My Project

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                Master degree study in :

                 Intercultural communication

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Definition

   Communication is the active relationship established between people through language, and intercultural means that this communicative relationship is between people of different cultures, where culture is the structured manifestation of human behavior in social life within specific national and local contexts, e.g. political, linguistic, economic, institutional, and professional. Intercultural communication is identified as both a concept and a competence. Intercultural competence is the active possession by individuals of qualities which contribute to effective intercultural communication and can be defined in terms of three primary attributes: knowledge, skills and attitudes. In the context of this document, the acquisition of skills and human attributes likely to enhance intercultural communication is viewed exclusively as a component of language programs.

   Intercultural communication is an implicit element of most language courses or features as an autonomous subject in other disciplinary fields. Where intercultural communication features as an autonomous subject the content is theoretically grounded in a specific discipline, e.g. anthropology, linguistics, philosophy and sociology. Alternatively, it is frequently linked to subjects like business studies, economics and tourism with the aim of providing students with the competence to operate in the professional sector concerned. In some cases it is taught not only as knowledge and a skill but also with the aim of promoting an appropriate attitude / awareness as an integrated part of language learning. Intercultural communication is sometimes associated with translation or with intercultural knowledge dissemination. In some business schools it is taught as part of business language degrees. In general, foreign language degree programmes do not offer courses in intercultural communication as such. Business schools and the business / economics faculties of universities offer a variety of courses on cultural theory and behaviour but many of these have no direct connection to languages at all.

Why Intercultural communication?

The world today is characterized by an ever growing number of contacts resulting in communication between people with different linguistic and cultural backgrounds. This communication takes place because of contacts within the areas of business, military cooperation, science, education, mass-media, entertainment, tourism but also because of immigration brought about by labor shortage or political conflicts.

Fast travel, international media, and the Internet have made it easy for us to communicate with people all over the world. The process of economic globalisation means that we cannot function in isolation but must interact with the rest of the world for survival. The global nature of many widely diverse modern problems and issues such as the environment, governance of the Internet, poverty and international terrorism call for cooperation between nations. Intercultural communication is no longer an option, but a necessity.

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In all these contacts, there is communication which needs to be as constructive as possible, without misunderstandings and breakdowns. It is our belief that research on the nature of linguistic and cultural similarities and differences can play a positive and constructive role.

Identity

Intercultural communication

It is a form of communication that aims to share information across different cultures and social groups. It is used to describe the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. In this sense it seeks to understand how people from different countries and cultures act,  and perceive the world around them. Many people in intercultural business communication argue that culture determines how individuals encode messages, what medium they choose for transmitting them, and the way messages are interpreted.

With regard to intercultural communication proper, it studies situations where people from different cultural backgrounds interact. Aside from language, intercultural communication focuses on social attributes, thought patterns, and the cultures of different groups of people. It also involves understanding the different cultures, languages and customs of people from other countries. Intercultural communication plays a role in social sciences such as anthropology cultural studies, linguistic, psychology and communication studies.  Intercultural communication is also referred to as the base for international businesses. There are several cross-cultural service providers around who can assist with the development of intercultural communication skills. Research is a major part of the development of intercultural communication skill^.

Teaching and learning

Methods used to promote intercultural communication skills:

• simulation activities, followed by reflective discussion and/or written analysis
• informal face‐to face interaction in hypothetical contact situations
• guided group activities
• car insurance coverage
• learner diaries
• questionnaires
• peer teaching
• tandem exchanges
• study visits abroad or local contact with speakers of other languages
• cross‐cultural study projects
• medical coverage
  
• reports
• oral presentations
• ethnographic projects

Knowledge for Intercultural Communication

Key areas of knowledge for those wanting to improve their intercultural communication are:

• Some knowledge of the cultures, organisations and institutions, history and general way of living of different communities and nations.
• Recognition that these aspects affect behavioural norms. For example, there is considerable ‘history’ between the Greeks and Turks, and therefore it may be considered potentially a problem to serve Turkish food to a Greek person.
• An understanding of how culture can affect communication and language. For example, people from Nordic countries are often said to speak more directly than native English speakers who tend to use more ‘polite’ language. Scandinavians in the UK have reported causing offence to English people by failing to say ‘please’ and ‘thank you’ enough.
• Some understanding of the conventions that may govern behaviour in certain specific intercultural environments, such as views on the role of women, or the licence (or otherwise) permitted to children.
• Crucially, awareness of your own and other people’s beliefs and values, and a willingness to recognise when these may clash.
• Sensitivity towards cultural stereotypes that may affect and interfere with intercultural communication.

Assessment

Courses on the theory and content of intercultural communication tend to evaluate knowledge by means of written examination and essay. Alternatively projects may involve students applying their theoretical knowledge to particular communicative situations or conducting small‐scale ethnographic or case study research from home. Evaluation of intercultural communication as practice may occur in the assessment of general language courses (e.g. translation), but since intercultural communication is not systematically taught as part of general language courses, formalised assessment is not widespread. In some institutions, however, the practice of writing logbooks is established, and intercultural awareness is assessed through reflective essays.

   Any such assessment is likely to be integrated with other factors associated with advanced language learning. There is little sign of role‐play or self‐assessment being widely practised, though, in exceptional cases, it can be effectively integrated into oral assessment, e.g. through situation‐based interpreting. Given that intercultural competence can be separated into knowledge, skills and attitudes, only the knowledge component can, strictly speaking, be assessed in traditional ways. Skills and attitudes need to be assessed in other ways such as role‐play, observation, self‐assessment or reflection on critical incidents. Yet such assessment practices are not widespread within European higher education language programmes.

