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Daniel Chornet, Ph.D. Department of Communication

Saint Louis University - Madrid Campus

Spring 2020

COURSE DESCRIPTION In this course, we will study three approaches to Intercultural Communication: (1) Social

scientific approach: it argues that communicative behaviors are determined by cultural values; (2) Interpretivist approach: it argues that culture is not a variable separate from communication, but culture is constructed through communication, and, of course, such cultural constructions become guides for subsequent communicative behavior; and (3) Critical approach: it argues that culture is not an even-playing field and that communication is a powerful tool that constructs difference across cultural groups. The first approach focuses on how cultural differences are represented in communication across cultures. The second approach seeks to understand how cultures are constructed through communication. Finally, the third approach strives to uncover hidden or taken for granted communication structures that support the status quo and thus keep perpetuating power imbalances.

In this course, we will not only focus on the communicative behaviors among individuals who do not share a common culture (i.e. intercultural communication), but we will also study the communicative behaviors of those who share them (i.e. cultural communication).

In Intercultural Communication, Georg Simmel’s concept of the “the stranger” is an important one. In intercultural interactions, people are “strangers” to each other. Kim and Gudykunst (1998) “conceive of strangers as individuals who present a relatively high degree of ‘strangeness’ and a relatively low degree of familiarity due to differing cultural life experiences” (p. 173). In a way, we have all been strangers at some point. Accordingly, the concept of “the stranger” expands the notion of culture to encompass more than national or ethnic groups. Culture in our class will refer, of course to nationality and ethnicity, but also to different groups who share ways of speaking and experiences even within the same national groups such as people with disabilities, women, minority groups, and so on.

One of the goals of this course is for you to develop intercultural sensitivity and intercultural competence via a combination of learning about different theories of intercultural

Email: daniel.chornet@slu.edu Class meets: T & Th from 9:30 to 10:45 p.m. in PRH 13Office: San Ignacio Hall (SIH), 3rd floor, Office 319. C/ de las Amapolas 3.

Office hours: T & Th from 12:15 to 2:15 p.m. & W from 1:50 to 3:50 p.m. or by appointment.

Telephone: 915545858 ext. 209 Course credits: 3.0 hours.Pre-requisites: CMM 2000 & CMM 2800

CMM 3300 Intercultural Communication

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communication and learning about the specific knowledge about different cultures. Throughout the semester, we will explore the relationships among concepts such as, culture, power, identity, language, race, third space, Asiacentrism, Eurocentrism, cultural values, nonverbal codes, minority groups, and intercultural conflict. We will study such relationships in different contexts like friendships, work relationships, and educational settings, among others.

COURSE GOALS At the end of the semester, I want YOU to:

• Acquire a unique sensitivity to noticing the relationship between communication, culture, context, and power.

• This sensitivity to discerning these concepts and their relationship will make you a critical and ethical individual ready to navigate our wondrous world.

• Understand the value of cultural diversity.

COURSE DYNAMICS

STUDENT LEARNING OUTCOMES At the end of the semester, the student should be able to:

⁍ Understand the different intercultural communication approaches.⁍ Understand the different definitions of culture and communication in different contexts,⁍ Apply the different definitions of culture and communication to different contexts.⁍ Understand how cultural values affect communication.⁍ Understand how communication constructs culture.⁍ Understand how culture is not always fair to everybody.⁍ Understand how culture and communication represent and construct certain areas of human activity such as identity, relationships, and society.⁍ Apply specific cultural knowledge and skills to relevant real-life situations.⁍ To apply effective organizational principles for high-impact presentations.⁍ To design a high-impact PowerPoint presentation.⁍ To speak extemporaneously in front of an audience.⁍ To argue their ideas clearly and effectively⁍ To behave with critical sensitivity and empathy (suspend their own cultural frameworks to avoid prejudice and negative judgment of different cultural systems).⁍ To manage their interactions with individuals from other cultures effectively in order to maximize mutual understanding and develop positive relationships.⁍ To develop intercultural communication competence.⁍ To develop a specific sensitivity to noticing communication behaviors and their relationship with culture.

