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496 Martina Rost-Roth

There is not enough scope in this context to describe all the forms of training in
detail (for an overview of further types of training, see also Fowler and Mum-
ford 1999, Cushner and Brislin 1997, and Newton in this volume). However,
examples of different conceptions will be provided below.

4. Simulations and role plays

Simulations and role plays with various guidelines are among the ‘classics’ in
the field of intercultural training. Gudykunst and Hammer (1983) and Gudy-
kunst, Guzley and Hammer (1996) provide an overview of various approaches,
concepts and estimations of their effectiveness.
One of the most well-known is certainly ‘Bafa Bafa’. This is an experience-
oriented method used as general preparation for other cultures. Participants are
divided into two groups, which stand for different cultures. Each group initially
has to learn certain rules which are crucial for their own culture. Observers are
then sent into ‘the other culture’ to find out its rules. Finally, ‘visitors’ are ex-
changed.

In Bafa Bafa participants simulate two hypothetical cultures: Alpha culture, a male
dominated, collectivist culture, and Beta culture, a female dominated, individualistic
culture. Trainees typically spend 30 minutes learning the rules to their respective cul-
tures before engaging in brief exchanges between the two. After every one has had a
chance to interact with the other culture, trainees attempt to describe and explain
what it is that they experienced. Debriefing can explore such issues as attribution
formation, anxiety, verbal and nonverbal communication, culture shock, a feeling of
‘home’ on return to one’s ‘own group’, and so forth. A minimum of three hours is
typically required to carry out the simulation with a debriefing. Two trainers are
required.
(Cushner and Brislin 1997: 5)
As with many other training programs, Bafa Bafa was first developed as an
instrument for the military (Gudykunst and Hammer 1983: 133). Another well-
known simulation is the ‘Albatros’. The Albatros aims at bringing the partici-
pants into a situation in which they are confronted with behaviour and experi-
ences new to them. It serves to show that many things are interpreted wrongly at
first sight.
There are also approaches that make use of language learning experience in
intercultural training programmes: ‘Piglish: A Language Learning Simulation’
is regarded as useful, not only for sensitizing individuals without previous lan-
guage learning experience, but also for experienced language teachers (Hartley
and Lapinsky 1999).
Gudykunst et al. (1996) and Fowler and Mumford (1995: 17–126) describe a
large number of role plays and simulation games which are used repeatedly in