Intercultural Awareness in Central and Eastern European Context

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• Module 2 Cultural Awareness
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    Module 2 Introduction Page

    
    

    Thank you for your interest in this course! Regardless of where you live and who you are, it is very likely that sooner or later you are exposed to some kind of interaction with individuals from other cultural backgrounds. This course module aims to make you more comfortable when facing the challenges of multicultural interactions.

    In this course module, you will study by:

    • listening to audio files
    • familiarizing yourself with the text materials and PowerPoint presentations
    • doing tasks that support your learning

    After finishing this course module

    • You realize that the definition of culture is multifaceted and complex (e.g., Activity 1-2)
    • You have a basic understanding about cultural awareness and dimensions of culture (e.g., Activity 3-4)
    • You raise awareness about enculturation and acculturation (e.g., Activity 5a-5b)
    • You get the ideas of what Culturally Responsive Teaching is (e.g., Activity 6-7)
    • You recognize the significance of intercultural sensitivity (e.g., Activity 8-9)

    In Part 1, you will learn about the complex construct of culture and the various factors that influence it. You will be able to distinguish between the processes of enculturation and acculturation. You will have the opportunity to reflect on your cultural background, confront this with others, and challenge your current points of view. You will learn about cultural and traditional behaviours and events in the mid- and east- European countries and reflect upon how your culture approaches them.

    Part 2 continues the practical experience of cultural awareness viewed from the educational context. The classroom is a compassionate environment where intercultural encounters may offer both opportunities and pitfalls. The Culturally Responsive Teaching pedagogy responds to this demand. In this module, you will learn more about this pedagogic framework and become aware of didactic practices for inclusivity in multicultural classrooms.

    Part 3 highlights the role of cultural awareness and intercultural sensitivity in intercultural communication and offers several self-reflection activities.

    Module co-ordinator: Magdalena Szyszka, University of Opole, Poland

    Co-authors: Magdalena Szyszka (mszyszka@uni.opole.pl) Ieva Margevica-Grinberga (ievam@lu.lv), Egija Laganovska (egija.laganovska@lu.lv), Michaela Hroteková (michaela.hrotekova@uniba.sk), Lucia Hlavatá (lucia.hlavata@uniba.sk), Lubomyr Ilyn (liubomyr.ilyn@ukd.edu.ua)
    

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    Module 2.1 Towards defining what is indefinable – culture and its dimensions Page

    
    

    Activity 1a. What is culture? Read the definitions of culture and choose the one that is closest to your understanding of culture. (20 minutes)

    a) “Culture is a system, a dynamic whole that creates and is created by people, places, and practices. The system and its components are inseparable and engaged in mutual determination: the whole organizes the parts and the parts organize the whole” (Causadias, 2020, p. 311).

    b) “[Culture is] that complex whole which includes knowledge, belief, art, morals, custom and any other capabilities and habits acquired by man as a member of society” (Tylor, 1871, p. 1).

    c) Anthropologists have described culture as systems of beliefs, ideals, behavior, and traditions related to specific populations (Rogoff, 2003; Shweder, 2000).

    d) Snowdon (2018) defined culture as behavior patterns that have some continuity across generations among specific groups or populations, varying across different people, but remaining somewhat consistent within each one (Snowdon, 2018).

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    Module 2.1 What is your definition of culture? Activity 1A Quiz

    
    

    
    

    
    

    Write your own definition of culture.

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    Module 2.1 Identifying cultural similarities and differences. Activity 1B Quiz

    
    

    Activity 1b. In this activity you will listen to the interviews of the EE countries’ citizens, who talk about how they view their country’s culture. Listen to these recordings and identify similarities and differences between what they say and your views on your culture.
    

      

      

      

      

      

      

      

     

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    Module 2.1 What do philosophers say about culture? Page

    
    

    
    

    
    

    Activity 2. Read the text and answer the questions (designed with the assistance of OpenAI, 2024) (15 minutes)

    Throughout centuries, great thinkers contributed to the discussion on what culture was and how it shaped and was shaped by people. Their perspectives on culture were intertwined with their views on ethics, education, and society.

    Aristotle emphasized the role of the city-state as a fundamental entity where its members could realize their full potential. He saw culture as a product of civic engagement and education, resulting from the development of moral and intellectual virtues. Both Aristotle and Plato associated culture with aesthetics (beauty) and ethics (goodness).

    Michel Foucault examined the relationship between power and knowledge, arguing that cultural institutions (such as prisons, hospitals, and schools) shaped and controlled social behaviour. He believed that culture was a tool for the exercise of power and the regulation of societies.

    Pierre Bourdieu introduced the concept of cultural capital, referring to the non-financial assets that influenced social mobility, such as education, skills, and tastes. He argued that culture reinforced social hierarchies and power dynamics and emphasized that culture was both a product of social structures and a means of perpetuating them.

    In Sources of the Self: The Making of the Modern Identity, Charles Taylor argued that our identity was deeply embedded in the cultural narratives and moral frameworks of our time. Taylor advocated for multiculturalism that acknowledged and valued the contributions of different cultural groups within a society. He believed that cultural diversity enriched society and that cultural practices should be respected and preserved.

    Florian Znaniecki developed the theory of culturalism, which focused on culture as a system of values, norms, and symbols that shaped human behaviour and social interactions. He explored how cultural change and migration affected social structures and individual identities.

    These philosophers offered diverse perspectives on culture, highlighting its profound impact on human life and society.

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    Module 2.1 Quiz Activity 2

    
    

    
    

    What do philosophers say about culture?

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    Module 2.1 The phenomenon of cultural awareness. Activity 3A Quiz

    
    

    
    

    In this activity, we can see how Hart and his colleagues (2021) interpret the phenomenon of cultural awareness. Read the text carefully before you choose the expressions from the list to create a complete text describing cultural awareness.

    
    

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    Module 2.1 Rising awareness - different culture perspective. Activity 3C Page

    
    

    Activity 3c. This activity raises awareness of how culture can be viewed from the perspective of a different culture. Study the fragments from English newspapers on East European (EE) culture. Then, respond to a set of reflective questions on how English-speaking countries view EE culture.

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    Module 2.1 Raising awareness different culture perspective. Activity 3C cont Page

    
    

    Reflective questions:

    
    

    1. What aspects of EE culture (e.g., cuisine, literature, music, art) are most recognized or celebrated in these fragments by English-speaking countries?

    2. How are EE cultures typically portrayed in English-speaking media?

    3. How does the recognition of EE cultural contributions differ across various domains such as arts, sports, science, and academia?

    4. Are there notable differences in how cultures from Central Europe, Balkans, Baltic states, and other regions of Eastern Europe are perceived and represented in English-speaking countries?

    Respond to the same set of questions from the perspective of your own culture. Can you see any differences/similarities in these responses?

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    Module 2.1 Dimensions of culture Page

    
    

    Activity 4. Study the text about dimensions of culture (20 minutes)

    Hofstede worked on the concept of comparing nations based on dimensions of culture. He aimed to help understand the social world's complex reality and handle cross-cultural management. Although this theory has been criticised for a poor reflection of reality (cf. Jackson, 2020), it still provides some valuable ground for cultural awareness raising and global management. Initially, Hofstede (2011) identified four dimensions of culture: individualism, power distance, masculinity and uncertainty avoidance, and created instruments for measuring each of them on a scale from 0 to 100.

    The individualism scale measures the extent to which it is believed that individuals are supposed to take care of themselves as opposed to being strongly integrated and loyal to a cohesive group. In other words, individuals in countries with a high level of individualism score value personal freedom and status, while individuals in countries with a low level of index value harmony and conformity.

    The power distance index measures the extent to which the less powerful members of institutions accept and expect that power is distributed unequally. A higher index value means a higher acceptance of inequality in power distribution by those below.

    The index of masculinity refers to the dominance of men over women and the dominance of “male” values such as assertiveness and competitiveness versus norms of caring and modesty.

    The uncertainty avoidance index measures the extent to which members of society feel uncomfortable or comfortable in situations that are novel, unknown, surprising, or different from usual. The lower the score, the higher the tolerance for uncertainty.

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    Module 2.1 Dimensions of culture. Activity 4 Quiz

    
    

    Activity 4. Look at the table where the levels of various cultural dimensions in different countries are indicated and answer the questions.

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    Module 2.1 Enculturation and acculturation Page

    
    

    Activity 5a. Cultural anthropology, a branch of anthropology investigating cultural variation among individuals, identifies two crucial processes: enculturation and acculturation. Read the text carefully to understand these concepts. (15 minutes)

    According to Hoebel (1972), enculturation is both a conscious and unconscious conditioning process whereby man, as a child and adult, achieves competence in his culture, internalizes his culture, and becomes thoroughly enculturated (p.17). In other words, enculturation is the process of learning one’s own culture or “retention of, or cultural socialization to one’s culture of origin” (Yoon et al., 2020, p. 343).

    Acculturation, in turn, is “a learning process of second-culture acquisition [or] cultural socialization to the mainstream culture” (Yoon et al., 2020, p. 343). Both processes involve multiple dimensions of behaviour, cultural identity, knowledge, and values in social contexts.