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Overall, the structure of the course will include, lecturing, discussions, and activities. How the class unfolds, your enjoyment, and learning, highly depends on your attitude, work and, discipline. I expect that you have a positive attitude in class; I expect that you regularly read the assigned articles and book chapters before coming to class; and I expect that you always come to class ready to think, discuss, apply, exemplify, theorize, critique, and evaluate the materials you have read. This course requires that you are an active learner inside and outside the class. In the end, being active in class will result in achieving the skills outlined above and in an enjoyable experience. Let me know how I can help you meet these requirements in order to learn succeed in CMM 3300.

REQUIRED MATERIALS TEXTBOOK: Martin, J. N., & Nakayama, T. K. (2018). Intercultural communication in contexts (7 ed.). New York, NY: McGraw Hill. (Available at our bookstore) READING PACKET: Available in BlackBoard Learn.

COURSE ASSIGNMENTS Please keep track of your scores as you receive them from me.

DESCRIPTION OF ASSIGNMENTS The deadlines for all assignments are already assigned in the schedule at the end of the syllabus.

I will provide further instructions for most of these assignments in class. Format for the Midterm and Final Exams, and Quizzes: Their focus will be to assess that you understand concepts and theories, that you are able to establish connections among them, that you are able to integrate and evaluate knowledge; and that you are able to provide and analyze real-life situations that illustrate different concepts and theories. Midterm and Final exams will require that you answer short-answer questions (80%); and true/false and one-line definitions (20%). I will provide more instructions regarding the skills that I will assess in these assignments. Reflection Journals: Reflection journals are very short and focused assignments that will allow you to reflect on intercultural experiences while connecting them to concepts, theories, and ideas discussed in class. I will provide further instructions in class.

ASSIGNMENT POINTS VALUE MY SCOREMidterm Exam 100 18,35 %

Final Exam 100 18,35 %

Quiz 1 30 5,50 %

Quiz 2 30 5,50 %

Reflection Journal 1 (500 words) 30 5,50 %

Reflection Journal 2 (500 words) 30 5,50 %

Final Inter/cultural Research Paper (2500 words) 100 18,35 %

Group Presentation 75 13,76 %

Group Participation & Attendance 50 9,17 %

Total 545 100 %

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Final Inter/cultural Research Paper: This assignment is a research exercise that will further help you connect class materials with your intercultural experiences. This paper’s length is 2500 words approximately and requires that you choose an inter/cultural communication topic, formulate a question to research (that is, to answer it), collect some data, analyze it, and finally write up your findings. I will provide further instructions in class. In-class Participation: Participation entails critical thinking, critical listening, and sharing your thoughts and opinions with your classmates. You should come to class prepared and willing to discuss the readings or ideas for each day. Active and useful participation requires effort from your part. I expect that your contributions to the discussion be grounded in the assigned readings. Avoid going off on tangents. Only coming to class does not count as participation. I will keep track of your participation during discussions and in-class activities. In order to get credit for your presence in the classroom, you need to “participate” as described here. (See Student Learning Outcomes table above to see specific skills that I will assess in this assignment). High-Impact Group Presentation: There are four or five presentations throughout the semester. You will do only one of those presentations with three, four, or five students. The presentation will entail leading class for the whole period on the reading assigned for that day. Usually, the readings assigned to be presented are elaborations of or illustrations of a theory or framework covered the previous day of class. You are required to cover the content of the assigned reading through a variety of activities such as a slide show, group discussion, class activities, role plays, use of videos for illustration of concepts and subsequent analysis, and short lectures among others. You have complete freedom to organize the presentation in the way that will have the highest impact. I will provide further instructions in class. Since this is an oral presentation, there is going to be quite a bit of emphasis on appropriate and effective high-impact presentation principles. We’ll devote one class period to discuss them. In-class Participation Assessment: How will you earn your in-class participation grade? - An “A” in participation means that you almost always participate in class (as described above). - A “B” in participation means that you regularly participate in class (as described above). - A “C” in participation means that you sometimes participate in class (as described above). - A “D” in participation means that you seldom participation in class (as described above) and/or

that you disrespect your peers. - An “F” in participation means that you rarely or never participate in class (as described above)

and/or that you disrespect your peers. In-class Participation Ground rules: This classroom will be a safe place for expressing your opinions and discussing them in a reasonable fashion with your classmates. You are free to speak your mind in class. As such, you may hear opinions and viewpoints that are contrary to yours and since you are all adults, I will expect you to be respectful when we are engaged in class discussion. Nonetheless, if you feel uncomfortable because of a class discussion, you may speak with me at any time.

