competence
Teaching and in a Management Department (Gavin Jack)

8 Learning Critical
Programmes
Applying the Principles: Instruments for Intercultural
Business Training (Barry Tomalin)
Critical
2|Review Journal : A Case Study
 Intercultural Teacher: A Case Study of a Course (Ulla
Lundgren)
Critical

Using ‘Human Global Positioning System’ as a Navigation

Tool to the Hidden Dimension of Culture (Claudia
Finkbeiner)
Critical
Professional Training: Creating Intercultural Space in Multi-
ethnic Workplaces (Catharine Arakelian)
Critical
The Pragmatics of Intercultural Competence in Education
and Training: A Cross-national Experiment on ‘Diversity
Management (Manuela Guilherme, Evelyne Glaser and
María del Carmen Mendez Garcia)’
Critical
15 Implikasi
Critical

3|Review Journal : A Case Study