    Scholars identify behavioural and value-level dimensions of acculturation. The former refers to processes of acquiring such aspects as language, food, media use, entertainment, and social relationships. These can be compared to the visible side of the Moon of Culture. The second dimension, referring to values, assumptions, beliefs, concepts, etc., forms the dark side of the Moon of Culture, which is harder to reach than behavioural acculturation (e.g., Miller et al., 2013). That is why the acculturation process starts with the behavioural dimension, which can be followed by a value-level dimension but does not necessarily have to.

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    Module 2.1 The Moon of Culture. Activity 5B Quiz

    
    

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    Module 2.1 Summary Page

    So far, we have explored some basic concepts of culture, including definitions, philosophical perspectives, cultural awareness, and cross-cultural dimensions. Philosophical perspectives of selected famous thinkers displayed their views on culture as linked to civic engagement, power dynamics, and social hierarchies. Cultural awareness was discussed as the ability to recognize and respect cultural differences, involving both visible behaviours and deeper, value-driven aspects. Hofstede’s cultural dimensions were presented, comparing nations based on factors like individualism, power distance, and masculinity to understand cross-cultural differences better.

    Additionally, the concepts of enculturation and acculturation were highlighted, focusing on how individuals learn their own culture or adapt to a new one.

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    Module 2.2 What is culturally responsive teaching? Page

    
    

    Cultural awareness (CA) is crucial in several walks of life. Constantly increasing global migrations make CA particularly needed in such areas as business and education. These settings trigger interactions which involve both behavioural and value-level dimensions of culture. In the following part, we want to focus on the role CA plays in pedagogical contexts. One of the theoretical frameworks, providing support for teachers who are challenged to educate students from multicultural backgrounds, is Hammond’s (2014) Culturally Responsive Teaching. This is explained in the following presentation.

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    Module 2.2 What is culturally responsive teaching? Activity 6 Page

    
    

    Activity 6. Study the content of the ppt presentation and make sure you can answer the following questions (15 minutes)

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    Module 2.2 What is culturally responsive teaching? Page

    
    

    Reflective questions:

    1. What is Culturally Responsive Teaching (CRT)?

    2. What are the key practice areas for CRT?

    3. What are the characteristics of teachers engaging in CRT

    4. Provide examples of teaching strategies in CRT?

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    Module 2.2 Culturally Responsive Teaching Self-efficacy Scale (CRTSES) Activity 7A Page

    
    

    Activity 7a. (35 minutes)

    To assess teachers' effectiveness in implementing CRT practices in the classroom, Siwatu (2007) created the Culturally Responsive Teaching Self-efficacy Scale (CRTSES). This tool measures teachers' confidence in utilizing students cultural backgrounds to enhance learning. If you are or plan to be a teacher, this scale may raise your awareness of the cultural issues regarding a culturally responsive pedagogy. Check your confidence on the CRTSES.

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    Module 2.2 Culturally Responsive Teaching Self-efficacy Scale (CRTSES) Feedback

    
    

    Instructions: On a scale of 0 (no confidence at all) to 100 (completely confident), please indicate how confident you feel about your ability to do the actions listed in the following survey.

    Generally, the scores can be interpreted in the way that the higher you score on the scale, the higher confidence you have in implementing practices within the CRT pedagogy.

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    Module 2.2 Activity 7B Page

    
    

    Activity 7b. Look at the CRTSES from Activity 6a. and decide which two actions are easy and fast to implement in the classroom, and which other two require more experience, knowledge, and teaching skills? Put your answers in the appropriate column, using the numbers referring to actions from the CRTSES (10 minutes).

    
    

    ¹ - On the scale number 7 refers to “Assess student learning using various types of assessments”.

    
    

    To see a possible answer, click Module 2.2 Activity 7B above.

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    Module 2.3 The role of cultural awareness and intercultural sensitivity Page

    
    

    Cultural awareness (CA) and intercultural sensitivity (IS) are particularly valuable when facing the challenges of intercultural communication. In the following part, you can learn what IS is and how both CA and IS are related to intercultural communication competence, defined as interlocutors’ abilities activated in intercultural communication.

    
    

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    Module 2.3 Activity 8A Page

    
    

    Activity 8a. Encounters with a different culture may result in a number of communication difficulties. This issue has been widely studied by many scholars interested in intercultural communication related to cultural awareness and intercultural sensitivity. Study the presentation to understand how these concepts are interrelated and defined (15 minutes).

    (ppt presentation “Towards understanding cultural awareness and intercultural sensitivity_Camino”)

    Cultural awareness is ………

    Intercultural sensitivity is …….

    
    

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    Module 2.3 Towards understanding cultural awareness and intercultural sensitivity Quiz

    
    

    Activity 8b. Study the same PowerPoint presentation, “Towards understanding cultural awareness and intercultural sensitivity,” and complete the following diagram outlining what successful intercultural communication involves (10 minutes).

    
    

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    Module 2.3 Reflections Page

    
    

    Reflect on Your “Cultural Lens” (10 minutes)
    Culture can be thought of as a “lens” through which we view and interpret the world. Consider the following prompts, and jot down your responses:

    ●      What are three values or beliefs you hold that come from your cultural background?
    Think about things like family roles, the importance of education, community values, etc.

    ●      How might these values shape how you view or interact with people from other cultures?
    For example, do they make you more open, curious, cautious, or reserved?

    ●      Identify a time when you interacted with someone from a different culture.
    Describe the situation and think about how your cultural lens may have influenced your reaction or perspective in that moment. Were there any misunderstandings, or did you feel a sense of connection?

    Explore a Cultural “What If” (5 minutes)
    Imagine if you were raised in a completely different culture. Choose a culture that’s quite different from your own and think about these questions:

    ●      What values or daily practices do you think might be different in your life?

    ●      How might these cultural differences affect your personality or worldview?

    ●      What do you think would be the biggest adjustment or learning curve for you?

    Write a few sentences on what this imagined experience makes you realize about your current cultural lens. Did this “what if” prompt any new thoughts or curiosities?

    
    

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    Module 2.3 Activity 10 Quiz

    
    

    Activity 10. Cultural Sensitivity Self-assessment

    
    

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    Module 2.3 Activity 11A Page

    
    

    Activity 11A

    Reflect on Your Own Cultural Identity
    
    

    Take a few minutes to think about the aspects of your own cultural background. Answer the following questions in writing:

    1. What are the key elements that define your cultural identity?
       (Think about nationality, language, traditions, values, beliefs, family influences, etc.)
    2. What cultural values or beliefs have had the biggest impact on you?
       (Consider values related to family, communication style, education, work, etc.)
    3. What are some cultural practices or traditions you strongly relate to?
       (This could be a holiday, family gathering, or specific ritual you observe.)

    
    

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    Module 2.3 Activity 11B Page

    
    

    Activity 11B

    Reflect on Cross-Cultural Experiences

    Think about past experiences interacting with individuals or groups from other cultural backgrounds.

    1. Describe one positive experience with someone from a different cultural background.
       (What did you learn, and how did it impact your understanding?)
    2. Describe a time when you felt misunderstood or found it challenging to understand another person’s perspective due to cultural differences.
       (What did you take away from this experience? How could you handle similar situations in the future?)

    
    

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    Module 2.3 Activity 12 Page

    
    

    Activity 12

    Being in the shoes of others.

    In this task, you will experience the power of perceptions of socio-cultural aspects. You need to use your imagination here, as you will take on the role of a different person. Follow the instructions that will guide you through this task step by step.

    
    

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    Activity 12. Being in the shoes of others.

    
    

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    Module 2 References Page

    
    

    Activity 1A

    José M. Causadias (2020) What is culture? Systems of people, places, and practices. Applied Developmental Science, 24(4), 310-322, DOI: 10.1080/10888691.2020.1789360

    Tylor, E. B. (1871). Primitive culture: Researches into the development of mythology, philosophy, religion, art, and custom, etc. Murray.

    Activity 2

    OpenAI. (2024). ChatGPT (Aug 9 version) [Large language model]. https://chat.openai.com/

    Activity 3A

    Hart, A., Toma, M., Issa, F., & Neault, N. (2021). Developing cultural awareness curricular competencies for humanitarian non-governmental organization staff. Prehospital and Disaster Medicine, 36(6), 669–675. doi:10.1017/S1049023X21000996

    Activity 4

    Hofstede, G. (2011). Dimensionalizing cultures: the Hofstede model in context. Online Readings in Psychology and Culture, 2(1). DOI: 10.9707/2307-0919.1014.

    Jackson, T. (2020). The legacy of Geert Hofstede. International Journal of Cross Cultural Management: CCM, 20(1), 3–6. https://doi.org/10.1177/1470595820915088

    Activity 5

    Hofstede, G. (2011). Dimensionalizing cultures: the Hofstede model in context. Online Readings in Psychology and Culture, 2(1). DOI: 10.9707/2307-0919.1014.

    Jackson, T. (2020). The legacy of Geert Hofstede. International Journal of Cross Cultural Management: CCM, 20(1), 3–6. https://doi.org/10.1177/1470595820915088

    Activity 7

    Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press

    Siwatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 1086–1101. https://doi.org/10.1016/j.tate.2006.07.011

     Activity 8

    Bhawuk, D. P. S., & Brislin, R. (1992). The measurement of intercultural sensitivity using the concepts of individualism and collectivism. International Journal of Intercultural Relations, 16(4), 413–436.

    Chen, G. M., & Starosta, W. J. (1998a). A review of the concept of intercultural awareness. Human Communication, 2, 27-54.