CAVEAT: Missing classes and lateness will lower your participation grade.

ELECTRONIC SUBMISSION OF ASSIGNMENTS I will email you a “FILE REQUEST” from Dropbox that you’ll be able to use throughout the semester to submit all your written assignments. When you are ready to upload an assignment, follow the instructions through the link. You don’t need to open a Dropbox account.

Requirements for electronic submissions:

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1. You need to upload BOTH a WORD version and a PDF version of your assignment. 2. FILE NAME FORMAT: Label your file following this template:

• TEMPLATE: Course # - first name initial + last name - assignment name. • SAMPLE FILE NAME: CMM3300-jdoe-AP#1.docx

3. If your file name is not properly identified, I will not open it. 4. Assignments are due by midnight of the day assigned, but they can be submitted

earlier as well. Note: You’re fully responsible for uploading a word document that opens correctly. It is unlikely, but files can get corrupted in the process of sending and receiving. Uploading the word document along with a copy of it in pdf format will maximize your chances of me being able to open your assignment.

ATTENDANCE, PARTICIPATION & DISCUSSION POLICIES ATTENDANCE: Attendance is mandatory for this course to run properly. I will expect your physical and mental presence for each class period. I expect you to pay attention to class materials.

• Late arrivals are highly discouraged since they are disruptive for the class. • Arriving late to class on a regular basis is a serious lack of respect towards me and your peers

and will negatively affect your participating score. • This is a 75-minute class. Arriving 30 minutes late or later will count as an absence.

ABSENCES & PENALTIES: • You are allowed only 2 unexcused absences. • More than 2 unexcused absences will lower your grade (minus 5 points per unexcused

absence after the third). • Missing 6 or more classes will be grounds to earn a failing grade.

In case of an absence, the schedule below contains a description of what will happen each day. Ask me and/or your classmates to make sure you do not miss anything that is not assigned on the schedule. WHAT IS AN EXCUSED ABSENCE? Only university events and trips will be officially excused. However, it is your responsibility to make sure such events or trips do not interfere negatively with your performance in your classes. Doctor’s notes are not official excuses, I will use my discretion to excuse these and other unofficial situations. Please talk to me about this when it applies to you. ABSENCES & ASSIGNMENT SUBMISSIONS: If you’re sick and can’t come to class the day an assignment is due, you are more credible if you send me the assignment due, even if it is unfinished, than if you don’t send the assignment. You have all the dates for assignments scheduled in the syllabus. Plan your work ahead of time and be organized. Talk to me if you anticipate a problem/conflict with assigned deadlines for your work. LATE WORK: You will lose 5% of your score—per day—in any graded assignment submitted late. Remember that school trips, events, and other official situations that you sign up for do not excuse you from submitting your work on time. If you know that you are not going to turn in an assignment on time, let me know before it is due, in order to work out a solution.

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MISCELLANEOUS POLICIES CLASSROOM BEHAVIOR: Any behaviors that disrupt the flow of class in any way will not be tolerated. You are allowed to use laptops, tablets, and cellphones as long as you’re not being disruptive with them. If you are disruptive, you will be invited to leave the classroom and your absence will count as unexcused. Use your time in the classroom wisely.

POLICY ON STUDENT - INSTRUCTOR COMMUNICATION: If you need to contact me outside the classroom, use the email address listed in this syllabus. Since some parts of the semester are busier than others, in some situations I will be able to respond to your emails fairly quickly. However, during busier times you will have to allow 24 to 48 hours for my response. Please visit my office during office hours when you need to discuss something with me; get feedback on work that you’re doing; or anything that requires us talking back and forth. Face-to-face interactions are more effective and efficient. Use email to relay simple messages or any information that does not require lots of back-and-forth interactions. VIRTUAL OFFICE HOURS: I will be available via Zoom during office hours or by appointment. You can download the Zoom for Meetings App on your phones or on your computers. You do not need to create an account. It works as easy as making a phone call, but instead of dialing a phone number, you just touch the “join meeting” button, accept all requests from the app, and then enter my personal meeting ID: 4805217652.

