FLEKS - Scandinavian Journal of Intercultural Theory and Practice https://journals.hioa.no/index.php/fleks <p><em>FLEKS - Scandinavian Journal of Intercultural Theory</em> and practice is a double-blinded peer-reviewed, open access journal. The journal focuses on the following topics:</p> <ul> <li>intercultural communication</li> <li>cross-cultural studies</li> <li>multicultural studies</li> <li>intercultural pedagogy, psychology and philosophy</li> <li>professions in diverse societies</li> <li>language, interpreting and translation</li> <li>development studies</li> <li>migration health</li> <li>diversity management</li> </ul> <p>The journal provides an academic platform for researchers and professionals to contribute innovative work in the field. Based in a Scandinavian context, characterized by prioritizing no single theoretical horizon or methodological approach, the journal creates a space for development of the research field.</p> <p>The journal publishes: Research articles, Pedagogical development work, Book reviews, Student essays.</p> International Studies en-US FLEKS - Scandinavian Journal of Intercultural Theory and Practice 1894-5988 All items published in this journal are licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license" target="_new">Creative Commons Attribution 4.0 License</a>. Lone Swede in an International Military Staff Context: A Qualitative Interview Study https://journals.hioa.no/index.php/fleks/article/view/2615 <p><em>The purpose of this study was to gain a deeper understanding of the experience of Swedish officers when serving as the only Swedes in a multinational staff context. The methodological approach was qualitative and inductive according to the Grounded Theory method, and the empirical material is based on twenty completed interviews. The informants possessed a wide range of experience in a number of leadership positions as well as extensive participation in international operations. The building of contextual self-esteem is the central theme that emerged in the data analysis that may improve our understanding of officers serving as the only Swedes on an international staff. Contextual self-esteem and its structure can be understood through the following four processes: interpretation, adaptation, influence, and withdrawal. These occur to a greater or lesser extent depending upon both the individual and the context. Contextual self-esteem increases over time as experience of international operations expands. The longer the duration of a mission, the greater the influence becomes in contrast to adaptation, although all the processes are significant. The findings may be valuable in educational settings regarding challenges faced while serving alone during international military missions in multinational contexts.</em></p> Aida Alvinius Sofia Nilsson Claes Wallenius Gerry Larsson ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2018-12-05 2018-12-05 5 2 10.7577/fleks.2615 “On thin ice” – Discomfort using Sie among Danish students and teachers of German, and implications for Content and Language Integrated Learning (CLIL) https://journals.hioa.no/index.php/fleks/article/view/2135 <p><em>The article discusses discomfort with using the polite/formal form of address Sie among students and teachers in German CLIL courses at university level in Denmark. Based on focus group interviews with students and teachers, we show that Danish students and teachers find it awkward to adopt the German Sie when German is the language of instruction in Denmark, typically resulting in pragmatic transfer of the Danish informal norm instead. Adopting a critical pedagogy perspective, we discuss how Sie seems to violate Danish cultural values of egalitarianism, causing cultural cognitive dissonance (CCD) in CLIL learning environments. We show that Danes cope with CCD by rejecting Sie or employing (sometimes quite complex) strategies to avoid direct address altogether. However, our investigation also reveals that CCD is partly locational/situational, and that Danes are less reluctant to use Sie in Germany or towards a native German teacher, suggesting a need to raise awareness about this issue in CLIL-courses and foreign language courses where language and intercultural training is taking place ‘at home’ and possibly with a teacher who is not a native speaker of the language. Finally, we offer some suggestions for attenuating this discomfort by rethinking the way that German polite forms of address are taught, and we make the critical point that a major premise of CLIL teaching - the idea of learning a foreign language ‘on one’s own territory – may give rise to cultural resistance, to which teachers should be alert.</em></p> Maribel Blasco Bjarne Ørsnes ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2019-01-09 2019-01-09 5 2 10.7577/fleks.2135 Intercultural Awareness of Iranian English Language Learners: An Exploration https://journals.hioa.no/index.php/fleks/article/view/2587 <p><em>The present paper reports on a qualitative study investigating how Iranian learners of English as a foreign language understand culture and the extent to which this understanding meets the needs of efficient intercultural communication. In order to gather data, in-depth semistructured interviews were conducted with eight participants. The interviews were designed and thematically analyzed using Baker’s (2011) model of intercultural awareness. The model, which served as the analytical framework of the study, has been used to account for the knowledge, skills, and attitudes needed to communicate through English as a lingua franca. Based on the findings of the study, the main elements of the model are relevant in accounting for intercultural awareness—which varied among the participants—not only in English as a lingua franca setting but also in contexts where partners with different cultural backgrounds speak the same first language. Moreover, with the aim of developing learners’ intercultural awareness, the policies and practices of English as a foreign language teaching in Iran need to be revised.</em></p> Zahra Edalati Kian ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2018-12-05 2018-12-05 5 2 10.7577/fleks.2587