    Chen, G. M., & Starosta, W. J. (1998b). Foundations of intercultural communication. Boston: MA Allyn & Bacon.

    Chen, G. M., & Starosta, W. J. (2000). The development and validation of the intercultural communication sensitivity scale. Human Communication, 3, 1-15.

    Hammer, M., Bennett, M., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27, 421–443. https://doi.org/10.1016/S0147-1767(03)00032-4

    Activity 10

    Adapted from Fritz, Wolfgang, et al. "Measuring Intercultural Sensitivity in Different Cultural Contexts." Intercultural Communication Studies, vol. 11, no. 2, 2002, pp. 165-176. https://web.uri.edu/iaics/files/12-WolfgangFritz-Antje-Mollenberg.pdf

    
    

• Module 3 Effective communication
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    Watch the introduction to Module 3, in which you meet the authors and learn about what to expect in this module materials. To watch the video, click here

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    Authors:

    Małgorzata Adams-Tukiendorf (University of Opole, Poland)

    Ieva Margeviča-Grinberga, Egija Laganovska (University of Latvia, Latvia)

    Vytautas Kontrimas (University of Lithuania, Lithuania)

    Siqi Lyu (Tartu University, Estonia)

    
    

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    Module 3 Introduction Page

    
    

    MODULE 3 content:

    The what: In this 6-hour module, you will be introduced to three leading areas of human communication that might be interesting to observe in various countries, across a variety of cultures.

    1. Contracting: what kind of social rules dominate in particular countries and how does it affect communication, especially when one is a foreigner. What to avoid, what to remember.

    2. Stroking – giving and receiving signs of recognition especially using the non-verbal channel of communication. To what extent are the non-verbals similar or different across cultures

    3. Time structuring – how is time managed in various cultures; how people spend their pastime and how work time is organized; how is that communicated?

     The why: The aim of this module is to make foreign students, travelers, or business partners aware of social rules that are culture-bound in East European countries and how these rules may affect communication.

    The how: analysis of textual material, video materials, questions to ponder on, practical tips to evaluate, references at the end of the material.

    
    

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    Module 3 Task 1 Page

    
    

    TASK 1 

    Think of any associations that you have with the word "contract." Use the acronym as a point of reference. Write one or more words that start with these letters. You can compare your answers with Key 1 by clicking Task 1 above.

    
    

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    Module 3 Task 2 Page

    
    

    Read the definitions of a contract (see Learning Point 1) or watch the video material (see Video 2). Find key phrases that point to a common feature that makes contracting part of human communication. 

    Check the answers in Key 2 and compare with the explanation in Ponder Point 1. 

    Take notes on why becoming aware of contracting may help you communicate effectively with foreigners. 

    
    

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    Module 3 Learning point 1 Page

    
    

    LEARNING POINT 1: CONTRACT DEFINITIONS (generated with the aid of AI) 

    Here are selected definitions of a contract in the context of human communication:

    • Linguistic Perspective: In linguistics, a contract can refer to a verbal agreement between speakers that involves the mutual understanding of specific meanings or intents in communication (see, e.g., Searle, 1969).

    • Social Interaction: A contract in social interaction can be defined as an implicit agreement that governs the expectations and behaviors of individuals within a communicative context, shaping how information is shared and understood (see, e.g., Berger & Luckmann, 1966).

    • Psychological Aspect: From a psychological standpoint, a contract in human communication can be understood as a framework or system of expectations, whether implicit or explicit, that individuals use to guide their behavior and interpretation of others' actions during interactions. These "contracts" help structure the exchange, ensuring mutual understanding and coordination of behaviour (see, e.g., Stewart, 2012).

    • Cultural Context: In cultural communication, a contract can be defined as a culturally specific set of norms and expectations that guide the interactions between individuals, impacting how messages are constructed and received (see, e.g., Adair et al., 2024).

    
    

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    VIDEO 2

    Watch the video material in 

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    Find key phrases that point to a common feature that makes contracting part of human communication. 

    Check the answers in Key 2.

    
    

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    Module 3 Ponder point 1 Page

    
    

    All of these areas (linguistic, social, psychological, and cultural) are present when we approach the task of communication in the intercultural context. They become more tangible when we try to communicate in a foreign country, especially when the cultural and social norms of that region are different from those present in our own social and cultural background. Just to mention, a contract may be written or oral (verbal) with a certain level of formality depending on the situation. Formal contracts are expected in formal settings (e.g., business contracts, legal contracts), while informal contracts are made every time we negotiate with someone for mutual cooperation. It might be ordering food in a restaurant, asking for help, organising a party, scheduling a meeting, or any day-to-day activity that requires mutual agreement upon something—who is cleaning the shared living space, who is buying groceries, who is cooking. Before we look at that through the prism of cultural norms, let’s consider the levels embedded in each contract—be it measurable, based on hard data or soft, intuitive, or process-oriented.

    You can check your answers in Key 2 by clicking PONDER POINT 1 above the text

    
    

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    Module 3 Task 3 Page

    
    

    Read about three levels of contract (see Learning Point 2) or watch the video material (see Video 3). Match each level with potential pitfalls to avoid when establishing any contract. Check the answers in Key 3.

    
    
    
    

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    Module 3 Learning point 2: Levels of contract Page

    
    

    According to Julie Hay (2009), a contract has three levels, which affect the level of effectiveness of any interaction that requires agreement: procedural (level 1 that is easy to observe, may be affected by one’s culture), professional (level 2 that is deeper and relates to social roles), and psychological (level 3 that relies on individual differences). Below you will find a more extensive explanation and further activities to practice recognising these levels.

    
    

    To see Key 3, click in LEARNING POINT 2: LEVELS OF CONTRACT above.
    

    
    

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    VIDEO 3

    Watch the video material

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    Match each level with potential pitfalls to avoid. 

    Check the answers in Key 3.

    
    

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    Module 3 Task 4 Page

    
    

    Using the knowledge you have gained from the previous point (see Learning Point 2), analyse the two exchanges of messages between an international student and a university teacher. Observe the questions asked. Which levels of contract were possibly addressed in those exchanges?  Compare with the Key 4.

    EXCHANGE 1:

    Student: Hello and good evening, Dr. M. It has been a long time since we spoke. I have a quick inquiry regarding the end-of-studies exam in the summer of 2025. Could you please tell me approximately how many prep questions we have to study prior to the examination? 100? 150?
    

    Teacher: I am not sure what the context of the question is. What do you mean by the end of studies exam in the summer of 2025?? Which subject?? Which study programme?

    Student: Well, I assume that at the end of our studies next year, we will be required to do two things. 

    1. Defend our thesis.
    2. Take an “End of the studies” exam in which we will be asked a question or a few questions about a random subject or topic having to do with our studies.

    During my BA studies in Wrocław, about 2 months Prior to this “end of studies exam” we were given a set and/or list of questions having to do with various topics concerning our studies. Since we didn’t know which one we would be asked, we had to study all of them and be prepared for whichever one came.

    So my new questions are,
    1. Do you do something similar at the end of your studies at the Master’s level at Opole University?
    2. If so, how many “prep questions” will we have to study prior to “The end of studies exam” 100 questions? 150 questions?

    EXCHANGE 2

    Student: One more question: If I already have a CPE C2 Cambridge certificate, may I be excused from taking the C2 examination in February 2025? Or would I still have to take it? 
    

    Teacher: Send me a scan of that certificate, please.

    Student: I haven’t taken the exam yet, but I plan to at the end of the summer. Here is the official website where I found testing centres. It is my understanding that CPE is the gold standard when it comes to English knowledge verification.

    Teacher: If you want to pay for your CPE exam, it is your choice. We offer a C2 level exam in English within your study programme - no extra charge.

    Student: But is the C2 exam through Opole University also through Cambridge? Or is it an adapted version?

    Teacher: This is our academic version officially confirming your C2 in the learning outcomes for the study programme. You get your degree at the university together with proficiency level confirmation.

    Student: That’s more than fine, Dr. M, but I spoke to some of the professors who are tasked with helping us prepare for that C2 exam if there would be “Mock exams” or at least one mock exam before the real one and all of them told me that there wouldn’t be… So, we won’t have the opportunity to feel comfortable with the format of the test prior to the exam itself.

    Teacher: That is correct, although the teachers use officially published C2 prep materials during classes. We have been doing that for the past 18 years, and so far, no student has decided to take a C2 exam outside of the university to feel comfortable. I am not sure what the problem is here. 

    Student: But anyway, I found it strange that I couldn’t find any information about the test format. How many sections? How many questions per section? How many points per section, and what percentage must be obtained to pass the test? What is the point system, and how much time is per section? Etc.

    Teacher: Here is a link to the document that contains answers to your questions, which can be found on the faculty’s website.

    
    

    To see the Key 4 click Module 3 Task 4 above the text.
    
    

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    Module 3 PONDER POINT 2 Page

    
    

    1. To what extent contracting follows the same line of communication when it comes to your own culture/country? Can you recognise the procedural and the professional levels of communication in your agreements?

    2. Recall a situation in which you experienced communication flaws/pitfalls that relate to the procedural level or the professional level of a contract. To what extent, in your opinion, was that rooted in assumed norms related to the interlocutors’ cultural background?