COLLECTION OF ASSIGNMENTS FOR ASSESSMENT PURPOSES In order to maintain quality academic offerings and to conform to accreditation requirements, SLU-Madrid regularly assesses its teaching, services and programs for evidence of student learning. For this purpose, SLU-Madrid keeps representative examples of student work from all courses and programs on file, including assignments, papers, exams, portfolios and results from student surveys, focus groups and reflective exercises. Thus, copies of your work for this course, including exams, quizzes, application papers, class discussions (video taped), oral presentations (video taped), final projects may be kept on file for institutional research, assessment and accreditation purposes. If you prefer SLU-Madrid not to retain your work for this purpose, you must communicate this decision in writing to your professor.

GRADE DESCRIPTION ⁍ A—An “A” performance is a superior performance. To earn an “A” on an assignment, you

must extend increased effort to seeing and thinking beyond the surface level of the assignment as well as show particular skill in composing your work. To earn an “A” in the course, you must excel consistently throughout the semester. This means producing polished, well-crafted work that shows extreme effort, using the revision process to shape your message for a particular audience, taking an active leadership role in class, being organized, ambitious and articulate.

⁍ B—A grade “B” shows that you have done a little more than what is required for the assignment. For example, it may mean that you have done some extra research or an effective analysis on an assignment, or that you have produced a piece of discourse that is somewhat innovative and interesting. To earn a “B” in the course, you must exceed the minimum requirements of producing solid work as well as show evidence of revision, be an active

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participant in the classroom, complete all activities carefully, and show preparation, improvement, and effort in every area.

⁍ C—A grade of “C” is an average grade. A “C” indicates that you have met the minimum requirements of the assignment. A “C” indicates that you need to improve and that there is potential in your work. To earn a “C” in this course means that you have made a minimum effort in your assignments and in class participation.

⁍ D—A grade of “D” means that your assignment has significant problems. For example, not completing part of an assignment or the assignment was not done on time. Also, a “D” will be given if you do not show sufficient effort, time, or concern for any particular assignment. Earning a grade of D or lower in this course means that you have not shown consistent effort toward improvement and have not met the minimum standards for the course.

⁍ F—A grade of “F” will be given in a case where your work is seriously lacking. Getting an “F” is an indicator that shows lack of interest and effort. Intentional plagiarism will undoubtedly lead to a grade of F (actually a 0) and may also result in more serious consequences such as failing the course.

ACADEMIC INTEGRITY GUIDELINES Students are required to abide by the Academic Integrity guidelines summarized below. Academic integrity is honest, truthful and responsible conduct in all academic endeavors. The mission of Saint Louis University is "the pursuit of truth for the greater glory of God and for the service of humanity." Accordingly, all acts of falsehood demean and compromise the corporate endeavors of teaching, research, health care and community service via which SLU embodies its mission. The University strives to prepare students for lives of personal and professional integrity, and therefore regards all breaches of academic integrity as matters of serious concern. The governing University-level Academic Integrity Policy can be accessed on the Provost's Office website here. Additionally, SLU-Madrid has posted its academic integrity policy online. As a member of the University community, you are expected to know and abide by these policies, which detail definitions of violations, processes for reporting violations, sanctions and appeals.

TITLE IX STATEMENT Saint Louis University and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. If you have encountered any form of sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence), we encourage you to report this to the University. If you speak with a faculty member about an incident of misconduct, that faculty member must notify SLU's Title IX deputy coordinator, Patrice Burns, whose office is located on the third floor of San Ignacio Hall, Calle Amapolas, 3 (patrice.burns@slu.edu; 915-54-5858, ext. 241) and share the basic fact of your experience with her. The Title IX deputy coordinator will then be available to assist you in

LETTER GRADES & PERCENTAGES100-94%

A93-90%

A-89-87%

B+86-84%

B83-80%

B-79-77%

C+76-74%

C73-70%

C-69-60%

D59%>

F

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understanding all of your options and in connecting you with all possible resources on and off campus. If you wish to speak with a confidential source, you may contact the counselors at the SLU-Madrid's Counseling Services on the third floor of San Ignacio Hall (counselingcenter-madrid@slu.edu; 915-54-5858, ext. 230) or Sinews Multipletherapy Institute, the off-campus provider of counseling services for SLU-Madrid (www.sinews.es; 917-00-1979). To view SLU-Madrid's sexual misconduct policy and for resources, please our policy posted online. Additional information is available at the University’s website “SLU is here for you.”  

