During the week from 7th to 14th December three School Directors from Belgium – Veerle, Christel and Walter – participated in the training session “Communication in the new multicultural society. Understanding how language works to improve our communication and relationships with others”, a three day training course aimed at reinforcing intercultural communication skills, raising awareness of linguistic and cultural diversity, and developing practical tools to communicate more effectively in multicultural contexts.
On the first day, the participants were introduced to the course, analyzing the main multicultural contexts where their intercultural communication takes place, and reflecting on the kind of skills they need to navigate these environments successfully. Once the multicultural school context was identified as their priority, an important focus was given to the definition of “ICC,” namely Intercultural Communication Competency, understood as the
“ability to navigate a communication process in order to minimize the [negative] influence of culture on [the effectiveness of] communication”.
The course examined the learning path that leads to the development of this ability. Referring to Hall’s theories, the first part of the course explored the close relationship between Culture and Communication. In particular, participants were introduced to theoretical communication models to better understand how certain communication behaviors are culturally shaped. Also, participants were involved in practical exercises about cultural identity and the different communication styles, stimulating reflections, and increasing awareness of how cultural backgrounds influence communication.
On the second day, the training focused on stereotypes and unconscious bias, encouraging participants to reflect on how preconceived ideas can influence perception, communication, and decision-making in intercultural contexts. Then, the focus shifted to the transition from ethnocentrism to cultural relativism, supporting participants in recognizing different cultural perspectives and developing a more open and inclusive approach to diversity. In addition, analytical cultural tools were introduced to help participants better understand cultural differences and their impact on values, behaviors, and communication styles. The morning concluded with an overview of cross-cultural communication and practical frameworks for interpreting and managing interactions across cultures more effectively.
The afternoon of the same day, the course opened its doors to the “Let’s book trailer” workshop, strengthening Storytelling as a powerful tool for Intercultural Communication. For this occasion, JUMP welcomed four young people coming from different countries and being part of the Reception and Integration System (SAI – Sistema Accoglienza e Integrazione) of Satriano, Calabria.
During the activity, aimed at creating a brief video trailer starting from four classical books, the Belgian participants had the opportunity to collaborate closely with the students, exchanging ideas, negotiating meanings, and adapting their communication to different cultural and linguistic contexts. This hands-on experience allowed the Belgian school directors to observe intercultural dynamics in practice and develop strategies for inclusive and effective communication. The workshop not only reinforced theoretical insights from the morning sessions but also provided a concrete, interactive setting to apply intercultural communication skills in a real-world, multicultural environment.
On the third day, the training focused on the Culturally Responsive Teaching (CRT) approach and its practical application in educational settings. Participants explored the principles of CRT, emphasizing the importance of recognizing and valuing students’ diverse cultural backgrounds, experiences, and perspectives in the classroom. The session highlighted how teachers and school leaders can design inclusive learning environments that foster equity, engagement, and academic success for all students.
In the final phase of the course, participants dedicated time to designing new initiatives for their schools, such as lesson plans that integrate culturally responsive approaches, programs to promote inclusive classroom practices, and activities aimed at enhancing intercultural dialogue among students and staff. This stage offered the opportunity to translate theoretical insights into practical solutions, fostering innovation and concrete strategies to support diversity and cross-cultural understanding within their educational environments.
Author: Giusy Froio (JUMP Trainer)