    3. Think of one specific example when you experienced confusion or an emotional reaction in reference to the psychological level of a contract. How do you usually overcome these obstacles.

    
    

    1. To see suggested solutions, click  PONDER POINT 2 above the text

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    Module 3 LEARNING POINT 3: HIGH-CONTEXT AND LOW-CONTEXT COMMUNICATION STYLES Page

    
    
    When discussing the effectiveness of communication in an international context, it might be useful to learn about one more notion that differentiates different cultures: high-context and low-context communication styles, popularized by Edward T. Hall, a cultural anthropologist, in his seminal work on intercultural communication (Hall, 1976). Continue by clicking LEARNING POINT 3: HIGH-CONTEXT AND LOW-CONTEXT above.
    

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    Module 3 Task 5 Quiz

    
    
    Read about high-context and low-context communication styles (see Learning Point 3). Answer the multiple-choice questions by ticking the correct answer A, B, C, or D.
    
    
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    Module 3 Task 6 Page

    

    Using the knowledge you have gained from the previous point (see Learning Point 3), analyse the situation described below. What is a possible reason for the Indian student’s emotional reaction? What rules of contracting have not been met/understood in the communication between the teacher and an international student? Compare with the Key 6. Consider Ponder Point 3 as a follow-up.

    SITUATION 1:

     A student from India, studying for a master's degree at one of Latvia's universities, is asked to prepare a single study topic of their choice for the next class. This includes finding authors to support the chosen theory. The professor assigns this task, and most students (of Latvian cultural origin) feel satisfied at the end of the lecture. They do not ask any additional questions. However, the Indian student appears visibly upset and angry.

    To see Key 6, click Module 3 Task 6 above.

    
    

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    Module 3 PONDER POINT 3 Page

    
    

    List five-six questions and develop potential answers at the procedural level of the contract between the teacher and the students the Latvian professor from Situation 1 could use to make this experience more inclusive for the international student. 

    Compare with the Key 6A by clicking PONDER POINT 3 above

    
    

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    Module 3 Task 7 Page

    
    
    First, answer the true/false questions in the Task 7 test below.
    Then, read the text on the purpose of contract (see Learning Point 4) or/and watch the video material (Video 4) to confirm your choices.
    
    

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    Module 3 Task 7 Quiz

    
    
    
    

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    Module 3 LEARNING POINT 4 – PURPOSE OF CONTRACT Page

    
    

    Every contract as an act of communication is meant to serve three main purposes that may be referred to as: PROTECTION, PERMISSION, POWER (see e.g. Tudor, 2015)

    The first reason why we need a well-negotiated contract is protection. Both parties of the contract are protected by the rules/regulations, points of reference, or frames of reference stated in that agreement—some of which constitute the non-negotiable regulations (quite often legal) and some other—the negotiable points. In case of some doubts or confusion, we may always go back to the non-negotiable rules, which will help us find the baseline of our mutual agreement, and revise the negotiable rules—are they still valid? Do they serve their purpose? Or maybe we need to renegotiate some points. Usually, when we enter a foreign country, the non-negotiable points relate to the law of that country and the social rules that help navigate the social life. It might be interesting to learn the similarities and differences regarding that aspect. 

    To continue reading click LEARNING POINT 4 – PURPOSE OF CONTRACT above
    

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    VIDEO 4

    
    

    Watch the video material to confirm your choices regarding the purposes of a contract. 

     

    Check with Key 7.

    
    

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    Module 3 Task 8 Page

    
    

    Read the text below and point to the cultural norms that you identify with. 

    To what extent do they match the cultural values represented by the East European countries? See the last section in the table. 

    Using the knowledge you have gained from the previous point (see Learning Point 4), think about how the social and cultural rules protect interlocutors from various cultures engaged in communication.

    To continue click Task  8 (generated with the help of AI) above
    

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    Module 3 Task 9 Page

    
    

    Read the description of one cultural tradition specific to Latvia, then answer the questions. Compare with the comments in Ponder Point 4. 

    SITUATION 2: 

    Many Latvians still follow what is said in their beliefs to avoid misfortunes. It is believed that placing a bag on the table could provoke family scandals or financial instability. For women, this action may bring disagreements with a loved one, while both men and women are believed to risk financial challenges by placing a bag on the table. Traditionally, the table is respected as a gathering place for the family. Sitting on the table, according to this belief, brings trouble or even illness. For a young woman, sitting on the table is thought to decrease her chances of marriage or to attract a husband who does not respect his wife. Additionally, sitting on the table is believed to reduce financial opportunities. Modern perspectives also discourage this due to hygiene considerations.

    
    

    1. Why do you think these traditional beliefs continue to influence behaviour in modern Latvian society? Explain your answer. 

    2. Do you know a belief coming from your own cultural background that may be surprising to foreigners? What does this belief allow or restrict? 

    3. Imagine you are a foreigner visiting Latvia. How might understanding these beliefs and traditions help you navigate social interactions more smoothly? 

    
    

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    PONDER POINT 4 Page

    
    

    Cultural traditions frequently guide acceptable and unacceptable behaviour, expressing pragmatic reasons and deeper symbolic meanings. In Latvia, traditional beliefs regarding the table integrate respect for cultural heritage with practical advice, including promoting family unity and hygiene. Actions such as placing a bag on the table or sitting on it are avoided, not just due to superstition but because they symbolise respect for the table's role as a central, sacred family space. These beliefs persist because they connect Latvians to their cultural heritage and provide symbolic meaning to everyday actions. They promote respect for family values and social harmony, which remain integral to Latvian society. Additionally, practical aspects, like hygiene concerns, reinforce these traditions in a modern context. 

    In some other cultures, stepping over someone’s legs is believed to bring bad luck or stop them from growing taller. This belief may seem surprising to foreigners, but it acts as a way to instill mindfulness about personal boundaries and social behaviour. Awareness of these beliefs helps avoid behaviours that may unintentionally offend or surprise locals, such as placing a bag on the table. Respecting these customs shows cultural sensitivity and fosters positive relationships, allowing a foreigner to engage with locals in a respectful and considerate way of their values. 
    

    Comprehending these customs can help foreigners navigate permissions and avoid unintentional disrespect, which promotes smoother social interactions. These traditions illustrate how cultural beliefs influence behaviour and social expectations, offering insights into a society's values.

    
    
    

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    Module 3 Task 10 Page

    
    

    Read the following situation about understanding a promise in Estonia, then answer the questions. Compare with the comments in Ponder Point 5.

    
    

    SITUATION 3:

    A Chinese employee (Peiyao) and an Estonian employee (Juri) worked in an international company stationed in Estonia. They worked together on a project and had an urgent task that needed their boss’s approval urgently – the boss was Estonian as well. Peiyao and Juri went to see their boss on Tuesday and asked if he could read their documents and return them with the final decision as soon as possible. The boss answered: “I’m too busy today to get to your file. I’ll get to it tomorrow.”

    1. To what extent do you think the boss will actually get to that task the next day? 

    2. What would Peiyao - the Chinese employee - expect? 

    3. What would Juri – the Estonian employee – expect?

    4. What would you expect, considering your own cultural background and social rules related to power dynamics?

    
    

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    Module 3 PONDER POINT 5 Page

    
    

    People from a high-power-distance culture (e.g., Chinese) tend to perceive a promise from a higher power as not completely committed. According to a recent study (Lyu & Yuan, 2023), a Chinese subordinate will only expect the boss to fulfill the promise of responding the next day with a 50/50% chance. Chinese participants believe a boss who said “I’ll get to it tomorrow” to a subordinate is significantly less committed than when the direction of a request is changed and a subordinate responds “I’ll get to it tomorrow” to a boss (Lyu & Yuan, 2023). The employee is believed to keep the promise as is expected by social and cultural rules of high-power-distance cultures. In contrast, in low-power-distance societies represented by East European countries (e.g., Estonia, Latvia, Lithuania) (Hofstede et al., 2010), a subordinate tends to feel less inequality between themselves and their boss. There is no “direction-difference” when people make a promise in low-power-distance societies. In other words, no matter if it is an Estonian manager or an Estonian employee who promises to deal with something the next day, it is culturally sound that s/he will take time to actually get to it.

    
    

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    Module 3 Task 11 Page

    
    

    Read the following situations about refusing an invitation in Estonia. Choose one and write your own short message. Consider the answers from students representing two different cultures. What are the similarities and differences? Compare with the explanation in Ponder Point 6.

    
    

    SITUATION 4

    Imagine you are a foreign student in Estonia. Your professor (Estonian by origin) invites you to dinner on the weekend as a way to thank you for your active participation in a university project. However, you made plans for this weekend long ago and couldn’t accept the invitation. 

    
    

    SITUATION 5

    Imagine you are a foreign student in Estonia. Your professor (Estonian by origin) invites you to participate in a writing camp next week. However, you do not feel like joining as you think you are more efficient working and writing from home instead of in a new environment. 

    Choose one and write your own short message. How will you communicate your refusal to your professor? How will the professor respond to your refusal? Can you predict that?

    Your choice is ................

    Your short email is: ........... 