STUDENT ACCOMMODATION STATEMENT In recognition that people learn in a variety of ways and that learning is influenced by multiple factors (e.g., prior experience, study skills, learning disability), resources to support student success are available on campus. Students who think they might benefit from these resources can find out more about:

• Course-level support (e.g., faculty member, departmental resources, etc.) by asking your course instructor.

• University-level support (e.g., tutoring/writing services, Disability Services) by visiting the Academic Dean's Office (San Ignacio Hall) or by reviewing the Academic Resources website online. 

Students with a documented disability who wish to request academic accommodations must contact Disability Services to discuss accommodation requests and eligibility requirements. Once successfully registered, the student also must notify the course instructor that they wish to access accommodations in the course. Please contact Disability Services at disabilityservices-madrid@slu.edu or +915 54 58 58, ext. 230 for an appointment. Confidentiality will be observed in all inquiries. Once approved, information about the student's eligibility for academic accommodations will be shared with course instructors via email from Disability Services. For more information about academic accommodations, Disability Services webpage. Note: Students who do not have a documented disability but who think they may have one are encouraged to contact Disability Services.

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TENTATIVE SCHEDULE ICC: Intercultural Communication in Contexts

BB: Black Board

W Day Class Description Reading Assignments

1 Th-Jan-9 ◘ Introduction to the course

2

T-Jan-14

◘The study of Intercultural Communication: Why is it important?

ICC: CH 1: Why study Intercultural Communication? Total to read: 32 pages.

⁍Come to class ready to discuss the different imperatives or reasons to the study of Intercultural Communication. As you read this chapter, think about how these imperatives apply to your own culture/s and countries of origin.

Th-Jan-16

◘The origin of the study of ICC. ◘Three approaches to the study of ICC: The Social Scientific Approach; the Interpretivst approach; and the Critical Approach.

ICC: Ch. 2: The history of the study of Intercultural Communication (read pp. 45-64) Total to read: 19 pages.

⁍Reflect: Why are there three different approaches to the study of ICC and not just one? Can you think of another phenomenon in society that is studied through different approaches? Try to answer these questions before coming to class.

3

Sun-Jan-19

Last day to drop a class without a grade of W and/or add a class. Last day to choose Audit (AU) or Pass/No Pass (P/NP) options.

T-Jan-21

◘The origin of the study of ICC. ◘Three approaches to the study of ICC: The Social Scientific Approach; the Interpretivst approach; and the Critical Approach.

ICC: Ch. 2: The history of the study of Intercultural Communication (read pp. 65-74) Total to read: 9 pages.

⁍Reflect: Why are there three different approaches to the study of ICC and not just one? Can you think of another phenomenon in society that is studied through different approaches? Try to answer these questions before coming to class.

Th-Jan-23◘Foundational Concepts: Culture, Communication, Context, & Power.

ICC: Ch. 3: Culture, Communication, Context, & Power (read pp. 83-92) Total to read: 9 pages.

⁍Define: What is culture? What definition of culture do you align with?

4

T-Jan-28

◘Foundational Concepts: Culture, Communication, Context, & Power.

ICC: Ch. 3: Culture, Communication, Context, & Power (read pp. 92-94 & 102-116) Total to read: 16 pages.

⁍Reflect on how culture impacts communication, in particular. If you hold a certain cultural value, will you communication in consonance with such value? Or will the way in which you communicate construct the value?

Th-Jan-30

◘A Combined Interpretive & Social Science Approach: An Asiacentric Worldview and its impact on Communication. Part -1

BB: Miike (2012) “Harmony without uniformity:” An Asiacentric worldview and its communicative implications Total to read: 16 pages.

⁍What is communication? What does it mean to be communicative competent? What does it mean to be communicatively sensitive? What does it mean to listen? Answer all of these questions from your perspective. Come to class with the answers.

In-Class Quiz 1

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T-Feb-4

◘A Combined Interpretive & Social Science Approach: An Asiacentric Worldview and its impact on Communication. Part -2

BB: Miike (2012) “Harmony without uniformity:” An Asiacentric worldview and its communicative implications Total to read: 16 pages.

