intercultural communication ： an introduction 朱一凡 class e-mail:...
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Intercultural Communication ：
An introduction
朱一凡Class e-mail: [email protected],
password: intercultural
Instructor: Yifan Zhu e-mail: [email protected] Assistant: Wei Tang e-mail: [email protected]
Cultural I.Q. Test (True/False)
( ) There is no difference between a Chinese and Japanese “bow” in greeting.
( ) It is an appropriate behavior in Japan to cover your mouth when you laugh.
( ) Asians shake heads to say “no”. ( ) Americans tend to say “sorry” when they sneeze in the midd
le of a talk. ( ) The primary language of business in Singapore is English, a
lthough it is not the mother tongue of any of the residents. ( ) Noodle is the main staple of Asian diet. ( ) The main belief system in China has been influenced by Co
nfucianism, Buddhism and Taoism ( ) Michelle Wie and Tiger Woods are both the most famous As
ian American golfers of all time.
Culture is everything and everywhere
We experience everything in the world not as it is — but only as the world comes to us through our sensory receptors. The world looks, sounds, tastes, and feels the way it does because our cultural has given us a unique criterion of perception.
From the instant of birth, a child is formally and informally taught how to behave. We believe what we believe because we are brought up that way; we experience what our culture allows us to experience.
Video clip: the cultural difference between China and Germany
Culture as an Iceberg
Visible (Overt) Invisible (Covert)
Subjective & Deep Culture
What are our cultural “orientations?”
Which things below the surface influence us most?
How can we become aware of our own deep culture?
How can we recognize it in others?
AttitudesBeliefsWorld ViewsSocial organizations ValuesOrientations
Identity - What are my Cultural Influences?
My Culture
My Group
Me
Extra credit Engaging in Personal Reflection
Start Journaling - jotting notes on… “Why am I what I am?”“How has my context affected me?”“How did my grandparents and parents
influence me? What are our family cultural stories, significant factors?
“What has shaped me and the sub-culture that I am part of today?”
Culture is the foundation of communication When cultures are diverse, communication practices are
also different. How to communicate effectively with people from differe
nt cultural background has become an important issue now.
a. New technology has accelerated intercultural contact. supersonic plane, the Internet, etc b. Globalization of the economy has further brought peo
ple together multinational corporations, joint ventures ， etc c. Changes in immigration patterns have also contributed
to the expansion of intercultural contact. The United States: Melting pot or Salad bowl
How IC can help you at a Chinese university to
encourage your personal development?
Considering Your Context:
Applying a “Chinese” Saying: 授之以鱼不如授之以渔
“Give a man a fish, …and you feed him for a day. …teach a man to fish, …and he feeds himself for a lifetime.”
(as long as he stays near the same kind of fishing places where you taught him)
He or she needs more exposure to variety!
Expanding the Saying…
“Train and develop people as competent fishermen/women,
…and you give them the potential of fishing in ANY pool they comes across
(becoming an “angler” – Multi-skilled),
Language Teaching is like Fishing
Three eras of language teaching in China: Giving Fish = Language Teaching 80s Teaching to Fish = Language & Culture 90s Training “Anglers” = Language, Culture
00s and Intercultural Communications
Multi-skilled, Multicultural People “A Discipline for the 21st Century”
IC Experiences as Journey?
Starting Out…
This road leads you to
the border,
to the boundary,
to the breaking point of all you know.
Will you go?
Will you grow?
Main Conceptions of IC
Our Natural Cultural Context
Like a fish in water
The Intercultural Condition – we become “like a fish out of water”
“Out of water” = Out of Context
I’m like a fish “Water” is my culture Other Waters or Air are
other cultural contexts “I need my context to
feel comfortable!”
The Intercultural Attitude“Not Wrong, Just
Different” Seeking to understand the
cultural logic of each context.
There are many kinds of footwear – each suited to its specific cultural context.
Develop Intercultural Ability– “Please first walk a mile in my moccasins (shoes).”
IC as a Multi-origin, Multi-application Interdisciplinary Field
The Objective of this course
To help students view the world in a multicultural perspective and develop necessary skills to meet the challenges of a culturally diversified and increasingly interdependent world.
The content of this course
Unit 1 Communications Cross Cultures Unit 2 Language and Culture Unit 3 Interpersonal Relationships and Culture Unit 4 Verbal Communication and Culture Unit 5 Nonverbal Communication and Culture Unit 6 Time, Space and Culture Unit 7 Intercultural perception, adaption and
competence
General Activities and Grading Guideline:
Students will be graded on a 100-point scale and the final grade for this class consists of four components as follows:
1) Classroom Participation (20%) –Students are required to attend ALL classes scheduled and take an active part in classroom activities. Attendance will be recorded every class. If, for some justifiable reason, you are not able to come to class on a certain day, advance notices to the instructor are required, except for emergency cases. Supporting documents (e.g. doctor's note) should be submitted in order for an absence to be excused. Each unexcused absence in class would reduce your final grade by 2%. If a student misses the equivalent of five weeks of classes, then this can result in failing the course.
2) Quiz (20%) – For each unit, there will be a quiz based on class content and after-class assignment. Each quiz will be graded on a 20-point scale and the average score of all the quizzes will be calculated in the final grade. Missed sectional quizzes cannot be made up.
3) Student Group Project (30%) – At the beginning of the course, students will be divided into a number of 4-person teams (some teams might have 5 persons depending on class size). Each student team will be asked to give a 10-minute presentation (in English) in the last class session, interpreting on a problematic encounter between people from two different cultures, an encounter in which there is some kind of failure in communication due to cultural misunderstanding. The presentation will be followed by a short Q&A session. Students are supposed to apply what you have learned in this class to deliver your presentation in a persuasive manner.
Team members must work together to prepare a 10-12 PowerPoint slides presentation and the PowerPoint file should be submitted electronically before the presentation date. (Please make sure that you get an email confirmation acknowledging receipt of the file).
To avoid any free-riding, team members must all participate in delivering the presentation. Failing to show up in team presentation would reduce your score for this part by 50%.
4) Individual Final Report (30%) –Each student is required to write a final paper of minimum 1,000 words (allowance of 100 words over limit, typed and in Chinese) on certain aspects of intercultural communication, the impression of which has been changed after you take the course, and explain why you used to have such impression and what (especially what you have learned in the class) makes you change your mind. You are strongly encouraged to use real-life examples and present your view with clarity and creativity.
The report must be submitted electronically before the last class session. Late submission of the report would reduce your score for this part by 5% for each day passing the deadline.
5) Extra credit – Extra credits will be awarded on voluntary writing essays (not less than 300 words each, typed and in English) commenting on what your have learned from the class. Each essay will be awarded 2-5 points based on quality in the final grade.
Thank You!