    You can have a look at the excerpts written by the students by clicking Module 3 Task 11 above
    

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    Module 3 PONDER POINT 6 Page

    
    

    Team-building activities exist in almost all cultures. The format may differ among different cultures. Some cultures or countries have their favorite way of getting people together. For example, in Estonia's academia, a writing camp or writing retreat is a very popular team-building activity. Usually, the university or research group provides the funding and invites students or researchers to a vocational hotel away from the city for a few days, with meals and recreational activities (e.g., sauna, swimming pool, spa, bowling, etc.) together with a seminar room provided. The goal of the writing camp is to provide a getaway from daily routine so people can concentrate on writing a certain task. A Chinese group leader would likely organize an eating- or cooking-together event for the teammates. For example, preparing a hot pot dinner at the professor’s house or treating students in a restaurant are common ways to bond with the group members. However, we must know that not everybody likes participating in a team event.

    When it comes to refusing an invitation, people from a high-power-distance culture (e.g., Chinese) tend to phrase their refusals more politely and eloquently, looking for words to soften any potential negative effect of that refusal, making sure that the authority does not feel offended. In contrast, people from a low-power-distance culture (e.g., Australia) tend to refuse more directly, feeling that there is more social equality between people even though they assume hierarchical relationships at work or school. Most East European countries are relatively low-power-distance societies (Hofstede et al., 2010). Therefore, it is rather common that people tend to refuse directly to the superior person, yet in formal situations related to work or education, a certain level of language formality is expected. Thus, in our example, the Estonian professor may find the Chinese student’s refusal very polite and pleasing, while the Australian student’s response is a bit too informal. The expectation may be to write a semi-formal letter of refusal in this situation. Does your letter match this cultural expectation or express your own cultural background more closely? 
    

    
    
    

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    Module 3 Task 12 Page

    
    

    Read the definitions of stroking (see Learning Point 5) or watch the video material (see Video 5). What makes stroking part of human communication? Take notes on the types of stokes and why becoming aware of stroking may help you communicate effectively with foreigners. What types of strokes are enumerated? Compare with Key 12.

    To see Key 12 click Module 3 Task 12 above.
    

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    Video 5

    Watch the video material on definitions of stroking

    Take notes on why becoming aware of stroking may help you communicate effectively with foreigners. What types of strokes are enumerated? 

    Compare with Key 12.

    
    

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    Module 3 LEARNING POINT 5: DEFINITION OF STROKING Page

    
    

    What is a stroke? In Transactional Analysis the word “stroke” refers to the infant’s need for touching that is supposed to confirm that the child is noticed and acknowledged by other people and is welcome to this world. Thus, Berne (1971) writes about a stroke as a unit of recognition, while Woollams and Brown (1978) define it as a unit of attention that provides stimulation to an individual. Steiner (1971) further explains that strokes may be given to oneself (internal) and to others (external); they may be elicited (we may ask for a stroke if we need one) or received (we may get one from someone else though it may be expected or unexpected); yet again, they may be accepted (when we want them) or refused (when we do not want them). This psychological approach to communicating one’s relationship with oneself and others may be used to observe and analyse relationship building in an international and intercultural context. These strokes can be verbal (e.g., a word, a sentence, or a more extensive utterance) or non-verbal (e.g., a gesture, eye contact, a certain posture, or a physical distance); they may also be positive (e.g., a praise) or negative (e.g., a reprimand). Finally, they may be unconditional (for being) or conditional (for doing, based on some expectation or intention), and they are frequently given or received in specific social contexts. In the cultural context of Eastern European countries, strokes are often deeply embedded in social norms and cultural practices. It may be interesting to observe how East Europeans express the strokes and realise which of them are deeply rooted in the culture itself, explaining the different forms that foreigners may not be accustomed to.

    
    

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    Module 3 Task 12 Page

    
    

    Read the description of three situations (situation 6, situation 7, situation 8) in the cultural context of East European countries. Match each description with an interpretation that explains the validity of gift giving as types of strokes.
    

    To continue reading, click 

    Module 3 Task 13 above
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    Module 3 Task 13 Quiz

    
    

    After reading the description of three situations in the cultural context of East European countries above, match each description with an interpretation that explains the validity of gift giving as types of strokes.
    

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    Module 3 PONDER POINT 7 Page

    
    

    You are invited to reflect upon gift giving and reprimanding in your culture of origin.

    
    

    1. In what ways or in what situations do people in your country offer gifts as signs of appreciation? 

    2. In what ways or in what situations do people in your country reprimand others for misbehaviour or mistakes?

    3. To what extent are your customs similar or different from the tendencies practiced in East European countries?

    
    

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    Module 3 Task 14 Page

    
    

    Read the description of how to understand cultural etiquette in Latvia, then answer the questions. Compare with the comments in Ponder Point 8. Then watch the video material (Video 6) to get a gist of the cultural norms guiding the nonverbal channel of communication in Eastern Europe. Check with Key 14.

    SITUATION 9:
    

    In Latvia, traditional and modern greeting customs vary across generations and social settings. A handshake remains a formal greeting, especially in professional environments. People might say "hello" at work without physical contact, though men may greet each other with a handshake in work settings and among friends. Hugging, rare before Latvia regained its independence, has become more common, especially among young people. Initially, the older generation found this hugging trend confusing, as it was unusual to hug anyone outside the family. However, even in workplaces, close colleagues may now greet each other with a hug. In Latvia, greeting etiquette is relaxed among friends and relatives, though certain customs persist: kissing on the cheek is uncommon unless with a loved one or a parent, and kissing on the lips is reserved strictly for romantic partners. 

    1. Based on this situation, list three essential social rules that govern greeting behaviour in Latvia.

    2. Explain how these rules might affect interactions with foreigners unfamiliar with Latvian customs.

    3. How might unfamiliarity with these customs affect a foreigner’s experience in Latvia? 

    4. Provide an example where a foreigner might misinterpret a greeting or feel uncomfortable due to differing expectations.

    To see Key 14, click Module 3 Task 14 above.
    

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    Video 6

    Watch the video material to get a gist of the cultural norms guiding the nonverbal channel of communication in Eastern Europe. Take notes on typical nonverbals that East Europeans display. To what extent is this similar or different in your culture?
    Check with Key 14.
    

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    Module 3 Task 15 Page

    
    

    Read the description of cultural differences in recognition and feedback in Latvia vs Spain, then answer the questions. Compare with the explanation in Ponder Point 9.

    SITUATION 10:
    

    A professor from Spain delivered a lecture on educational issues for doctoral students at a university in Latvia. After the lecture, the doctoral students applauded, as is customary in Latvia after guest lectures. The professor then asked if the PhD students had any questions; only two responded. When everyone had left, a Latvian professor approached the Spanish professor and expressed appreciation, saying that the doctoral students were delighted to have had the opportunity to attend such a valuable lecture. Despite this, the Spanish professor felt disappointed, interpreting the limited number of questions as a clear lack of interest. "Only two students asked questions, so my lecture did not seem attractive to them," the professor remarked. The Latvian professor tried to explain that it is common not to ask many questions in Latvia and that this does not indicate dissatisfaction.

    1. Based on this situation, explain how the Latvian students and the Spanish professor differ in demonstrating and interpreting signs of recognition. How do Latvian students show appreciation, and how does the Spanish professor perceive engagement?

    2. To what extent are your cultural customs regarding giving and receiving signs of recognition similar or different from the tendencies practiced in East European countries?

    3. Propose two strategies that guest lecturers, such as the Spanish professor, could use to gauge audience engagement in a way that considers cultural differences in stroking. How could they prepare to better interpret these cultural cues, especially in a multicultural setting?

    
    

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    Module 3 PONDER POINT 9 Page

    
    

    In Latvian culture, which represents a general tendency observed in other East European countries, it is common that the audience of a formal presentation, lecture, or other public event does not engage in direct communication with the presenter or lecturer. It is not a sign of lack of respect; contrary, it is a respectful way to stay silent yet express appreciation by clapping, smiling, and nodding. In other cultures, for instance in Spain, the presenter or lecturer may receive a lot of questions—being verbal signs of recognition, as this is their standard way of giving signs of appreciation and attention in their culture. Yet, when people of different cultures meet in a social event such as a formal lecture at a university, they may interpret culturally embedded—different from their own—ways of stroking as being either not enough or even disappointing, if not offensive. When being in contact with a different culture, one may assume that differences exist, and it might be a good idea to learn them in advance to avoid disappointment and confusion.

    
    

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    Module 3 PONDER POINT 10 Page

    
    

    Foreigners brought up in a different cultural context, coming to East European countries, may not realise certain cultural norms regarding privacy boundaries that govern social interactions in these countries. For example, when considering the above-mentioned situations, one needs to understand that East Europeans may display the following non-verbal or verbal behaviours at the social level of interaction:

    They would not go straight to greet their boss even if they see the door to the office open (Ad. 2); they would not invite their work colleagues to their place to cook together every few weeks (Ad. 2); they would not treat their colleagues for lunch if they have some good news that day to share, unless the co-worker is a close friend (Ad. 4); and they would not seek help from their co-worker in situations from their personal life, unless the co-worker is a close friend (Ad. 7). 
    

    On the other hand, they would start a conversation with their colleagues in the coffee room with chitchat (Ad. 3); whenever they meet, they would ask their co-worker how their family members are doing (Ad. 5); they would ask their co-worker to send regards to their family when they part (Ad. 6); and they would tell their colleague if they see some obvious mistake in his or her work (Ad. 8). 