⁍What is communication? What does it mean to be communicative competent? What does it mean to be communicatively sensitive? What does it mean to listen? Answer all of these questions from your perspective. Come to class with the answers.

Th-Feb-6

◘Asiacentric Communication illustrated (An Interpretive Approach): Thai cultural values and Intercultural Communication.

BB: Knutson (2004) Thai cultural values: Smiles and Sawasdee as implications for intercultural communication effectiveness (Do not read the last four paragraphs before the “Conclusion”) Total to read: 8 pages.

⁍GROUP PRESENTATION 1

6

T-Feb-11

◘Nonverbal Communication Competence. Here are some of the basic concepts of nonverbal communication as they play out across some cultures.

ICC: Ch. 7: Nonverbal Codes and Cultural Space (read pp. 274-297) Total to read: 23 pages.

⁍Come to class with examples that illustrate nonverbal communication codes from your culture that are different from other cultures that you may know. How do you develop nonverbal communication competence?

Th-Feb-13

◘Culture and Nonverbal Communication in Madagascar: Enacting time in Malagasy Culture.

ICC: Dahl (1995) When the Future comes from Behind: Malagasy and Other Time Concepts and some Consequences Communication. Total to read: 12 pages.

⁍GROUP PRESENTATION 2

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T-Feb-18 Registration for Summer Sessions begins

T-Feb-18◘Writing the Intercultural Communication Research Paper.

Come to class with several ideas of intercultural communication topics that you think could be feasible to investigate here in Spain.

Th-Feb-20 WINTER BREAKF-Feb-21 WINTER BREAK

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T-Feb-25 Midterm Exam Midterm Exam Midterm Exam

Th-Feb-27◘Intercultural Communication Research Methods

⁍I will introduce you to some research methods to be able to carry out your research paper.

9

T-Mar-3

◘Intercultural Communication Competence: What is competence; what variables affect competence; models of intercultural communication competence.

ICC: Ch. 12: Striving for Engaged and Effective Intercultural Communication (pp. 479-500). Total to read: 21 pages.

⁍Discussion: Come to class with a definition of intercultural communication competence. How would you know that somebody is interculturally competent? How would you know that you are interculturally competent?

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Th-Mar-5

◘An Interpretive theory of culture and communication to foster intercultural communication competence Speech Codes Theory. An illustration of how it works to make sense of communicative conflict.

BB: Chornet & Parr (2017) Speech Codes Theory Applied to Problematic Situations in Intercultural Communication Total to read: 24 pages.

⁍ This is an interpretivist approach to developing intercultural communication competence. Reflect on your intercultural interactions and think about ways of communicating that are different from yours. How would you go about learning them?

10

T-Mar-10

◘An Interpretive theory of culture and communication: Speech Codes Theory. An illustration of how it works to make sense of communicative conflict.

BB: Chornet & Parr (2017) Speech Codes Theory Applied to Problematic Situations in Intercultural Communication Total to read: 24 pages.

⁍Let’s put this theory and method into practice in the classroom.

Th-Mar-12

◘An Interpretive Approach to Nonverbal Communication: Finish Silence and Quietude.

BB: Carbaugh & Berry (2006) Coding Personhood through cultural terms and practices: Silence and Quietude as Finnish “natural ways of being” Total to read: 16 pages.

⁍How does this reading an illustration of speech codes theory? How would you go about developing intercultural communication competence and sensitivity in Finland?

11

Su-Mar-15 Last day to drop a class and receive a grade of W

T-Mar-17

◘Language and Intercultural Communication.

ICC: Ch. 6: Language and Intercultural Communication (pp. 224-246) Total to read: 22 pages.

⁍Come to class with your ideas about how language impacts the way in which we interact with others. Reflection Journal 1

Th-Mar-19◘Language and Intercultural Communication.

ICC: Ch. 6: Language and Intercultural Communication (pp. 247-266) Total to read: 19 pages.

⁍Come to class with your ideas about how language impacts the way in which we interact with others.

12

T-Mar-24

◘Language and Intercultural Communication: A critical approach.

BB: Thurlow (2010) Speaking of Difference Language, Inequality and Interculturality Total to read: 17 pages.