Problems

The problems in intercultural communication usually come from problems in message transmission. In communication between people of the same culture, the person who receives the message interprets it based on values, beliefs, and expectations for behavior similar to those of the person who sent the message. When this happens, the way the message is interpreted by the receiver is likely to be fairly similar to what the speaker intended. However, when the receiver of the message is a person from a different culture, the receiver uses information from his or her culture to interpret the message. The message that the receiver interprets may be very different from what the speaker intended.

Attribution is the process in which people look for an explanation of another person's behavior. When someone does not understand another, he/she usually blames the confusion on the other's "stupidity, deceit, or craziness".

Effective communication depends on the informal understandings among the parties involved that are based on the trust developed between them. When trust exists, there is implicit understanding within communication, cultural differences may be overlooked, and problems can be dealt with more easily. The meaning of trust and how it is developed and communicated vary across societies. Similarly, some cultures have a greater propensity to be trusting than others.

Nonverbal communication is behavior that communicates without words.  Minor variations in body language, speech rhythms, and punctuality often cause mistrust and misperception of the situation among cross-cultural parties.

1-Kinesic behavior is communication through body movement

Example: posture, gestures, facial expressions and eye contact. The meaning of such behavior varies across countries.

2-Occulesics are a form of kinesics that includes eye contact and the use of the eyes to convey messages.

3-Proxemics concern the influence of proximity and space on communication

(e.g., in terms of personal space and in terms of office layout).

For example, space communicates power in the US and Germany.

4-Paralanguage refers to how something is said, rather than the content of what is said.

Examples: rate of speech, tone and inflection of voice, other noises, laughing, yawning, and silence.

5-Object language or material culture refers to how we communicate through material artifacts.

Examples: office design and furniture, clothing, cosmetics, and time.

6-In monochronic cultures, time is experienced linearly and as something to be spent, saved, made up, or wasted. Time orders life, and people tend to concentrate on one thing at a time.

7-In polychronic cultures, people tolerate many things happening simultaneously and emphasize involvement with people. In these cultures, people may be highly distractible, focus on several things at once, and change plans often.

Management

Important points to consider:

• Develop cultural sensitivity
• Anticipate the meaning the receiver will get.
• Careful encoding
• Use words, pictures, and gestures.
• Avoid slang, idioms, regional sayings.
• Selective transmission
• Build relationships, face-to-face if possible.
• Careful decoding of feedback
• Get feedback from multiple parties.
• Improve listening and observation skills.
• Follow-up actions

Facilitation

There is a connection between a person's personality traits and the ability to adapt to the host-country's environment—including the ability to communicate within that environment.

Two key personality traits are openness and resilience.

1-Openness includes traits such as tolerance for ambiguity, extrovertedness, and open-mindedness.

2-Resilience includes having an internal locus of control, persistence, tolerance for ambiguity, and resourcefulness.

3-These factors, combined with the person's cultural and racial identity and level of preparedness for change, comprise that person's potential for adaptation.

Useful starting points:

• Demonstrate your willingness to meet others at least halfway by learning a few phrases in their language.

  This is easy if you know that you’re going on holiday somewhere, but it’s also important for expatriate assignments and other business trips. A few phrases, even if it’s only ‘Good morning’, ‘good evening’, and ‘thank you’, will go a long way.

  There are plenty of free language resources available on the internet so there is no excuse for ignorance.

• Talk to people who know the culture about common traps and problems.

  Before you go, find people who know the region to which you’re travelling, and ask their advice. Ask your co-workers what people commonly do that’s just ‘wrong’, or what problems they have encountered, and learn from it. Listen carefully to their answers, including what they don’t say, as this can tell you a lot.

  For more about this, see our pages on Questioning and Listening.

• Adapt your behaviour, and don’t always expect others to adapt to you

  This includes not being offended if someone unwittingly does something that you find difficult to accept. You don’t have to accept it, but it’s best to explain politely why you find it hard, not just go off in a sulk.

  You may also want to read our page on the Ladder of Inference to be aware of some of the traps and miscommunications that are potentially possible.

• Check your understanding and that of others

  The best way to avoid misunderstandings is to listen carefully and check understanding regularly in the course of a conversation. Ask questions to make sure that you have understood, and ask others to recap what you have said to ensure that they have understood you.

  For more about this, see our pages on Active Listening and Clarifying.
  

• Don’t be afraid to apologise

  You can usually see quite quickly if you have caused offence. The fastest way to manage that is to apologise, and ask what it was that you did. A confession of total ignorance will often go a long way to mitigate offence. Ignoring it will just offend further.

• Use local television to learn about behavioural issues and norms

  You wouldn’t want to rely on television dramas as your only source of information, but they can provide useful insights. In the UK, for instance, Coronation Street or EastEnders could give you an idea of what’s considered acceptable and unacceptable behaviour. Comedies are perhaps less reliable as they often use communication difficulties to generate laughs.

• Reflect on your experience

  As with so many aspects of life, a little reflection about your experience can help you to put it in context, especially if you are able to discuss it with someone else in a similar position.

Other Resources:

1-Cultures.
2-Practice
3-TILO Project.