    Summing up, at the social level, East Europeans are polite and engage in small talk that is adequate to the situation, yet they may seem reserved and distant at first, especially if the relationship is formal and work-related. However, when one gets closer and starts interacting with them on a more personal level, they are warm, helpful, and eager to interact. 

    
    
    
    

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    Module 2 Task 17 Page

    
    

    Watch video material (Video 7 and Video 8) to find out how Lithuanians respect the social boundaries. Check with Key 17.

    To see Key 17, click Module 2 Task 17 above.

    
    

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    Video 7

    Watch video material to find out how East Europeans value their personal space. Take notes answering the questions. 

    Check with Key 17.

    
    

    1. How big is the personal space of East Europeans?

    2. To what extent do they respond to physical interactions?

    3. How would you effectively involve the nonverbal communication channel when you converse with someone from East European culture?

    4. To what extent is it similar or different in your home culture?

    
    

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    Video 8

    Watch video material to find out how Lithuanians respect the social boundaries of famous people. Take a note on three leading characteristics in this cultural situational context. To what extent is it similar or different in your home culture? 

    Check with the Key 17

    
    

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    Module 3 Task 18 Page

    
    

    First, read the following situation about how a foreigner copes with a lack of signs of recognition in Estonia or/and watch the video material (Video 9) that illustrates the actual case. 

    Then, take the quiz and tick Yes/No to confirm your understanding, and compare your results with the explanation in Ponder Point 11. Take notes on coping strategies that might be useful should you experience a similar situation.

    SITUATION 11:

    A Chinese person came to Estonia to work as a postdoc. She was in a small research group where a couple of PhD Estonian students helped him with his postdoc project. However, the Chinese felt confused when trying to communicate with the group via email. Every time she wrote something to the group to tell them about the next step in the project, nobody answered the email, and nobody acknowledged receiving the message. She quite often felt lost and worried about the project’s progress because of the lack of response from his teammates. On the other hand, what also surprised her was that all the project tasks were confirmed in the calendar and completed on time. She could not understand why her Estonian team members would not acknowledge receiving her messages, leaving her in the dark as to their contribution to the project’s steps. Finally, she accepted this as a cultural difference and learnt to trust that her Estonian colleagues would do their part of the job without necessarily officially acknowledging her written messages.

    
    

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    VIDEO 9 

    Watch the video and take the quiz. What does the Chinese researcher talk about in her approach to overcoming communication barriers when living and working in Estonia?

    
    
    

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    Module 3 Task 18 Quiz

    
    

    Watch the video 9 and tick Yes/No answering questions regarding the following areas: 

    Adapting to Email Communication, Direct Communication Style, and Tips for Navigating Differences.
    

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    PONDER POINT 11 Page

    
    

    If the above-mentioned situation is something that you have experienced, become aware of how it made you feel and how you coped with it. There are a few possible strategies to employ when handling cultural differences regarding signs of recognition, especially if one expects to get them and they are not sent. First of all, you may join a support group of your countrymen/countrywomen who share your cultural background and, at the same time, live abroad in one of the East European countries. People with the same cultural background will usually experience the same feelings and challenges when they live in the same foreign environment. You may discuss with them your challenges in communication and receive signs of recognition that you need from them directly. Second of all, you may express your confusion or discomfort in communicating with the person coming from East European culture and explain directly how you perceive his or her behaviour from your cultural perspective. Knowing that East Europeans seem aloof at the surface level, you may realise that this is just the way they are, and at the personal level, they are willing to listen to your concerns and to help you manage cultural differences. Thirdly, keep your eye open on the free courses, lectures, or events that address cross-cultural communication. For example, Visit Estonia (https://visitestonia.com/en) organizes webinars and events to help foreigners adapt to the local culture. Your employer may also offer adaptive events for new employees. Last but not least, if you find your mental health is affected (e.g., feeling depressed for more than two weeks) because of nostalgia or finding it hard to fit into the environment, always do not hesitate to go to a psychologist for professional help. 

    
    

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    Module 3 Task 19 Page

    
    

    First, read about communication strategies that may help or hinder making friends between a Chinese employee (Jiaqi) and her Estonian co-worker. 

    Then, take the test and tick those that could bring Jiaqi closer to her Estonian colleague and those that would make the Estonian colleague feel uncomfortable. 

    Compare with the comments in Ponder Point 12.

    
    

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    Module 3 Task 19 Quiz

    
    

    Take the test by clicking Module 3 Task 19 Quiz above. The answer True means that the strategy brings Jiaqi closer to becoming friends with her Estonian colleague; the answer False means the strategy makes the Estonian colleague feel uncomfortable.

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    Module 3 PONDER POINT 12 Page

    
    

    If you are a foreigner living in an East European country, you may wish to make friends there, yet you may also wonder how to do this and what strategies support making friends in this cultural context. In general, Eastern Europeans do not easily establish close friendships with their colleagues. Quite often their best friends go back to the school times or years of communication and doing things together in the workplace. So, if you are a foreigner, you may feel that you do not stand a chance of making friends in this foreign country. Nonetheless, there are some culture-based strategies that might be worth consideration.

    To continue reading, click PONDER POINT 12
    
    

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    Module 3 Task 20 Page

    
    

    Here is a collection of short video materials to become more familiar with verbal and non-verbal expressions influenced by cultural norms as observed in Lithuania. Watch the videos (Video 10, 11 and 12) to find answers to the following questions. 

    Compare with Key 20 that you can see by clicking Module 3 Task 20 above.

    
    

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    VIDEO 10 

    
    

    1. What answer would you expect from a Lithuanian when you ask them a way to some tourist attraction?

    2. What is the other meaning of “No” in the communication of East Europeans?

    
    

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    VIDEO 11

    1. What gestures are typical to East Europeans?

    2. What is the general body language expression of East Europeans?

    3. How are you to read the body language of East Europeans when you see them in some social context?

    4. What tip is suggested to foreigners who are new to the East European culture regarding reading the nonverbals?

    
    

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    VIDEO 12 

    1. What is the most important aspect of social communication in academic and professional settings in Eastern Europe?

    2. What is the role of structured questions in this cultural social setting? 

    3. How are you to handle questions?

    4. What tip is suggested to foreigners who are new to East European culture regarding structuring a conversation led in an official work or school context?

    
    

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    Module 2 Task 21 Page

    
    
    How, in your opinion, do people from different cultures differ in their everyday social rituals and ways in which they spend time at work? Read the explanation (see Learning Point 6) and take the quiz.
    

    
    

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    LEARNING POINT 6 – TIME STRUCTURING Page

    
    

    According to Transactional Analysis people organise their time in six different forms: withdrawal, rituals, entertainment, work, psychological games, and intimate moments. In this module, we will focus on presenting and discussing two of them in the context of cultural differences. 

    To continue reading, click LEARNING POINT 6—TIME STRUCTURING above.

    
    

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    Module 3 Task 21 Quiz

    
    

    Read the explanation (see Learning Point 6) and take the quiz by clicking Module 3 Task 21 Quiz above.

    
    

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    Module 3 Task 22 [developed with the aid of AI] Page

    
    

    What do you know about how East Europeans behave in formal business meetings? Answer the true/false questions first. Then read the text on East European culture and work-related social rituals to confirm your choices. To read the text, click Module 3 Task 22 above.

    Consider Ponder Point 13 questions as a follow-up. 

    
    

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    Module 3 Task 22 Quiz

    
    

    Answer the true/false questions about how East Europeans behave in formal business meetings.
    

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    Module 3 PONDER POINT 13 Page

    
    

    1. What are the rituals in your work? 

    2. How do you usually start your day at work? How do you usually finish it? 

    3. Do you have any specific rituals? How do you introduce them at work? What are these rituals for?

    
    

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    Module 3 Task 23 Page

    
    
    Read the three situations and explain the potential tension between the boss and the foreign employee. To what extent can the misunderstanding be rooted in cultural differences regarding how work time is perceived in East European countries? What should the foreign employee do next time? Compare with comments in Ponder Point 14. 
    

    
    

    SITUATION 12 

    A foreigner living in Lithuania is commuting to work, which starts at 08:00 a.m. However, due to unfavorable weather conditions, he misses his train and already knows that he will not be able to make it on time. He waits for the next train and arrives at work 30 minutes late. His boss is crossed, especially that the employee has not contacted anyone about his situation.

    
    

    SITUATION 13:

    A foreign employee living in Latvia is working on finalizing an important task in an international project. He needs to consult with his manager urgently and makes a direct phone call, not paying attention to what time it is. The manager neither picks up the phone nor returns the phone call. The clock shows 21:10.

    
    

    SITUATION 14:

    A foreign employee living in Poland is on her way to an important business meeting, yet in the corridor she meets a colleague who starts asking her a lot of questions. Getting engaged in the conversation, she is late to the meeting. The organiser of the meeting shows no emotions, yet after the meeting, the employee feels that something is off. 

    
    

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    PONDER POINT 14 Page

    
    

    In East European countries, such as Poland, Latvia, or Lithuania, punctuality is highly valued in both professional and social settings, especially in the workplace, where arriving on time reflects respect for others' schedules. Meetings and appointments typically start promptly, and people often arrive at least five minutes early to ensure they are not late. If someone is delayed due to unexpected circumstances, such as a traffic jam, they are expected to notify others as soon as possible, providing an estimated arrival time. On the other hand, in cities, social gatherings are more flexible, especially among younger people, who are acceptable for arriving a few minutes late to meet friends. 