⁍Do you believe in the power of language? Do you believe that we sometimes speak from privileged and oppressive positions? Do you feel your language is the language of oppression or the language of the oppressed?

Th-Mar-26

◘When Power intersects Intercultural Communication: Communication, Disabilities, Intercultural Communication and Co-Cultural Group Theory.

BB: Braithwaite & Braithwaite (2012) 'Which is my good leg?”: Cultural communication of persons with disabilities. Total to read: 11 pages.

⁍GROUP PRESENTATION 3

13

T-Mar-31

◘Cross-Cultural Adaptation: Three approaches.

ICC: Ch. 8 Understanding Intercultural Transitions. (pp. 325-353. But do not read the following sections: Anxiety and Uncertainty Management Model, The transition Model, and the Phenomenological Model. Total to read: 25 pages.

⁍Reflect on your intercultural experiences abroad. Write your thoughts about your experience abroad and use terminology from the chapter in your reflection.

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Th-Apr-2

◘Identity and Intercultural Communication

ICC: Ch. 5: Identity and Intercultural Communication (pp. 167-176 & 183-194) Total to read: 20 pages.

⁍Define who you are. Write down five or six lines where you create a picture that captures your sense o self. Tip: you can’t get it wrong. As you write it down, think about the different types of identity captured in your description and what paradigm seems to inform your description. In-class Quiz 2

14T-Apr-7 Easter Break Easter Break Easter Break

Th-Apr-9 Easter Break Easter Break Easter Break

15

T-Apr-14

◘Identity and Intercultural Communication

ICC: Ch. 5: Identity and Intercultural Communication (pp. 202-214) & Ch. 7 Nonverbal Codes and Cultural Space (pp. 297-307) Total to read: 22 pages.

⁍How are multicultural identities related to cultural space? How do you define home? Does space have to be something physical? How do you perceive travel and tourism? How do you see yourself and others when you travel? connected? separate?

W-Apr-15 Registration for Fall Semester begins

Th-Apr-16

◘Identity and Intercultural Communication: Hybridity, Race, and Third Space.

BB: Bolatagici (2004) Claiming the (N)either/ (N)or of ‘Third Space: (re)presenting hybrid identity and the embodiment of mixed races. Total to read: 9 pages.

⁍Let’s continue our conversation on the topic of hybridity. What’s your ethnicity? Is it mixed? How do people identify you? How do you identify yourself? What is hybridity? What’s the purpose of this study? Reflection Journal 2

16

T-Apr-21

◘Intercultural relationships: How manage you and your partner’s identities in intercultural relationships.

BB: Imahori, T. T., & Cupach, W. R. (2005). Identity management theory: Facework in intercultural relationships Total to read: 14 pages.

⁍Have you ever been afraid to ask a question to a friend from another culture to avoid offending them or damaging your relationship? With your intercultural friendships or romantic relationships, what are some dilemmas or tradeoffs that you have experienced?

Th-Apr-23

◘Intercultural relationships: How manage you and your partner’s identities in intercultural relationships.

BB: Imahori, T. T., & Cupach, W. R. (2005). Identity management theory: Facework in intercultural relationships Total to read: 14 pages.

⁍Let’s put this theory into practice in class. Re-read this theory and come to class ready to apply it.

T-Apr-28

◘Intercultural relationships at work: The importance of Asiacentric Communication.

BB: Nishiyama (2013) Japanese Style of Decision Making in Business Organizations. Total to read: 7 pages.

⁍GROUP PRESENTATION 4

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REFERENCES References are listed in alphabetical order.

1. Braithwaite, D. O., & Braithwaite, C. (2012). 'Which is my good leg: Cultural communication of persons with disabilities. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 165–176). Belmont, CA: Wadsworth/Thompson Learning.

2. Carbaugh, D., & Berry, M. (2006). Coding personhood through cultural terms and practices silence and quietude as a Finnish “natural way of being.” Journal of Language and Social Psychology, 25(3), 1-18. 

3. Chrornet, D., & Parr, B. Speech codes theory applied to problematic situations in intercultural communication. Journal of Intercultural Communication, 43.

4. Bolatagici, T. (2004). Claiming the (N) either/(N) or of “Third Space”: (re)presenting hybrid identity and the embodiment of mixed race. Journal of Intercultural Studies, 25(1), 75–85.

