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IreneTarsa.Task1.Bicultural

This document outlines a program aimed at enhancing intrapersonal and interpersonal competences in intercultural environments through literary engagement and mindfulness practices. It includes objectives such as improving emotional regulation, empathy, and communication skills, alongside activities like literary discussions, mindfulness exercises, and role-playing scenarios. The program emphasizes the importance of self-awareness and cultural sensitivity to foster meaningful dialogue and relationships in diverse settings.

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2 views

IreneTarsa.Task1.Bicultural

This document outlines a program aimed at enhancing intrapersonal and interpersonal competences in intercultural environments through literary engagement and mindfulness practices. It includes objectives such as improving emotional regulation, empathy, and communication skills, alongside activities like literary discussions, mindfulness exercises, and role-playing scenarios. The program emphasizes the importance of self-awareness and cultural sensitivity to foster meaningful dialogue and relationships in diverse settings.

Uploaded by

irene tarsà
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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ACTIVIDAD Nº 2

Facultad de Educación y Humanidades, UFV

Enhance Intrapersonal
and Interpersonal
Competences in
Intercultural
Environments
Actividad presentada por: Irene Tarsà Martínez
Titulación: Máster en Educación Bilingüe

Madrid, (15 de enero 2025):

(firma del alumno adjuntar como imagen)


Fdo. (Irene Tarsà Martínez)
1. Justification

In today’s increasingly interconnected world, students frequently interact with


individuals from diverse cultural backgrounds. These interactions demand strong
intrapersonal competences, such as self-awareness and emotional regulation, as well as
interpersonal skills, like empathy and effective communication. This program addresses
these needs by combining literary engagement with mindfulness practices to foster
cultural sensitivity, self-reflection, and meaningful dialogue.

2. Objectives

- Enhance students' ability to understand and regulate their emotions in


intercultural settings.

- Develop empathy and communication skills to navigate cultural differences


effectively.

- Foster an appreciation for diverse perspectives through literary exploration and


dialogue.

- Encourage mindfulness as a tool for managing stress and enhancing focus in


intercultural interactions.

3. Activities

3.1. Activity 1: Dialogical Literary Gatherings

3.1.1. Description

Students will engage in guided discussions of selected literary texts that explore
themes of cultural diversity, identity, and human connection. Examples include excerpts
from “The Joy Luck Club” by Amy Tan or “Things Fall Apart” by Chinua Achebe.

3.1.2. Steps:

- Preparation: The instructor selects a literary text relevant to intercultural


themes and provides it to students a week before the session.

- Reading: Students read the text and reflect on key questions provided, such
as:

- What cultural perspectives are presented in the text?

- How do the characters navigate cultural conflicts or differences?

- What emotions or thoughts did the text evoke in you?


- Discussion:

- In a circle, students share their reflections, ensuring all voices are heard.

- The instructor facilitates, encouraging connections between the text and


students' personal experiences.

- Debrief: The session concludes with students summarizing what they


learned about themselves and others.

3.1.3. Expected Outcomes:

- Increased empathy and understanding of cultural nuances.

- Enhanced ability to articulate thoughts and feelings in a group setting.

- Greater appreciation for literature as a bridge between cultures.

3.2. Activity 2: Mindfulness and Visualization Exercises

3.2.1. Description:

Students will participate in mindfulness and visualization exercises designed to


enhance self-awareness, reduce anxiety, and cultivate a sense of openness in
intercultural contexts.

3.2.2. Steps:

- Introduction:

- The instructor explains the importance of mindfulness in managing stress


and fostering present-moment awareness.

- Students are introduced to the concept of visualization as a tool to


prepare for intercultural encounters.

- Mindfulness Exercise:

- A 10-minute guided meditation focusing on breathing and grounding.

- Students are encouraged to observe their thoughts and emotions without


judgment.

- Visualization Activity:

- The instructor guides students through a visualization:

- Imagine meeting someone from a culture you are unfamiliar with.


- Visualize approaching them with curiosity, respect, and openness.

- Reflect on how you feel during the interaction.

- Reflection:

- Students write about their experience in a journal, noting any insights or


challenges.

- Volunteers share their reflections in pairs or small groups.

3.2.3. Expected Outcomes

- Improved emotional regulation and focus.

- Increased readiness for intercultural interactions.

- Development of a positive mindset toward cultural differences.

3.4. Activity 2: Mindfulness and Visualization Exercises

3.4.1. Description:

Students will participate in role-playing exercises designed to simulate


intercultural interactions and challenges. This activity encourages the application of
empathy, communication skills, and problem-solving in a controlled, reflective
environment.

3.4.2. Steps:

- Prepartion:

- The instructor prepares detailed scenarios that reflect common


intercultural misunderstandings (e.g., differing communication styles,
etiquette expectations, or nonverbal cues).

- Example: A business meeting where participants have conflicting


cultural norms regarding punctuality or hierarchy.

- Role-Play

- Groups enact their scenarios, attempting to navigate the cultural


differences presented.

- Observers take notes on key interactions and points of conflict or


resolution.
- Debrief and Reflection:

- Groups discuss their experiences, focusing on challenges faced, emotions


felt, and strategies used.

- The instructor facilitates a larger group discussion to generalize lessons


learned and explore alternative approaches.

- Follow-Up:

- Students write a reflective essay analyzing their role-play experience,


including what they learned about themselves and others.

3.4.3. Expected Outcomes

- Enhanced ability to navigate cultural misunderstandings with sensitivity and


creativity.

- Improved collaborative and problem-solving skills.

- Deeper awareness of cultural assumptions and their impact on interactions.

4. Evaluation

4.1. Qualitative Feedback:

- Anonymous surveys to assess students’ perceptions of their growth in


empathy, communication skills, and self-awareness.
- Open-ended questions on the effectiveness and relevance of the activities.

4.2. Reflective Journals:

- Regular entries analyzed to track individual progress in self-awareness and


intercultural understanding.

4.3. Group Discussions:

- Observations during activities to gauge participation, engagement, and the


depth of insights shared.

4.4. Post-Program Assessment:

- A scenario-based activity where students apply skills learned to resolve a


simulated intercultural misunderstanding.
5. Conclusion

This program is designed to empower students with the emotional intelligence,


cultural sensitivity, and communication skills necessary to thrive in diverse
environments. By engaging with literature, mindfulness, and role-playing activities,
participants gain both self-awareness and practical tools to navigate cultural
complexities. The multifaceted approach ensures that students not only develop an
understanding of their own cultural identities but also build bridges with others through
empathy and dialogue. These competences are essential for fostering harmonious and
productive relationships in an interconnected world.

6. Bibliography

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and


Organizations: Software of the Mind. McGraw-Hill.

Ting-Toomey, S., & Chung, L. C. (2012). Understanding Intercultural


Communication. Oxford University Press.

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