    Furthermore, in professional settings, contacting someone regarding work matters is acceptable until 8:00 p.m. if something urgent or unexpected arises. This allows for flexibility in addressing last-minute issues but respects boundaries around work-life balance. However, contacting someone beyond this time could be seen as intrusive.
    

    How are the cultural norms regarding work time and personal time similar or different in your culture? 

    
    
    

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    REFLECTION Page

    
    

    REFLECTION :

    1. What have you learnt from this module regarding the role of contracting in effective communication in an intercultural context?

    2. What have you learnt from this module regarding the role of signs of recognition in effective communication in an intercultural context?

    3. What have you learnt from this module regarding time management as part of effective communication in an intercultural context?

    4. How can you use all your new knowledge in practice? 

    
    

• Module 4 Stereotypes and Prejudices
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    Introduction Page

    
    

    The what:

    This module delves into the interconnected topics of stereotypes and prejudices, providing a comprehensive understanding of their features, origins, and consequences. It explores the main characteristics, types, and impacts of stereotypes, as well as the theories explaining the development of prejudices. Additionally, the module examines the relationship between these phenomena and their role in fostering discrimination. The content is contextualized within the East and Central European region while also encouraging participants to reflect on their personal experiences. Main parts of the module: 

    4.1. Stereotypes: main features, origins, types and consequences of stereotyping 

    4.2. Prejudices: main features, theories explaining their origin, interdependence between stereotypes, prejudices and discrimination  

    The why:

    The aim of this module is to provide participants with knowledge related to stereotypes, prejudices, and discrimination, focusing on their origins, consequences, and interconnections. It also seeks to encourage self-reflection and equip participants with practical skills to challenge and combat these issues, particularly in the context of East and Central Europe. 

    The how:

    analysis of textual material, audio and video recordings; questions for self-reflection; different types of exercises; self-tests 

    
    

    Authors:

    Marzanna Pogorzelska (Poland)  

    Ieva Margeviča-Grinberga, Egija Laganovska (Latvia)  

    András Varga (Hungary)  

    Milda Varnauskaitė (Lithuania)  

    
    

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    Module 4.1 Stereotypes Page

    
    

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    Module 4 Task 1 Page

    
    

    TASK 1 (20 min.)  

    
    

    Please take time to fill in the table. Think about your childhood and youth memories when doing so.

     

    
    

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    Module 4 Task 1A Page

    
    

    TASK 1A (10 min.) 

    
    

    After completing the table, answer the following questions: 

    
    

    a) Did anything surprise you about your reflections? Why? 

    b) What stood out to you as you reflected on who you did or did not encounter in your childhood? 

    c) Reflecting on the groups you didn’t encounter, how might their absence have shaped your understanding of diversity?  

    d) How did your early encounters with diversity in these aspects shape your understanding of others? 

    e) Did reflecting on this task reveal any privileges you hold? How do you feel about these? 

    f) What role do you think privilege and marginalization played in shaping the "norms" you grew up with? 

    
    

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    Module 4 Task 2 Page

    
    

    TASK 2 (5 min.) 

    
    

    Look at the pieces of people’s identities. Imagine the person sharing this identity lives in your country. How would this person finish the sentence below? If you share these characteristics, refer to your own experiences. Write down the possible endings: 

    
    

    To see possible answers, click Module 4 Task 2 above
    

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    Module 4 TASK 2A Quiz

    
    

    TASK 2A (5 min.)  

    
    

    As you may have noticed, the ending of each sentence activates stereotypes. For example, portraying Muslim women as always lacking agency, poor people as being in their situation because they are lazy, or transgender individuals as merely undecided and following a trend in relation to their identity. 

    How would you define a stereotype? Write down your idea(s):  

    To open the quiz, click Module 4 TASK 2A Quiz above

    
    

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    LEARNING POINT 1 (10 min.) 

    
    

    Read the excerpts below containing definitions of a stereotype and stereotyping, then watch the video. 

    
    

    a) text: 

    
    

    An undifferentiated attribution that usually involves a judgment of habits, traits, abilities, or expectations, and that is thought to characterize all members of a group regardless of individual variation and with no attention to the relation between the attributions and the social contexts in which they have arisen (Adams, Bell, Griffin, 2007, App. 12 C). 

    (…) (a) stereotypes are aids to explanation, (b) stereotypes are energy-saving devices, and (c) stereotypes are shared group beliefs (McGarthy, Yzerbyt, Spears, 2002, p. 2). 

    An oversimplified, generalised, and often unconscious preconception about people or ideas that may lead to prejudice and discrimination. A generalisation in which characteristics possessed by a part of a group are extended to the group as a whole (Brander et al., 2023, p. 490). 

    Stereotyping: expectation that all cultural group members will have the same characteristics (Kurylo, 2013, p. 430). 

    b) video recording 1
    

    
    

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    Module 4 Task 3 Page

    
    

    TASK 3 (5 min.) 

    
    

    Review your answer in Task 2A.  

    Are there any aspects of the definitions of stereotypes or their features described in the text and/or recording that align with your written thoughts? You may underline them, even if phrased differently from your own.

     

    
    

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    LEARNING POINT 2 A (15 min.) 

    One of the reasons for stereotypes is the process of social categorization. 

    a)

    
    

    The conversation you have just heard was based on the excerpt from Jhangiani & Tarry, 2022). Read the original text in LEARNING POINT 2 B

    
    

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    Module 4 LEARNING POINT 2B Page

    
    

    LEARNING POINT 2B

    The conversation you have just heard was based on the excerpt from Jhangiani & Tarry, 2022). Read the original text: 

    Thinking about others in terms of their group memberships is known as social categorization—the natural cognitive process by which we place individuals into social groups. (…) Just as we categorize objects into different types, so do we categorize people according to their social group memberships. Once we do so, we begin to respond to those people more as members of a social group than as individuals.  

    To continue reading, click Module 4 LEARNING POINT 2B above
    

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    Module 4 Task 4 Page

    
    

    Task 4 (10 min)

    Based on the conversation you heard and the text you read, list the potential disadvantages of social categorization: 

    …………………………………………………………………………………………………. 

    …………………………………………………………………………………………………. 

    …………………………………………………………………………………………………. 

    To see the possible answers, click Module 4 Task 4 above
    

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    Module 4 Learning Point 3 Page

    
    

    LEARNING POINT 3 (10 min.) 

    
    

    One way to classify stereotypes is to distinguish between heterostereotypes (preconceptions about others) and autostereotypes (preconceptions about one's own group). 

    Read the texts below. 

    
    

    a) texts: 

    Both heterostereotypes and autostereotypes are often related to the past, historical context, and shaped by historical events. While heterostereotypes are often negative, autostereotypes frequently promote a positive image of one's own group. We can find traces of them in folk songs or proverbs.

    
    

    To continue reading, click the Module 4 Learning Point 3 above.

    
    

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    Module 4 Task 5 Page

    
    

    TASK 5 (15 min.) 

    
    

    Reflect on a stereotype you have encountered, either about your own group (autostereotype) or another group (heterostereotype). Answer the following questions: 

    
    

    1. How can autostereotypes or heterostereotypes affect you on an individual level? 

    2. How can autostereotypes or heterostereotypes affect you on a group level? 

    3. Do you think autostereotypes and heterostereotypes are changing? 

    To see possible answers, click Module 4 Task 5 above.
    

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    Module 4 Learning Point 4 Page

    
    

    LEARNING POINT 4 (5 min.) 

    
    

    One of the consequences of stereotypical thinking (either in the form of autostereotypes or heterostereotypes) is the phenomenon called stereotype threat. Read the text (designed with the assistance of OpenAI, 2024): 

    
    

    a) text: 

    
    

    The term “stereotype threat” was originally developed by Claude Steele and Joshua Aronson in their 1995 research on how African American students' academic performance could be negatively impacted when they were reminded of the stereotype that their group tends to perform poorly on standardized tests. Aronson and Steele found that when individuals are in situations where their actions might confirm a negative stereotype about their group, they experience pressure, which can lead to anxiety and reduced performance. This phenomenon occurs across various domains (e.g., race, gender, age), and its main elements are anxiety or stress (the individual’s fear of confirming a stereotype creates extra cognitive and emotional stress), situational context (stereotype threat is often triggered by specific situations, such as taking a test or being evaluated in a context relevant to the stereotype), and group membership (the individual’s awareness of belonging to a group associated with negative stereotypes heightens vulnerability to the threat). Aronson and his colleagues (1999) showed that stereotype threat can also affect groups not traditionally thought of as stigmatized. For example, when white male engineering students were told that their math skills would be compared to Asian students (a group stereotyped to excel in math), their performance declined, showing the broad applicability of the stereotype threat. In another influential study, Spencer, Steele, and Quinn (1999) demonstrated that women performed worse on math tests when reminded of the stereotype that "men are better at math," highlighting the gender-based implications of the stereotype threat. 

    
    

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    Module 4 Task 6 Quiz

    
    

    TASK 6 (10 min.) 

    
    

    Answer the questions referring to the text in Learning Point 4 above and choose one correct answer: A, B, C or D. To see the quiz, click Module 4 Task 6 above.

    
    

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    Module 4.2 Prejudices Page

    
    

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    LEARNING POINT 5 (5 min.) 