5. Dahl, Ø. (1995). When the future comes from behind: Malagasy and other time concepts and some consequences for communication. International Journal of Intercultural Relations, 19(2), 197-209.

6. Knutson, T. J. (2004). Thai cultural values: Smiles and sawasdee as implications for intercultural communication effectiveness. Journal of Intercultural Communication Research, 33(3), 147–157.

7. Imahori, T. T., & Cupach, W. R. (2005). Identity management theory: Facework in intercultural relationships. In W. Gudykunst (Ed.), Theorizing about intercultural communication (pp. 195-209). Thousand Oaks, CA: Sage Publications, Inc

8. Miike, Y. (2012). “Harmony without uniformity”: An Asiacentric worldview and its communicative implications. In L. A. Samovar, R. E. Porter, & R. McDaniel (Eds.), Intercultural communication: A reader (13 ed., pp. 65–80). Boston: Wadsworth Cengage Learning.

9. Nishiyama, K. (2013). Japanese style of decision making in business organizations. In L. A. Samovar, R. E. Porter, & R. McDaniel (Eds.), Intercultural communication: A reader (13 ed., pp. 331-338). Boston, MA: Wadsworth Cengage Learning.

17

Th-Apr-30

◘Intercultural Communication Conflict.

BB: Ch. 10: Culture, Communication, and Conflict (read only pp.441-454 & 461-473). Total to read: 25 pages.

⁍ What counts as conflict for you? Do you consider conflict useful or detrimental to your relationships? How does culture impact the way in which you manage conflict? Come to class with some thoughts about all this.

18 T-May-5

◘Intercultural Communication Conflict.

BB: Ch. 10: Culture, Communication, and Conflict (read only pp.441-454 & 461-473). Total to read: 25 pages.

⁍Re-read ch. 10 and be ready to put it into practice during an in-class activity.

19 M-May-11Final Exam

From 8:30-11:30 a.m.

Final Exam From 8:30-11:30

a.m.

Final Exam From 8:30-11:30

a.m.

14 Updated January 4th 2020

10. Thurlow, C. (2010). Speaking of difference: Language, inequality, and interculturality. In T. K. Nakayama & R. T. Halualani (Eds.), The handbook of critical intercultural communication (pp. 227–247). Oxford, UK.

SPRING 2020

Class Meeting Time Exam Date/Time Your Exam CalendarMondays 8:30, 9 and 9:30 a.m. Wednesday, May 13, 8:30 to 11:30 a.m. CMM 3300 Final Exam

Mondays 10 a.m. Thursday, May 7, 8:30 to 11:30 a.m.

Mondays 11 and 11:30 a.m. Friday, May 8, 8:30 to 11:30 a.m.

Mondays 12 and 12:30 p.m. Monday, May 11, 12 to 3 p.m.

Mondays 1 p.m. Thursday, May 7, 12 to 3 p.m.Mondays 2 p.m. Wednesday, May 13, 3:30 to 6:30 p.m.Mondays 3:30 p.m. Friday, May 8, 3:30 to 6:30 p.m.Mondays 5 p.m. Tuesday, May 12, 3:30 to 6:30 p.m.

Mondays 6:30 and 7 p.m. Wednesday, May 13, 7 to 10 p.m.

Tuesdays 8 a.m. Tuesday, May 12, 8:30 to 11:30 a.m.

Tuesdays 9:30 and 10 a.m. Monday, May 11, 8:30 to 11:30 a.m. CMM 3300 Final Exam

Tuesdays 11 a.m. Wednesday, May 13, 12 to 3 p.m.

Tuesdays 12:30 p.m. Tuesday, May 12, 12 to 3 p.m.

Tuesdays 2 p.m. Friday, May 8, 12 to 3 p.m.

Tuesdays 3:30 and 4 p.m. Monday, May 11, 3:30 to 6:30 p.m.

Tuesdays 5 and 5:30 p.m. Thursday, May 7, 3:30 to 6:30 p.m.

Tuesdays 6:30 p.m. Thursday, May 7, 7 to 10 p.m.*For courses meeting only on Wednesdays or Fridays, follow the Monday schedule. For courses meeting only on Thursdays, follow the Tuesday schedule.