    
    

    Watch the video to learn what prejudices are 

    
    

    a) video recording 2

    
    

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    LEARNING POINT  6 (10 min.) 

    
    

    Watch the video to explore theories about the possible origins of prejudices

     

    a) video recording 3

    
    

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    Module 4 Task 7 Quiz

    
    

    TASK 7 (10 min.) 

    
    

    Now, look at the text below and mark in red pieces referring to stereotypes and in orange the ones that illustrate negative prejudices. (designed with the assistance of OpenAI, 2024) 

    In a primary school in Poland, a new group of Ukrainian students joined a class of 12-year-olds. While most of the pupils welcomed them warmly, some had preconceived notions about these new classmates. Many students believed that "Ukrainian children are not good at learning English" and assumed that they would struggle educationally and socially. When Ukrainian children participated in class discussions or group projects, a few classmates were quick to express doubts about their contributions. Moreover, some students avoided forming friendships with the Ukrainian children, thinking, "They are too different from us and might not have the same interests." Their experience at school was marked by unfair judgments and exclusion based on their background rather than their individual strengths and personalities. 

    
    

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    Module 4 Task 8 Quiz

    
    

    Drag the names of the theories to the pictures illustrating them 
    

    
    

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    Module 4 Task 9 Quiz

    
    

    TASK 9 (15 min.) 

    
    

    Read the text below. Write down your comment below in the space provided: 

    
    

    Central Europe also has a west-east-oriented cascading sense of scorn for the neighbour to the east of our borders, whom we consider less developed and barbarian. At the root of this is the difference in how we live and our mentality. This “cascade” of prejudice runs uninterrupted across Europe from the West to the East: such is the attitude of the Germans toward the Czechs, the Czechs toward the Slovaks, and the Slovaks toward the Ukrainians. One of the dividing lines in European civilisation has been between the Western and Eastern traditions of Christianity for a thousand years, and a sprawling mesh of prejudices has spread on both sides of this divide. In the Byzantine-Orthodox tradition, the Western Christian world is seen as secularised and burnt out, while in the eyes of the Westerner, the Eastern Christian is idolatrous, backward, and superstitious. This factor has much to answer for in the mutual prejudices of Hungarians and Romanians, Serbs and Hungarians, Poles and Ukrainians. (Kiss, 2021, no page). 

    a) Which of the above theory(theories) can be used to interpret this text? 

    b) Do you agree with the author’s opinion? Justify your answer:

    
    

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    Module 4 Task 10 Quiz

    
    

    TASK 10  (20 min.)  

    Take an online implicit bias test (for example, on Harvard's Project Implicit). Select a test topic that interests you or relates to your studies, such as race, gender, age, or other social categories. After taking the test, write a reflection (approximately 150 words) on your results, addressing the following points: 

    
    

    1. Describe your initial reaction to your results. Were they what you expected, or did they surprise you? 

    2. Reflect on any biases revealed by the test. How might these biases impact your perceptions, decisions, or behaviors in daily life or professional settings? 

    3. Consider steps you can take to become more aware of and reduce any unconscious biases. How might this awareness improve your interactions with others? 

    
    

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    Module 4 LEARNING POINT 7 Page

    
    

    LEARNING POINT 7 (20 min.). 

    Stereotypes and prejudices sometimes take the form of microaggressions. 

    Watch the video showing different types of microaggression and then read the text. 

    
    

    a) video recording 4 

    
    

    b) text 

    Derald Wing Sue Ph.D., Microaggressions in Everyday Life, Psychology Today, Posted October 5, 2010,   

    https://www.psychologytoday.com/intl/blog/microaggressions-in-everyday-life/201010/racial-microaggressions-in-everyday-life

    
    

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    Module 4 Task 11 Quiz

    
    

    TASK 11 (10 min.) 

    Answer the questions referring to the text above, choosing one correct answer: 

    
    

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    Module 4 LEARNING POINT 8 Page

    
    

    LEARNING POINT 8 (10 min.) 

    
    

    Watch the video explaining what discrimination is, then read the text. 

    a) video recording 5 

    
    

    b) text: 

    Discrimination implies (1) social actors as perpetrators that belong to a specific social or cultural group; (2) specific persons or groups of persons affected by the discrimination; (3) the discriminating action or process; (4) the “distinguishing feature” or peg on which to hang the discrimination (for example, "race," "gender," "language," or “sexual orientation"); and (5) a comparative figure or group in comparison to which or to whom somebody is discriminated against (Reisigl, 2009, p. 366). 
    

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    Module 4 Task 12 Quiz

    
    

    TASK 12 (5 min.) 

    Read the text summarizing the information above, then choose the correct answer from the drop-down list.

    
    

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    Module 4 Task 13 A Page

    
    

    TASK 13 A (10 min.) 

    
    

    Now look at Discrimination in the European Union (2023), European Union, https://europa.eu/eurobarometer/surveys/detail/2972. Find your country, compare the results, and answer the following questions: 

    a) Are your answers in line with your country’s results? 

    b) Are you surprised by the statistics you have seen? 

    c) What do these statistics reveal about stereotypes and prejudices contributing to discrimination against certain groups in society? 

    d) Do you think different forms of discrimination (e.g., based on gender, disability, or socioeconomic status) intersect and this way worsens the situation of marginalized groups? 

    
    

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    Module 4 LEARNING POINT 9 Page

    
    

    LEARNING POINT 9 (5 min.) 

    Read the texts about positive action and Riga TechGirls (an initiative aimed at offering free technology courses to women to promote gender equality in the tech industry) 

    1. positive action - action to make education, employment, etc. available to members of groups who have traditionally been treated unfairly, for example because of their race or sex (https://dictionary.cambridge.org/pl/dictionary/english/positive-action#google_vignette) 

    2. Riga TechGirls Initiative to Empower Women in Technology 

    Riga TechGirls (https://rigatechgirls.com/), an organization dedicated to promoting gender equality in the tech industry, offers free courses specifically designed for women to develop their knowledge and skills in technology. These courses cover a wide range of tech-related subjects, such as coding, data analysis, cybersecurity, and digital design, and are aimed at bridging the gender gap in the tech sector. 

    Employers in the technology industry can take positive action by partnering with Riga TechGirls to support women in these courses through mentorship opportunities, internships, and career placement programs. By actively participating in such initiatives, employers help address the underrepresentation of women in technology and provide targeted support to individuals who may face disadvantages in accessing educational and career opportunities in this field. 

    
    

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    Module 4 Task 14 Quiz

    
    

    TASK 14 (5 min.) 

    
    

    Answer the following questions: 

    
    

    1. What examples of positive action can be seen in the Riga TechGirls initiative? 

    2. How does this initiative contribute to addressing the underrepresentation of women in technology? 

    3. What positive action initiatives exist in your country, and what specific goals do they have? 

    
    

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    Module 4 LEARNING POINT 10 Page

    
    

    LEARNING POINT 10 (5 min.) 

    
    

    Read the text 

    How Brave Leaders Inspire Vulnerable Groups 

    
    

    Positive and courageous individuals often create powerful examples that uplift those who identify as part of vulnerable groups, helping them find strength and positivity. A recent example of this can be seen in Latvia, where Edgars Rinkevics became the first openly gay head of state of a European Union nation. 

    Despite Latvia's presidency being largely a ceremonial role, it holds significant symbolic importance as the president has the power to veto legislation and call referendums. Mr. Rinkevics' election represents a milestone not only for Latvia but also for the broader European community in promoting inclusivity and diversity. 

    Coming out in 2014, Mr. Rinkevics has been a vocal champion of LGBTQ+ rights throughout his political career. He exemplifies how a leader can use their platform to support positive change and act as a symbol for others who may feel marginalized or vulnerable. 

    The significance of Mr. Rinkevics becoming Latvia's president cannot be understated. Representation matters, and seeing an openly gay person in such a high position sends a powerful message to others who belong to vulnerable groups. It tells them they are not alone and that they can also achieve their aspirations. 

    This is not the first time that an openly gay person has held a high position in Europe. His election by Latvia's parliament is a reflection of growing acceptance and change, even in regions where LGBTQ+ rights are still limited. 

    It is stories like these that remind us of the power of positive role models. When brave individuals challenge stereotypes and strive to make a difference, they pave the way for others to follow. Their courage not only brings visibility to vulnerable groups but also helps dismantle barriers that prevent equality. These leaders show that progress is possible, and their actions inspire countless others to stay strong and keep fighting for a more inclusive future. 

    
    

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    Module 4 Task 15 Quiz

    
    

    TASK 15 (10 min.) 

    
    

    Answer the following questions related to the text above: 

    
    

    1. What impact does having an openly gay head of state have on society's perception of LGBTQ+ rights? 

    2. In what ways do positive role models help vulnerable groups become stronger and more positive? 

    3. How can seeing someone in a high-ranking position who shares a similar identity help individuals in marginalized communities? 

    4. Are there other examples of brave individuals in leadership roles who have helped create positive change for vulnerable groups in your country or globally? How have they contributed to making a difference? 

    
    

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    Module 4 Final Quiz

    
    

    TEST  (10 min.) (designed with the assistance of OpenAI, 2024) 

    
    

    Choose the correct answer (true or false). 

    
    

• Topic 4

• Topic 5

• Topic 6

• Topic 7

• Topic 8

• Topic 9

• Topic 10