Communication Between Cultures -...

Instructor’s Resource Manual

for

Samovar, Porter, and McDaniel’s

Communication Between Cultures

Ninth Edition

Alan D. Heisel

University of Missouri, St. Louis

TABLE OF CONTENTS

INTRODUCTION ................................................................................................................................. 1

PART I PREPARING TO TEACH ......................................................................................... 3

Description of Chapter Resources .......................................................................... 4

Facilitating Discussion of Activities ...................................................................... 7

Sample Course Schedules ...................................................................................... 8

Sample Lesson Plan ............................................................................................. 12

References for Instructor Resource Manual ......................................................... 14

PART II CHAPTER RESOURCES ....................................................................................... 16

Chapter 1 Intercultural Communication:A Requirement

for the Interdependent Global Society ................................. 17

Chapter 2 Communication and Culture:

The Voice and the Echo ....................................................... 29 Chapter 3 The Deep Structure of Culture:

Lessons from the Family ..................................................... 51 Chapter 4 Worldview:

Cultural Explanations of Life and Death ............................. 67 Chapter 5 Cultural History:

Precursor to the Present and Future ..................................... 85 Chapter 6 Cultural Values: Road Maps for Behavior ........................ 101 Chapter 7 Culture and Identity: Situating the Individual ................... 117 Chapter 8 Verbal Messages:

Exchanging Ideas Through Language ............................... 131 Chapter 9 Nonverbal Communication:

The Messages of Action, Space, Time, and Silence .......... 155 Chapter 10 Intercultural Communication in Contexts:

Applications in Business, Education, and Healthcare ....... 181

Chapter 11 The Challenges of Intercultural Communcation:

Managing Differences ....................................................... 215

PART III INTERNET RESOURCES .................................................................................... 227

INTRODUCTION

Over the past decade, global realities have become local realities. It is increasingly difficult to

view events in other countries as independent with limited impacts on ourselves. Given the

interconnectedness of cultures, nations, and economies, the idea that events only impact the

country in which they occur is almost indefensible. Indeed, the notion that political and cultural

upheaval in other countries will have no impact on one’s own country is unrealistic. Of course,

the consequences present both opportunities and challenges. Intercultural communication is

perhaps the single most important link in an increasingly complex web of global interaction. In

the past, it was not uncommon to find intercultural communication absent from the core

requirements of undergraduate degree programs in Communication. Today, such a lack is the

exception rather than the rule. Communication scholars recognize the implicit value of

competence in intercultural communication almost universally, but they often have different

perspectives and approaches. When planning their courses, some academics opt to explore in

detail a single culture or a small set of interrelated cultures. Others seek to be comprehensive by

addressing as many cultures as possible. Still others seek to strike a balance between the ends of

the spectrum. Ultimately, the approach you take should be based on the context of the curriculum

offered by your department, college, or university, and your personal skillset. If only one

intercultural course is offered by your department, students would probably benefit from a more

general approach. Communication Between Cultures, the textbook this resource manual

accompanies, is well-suited to the more comprehensive approach. Even so, the range of content

presented in the textbook can be tailored to create a more immersive, culture-specific design.

This instructor’s resource manual is designed to coordinate with the ninth edition of

Communication Between Cultures by Larry Samovar, Richard Porter, Edwin McDaniel, and

Carolyn S. Roy. Building on an approach that has proven successful over the years, the ninth

edition offers an excellent overview of the most critical concepts associated with intercultural

communication.

To assist instructors preparing for and teaching a course in intercultural communication, this

manual presents a selection of supplemental materials to be used within and outside the

classroom. For any given unit, multiple assignments and activity options are presented. All have

different objectives and can serve as “ready-made” activities and assignments. Of course, many

instructors may wish to modify the materials or use the examples presented here to generate new

assignments and activities. This resource manual was designed to assist instructors, so be

creative! While you may not use all of the material included in this manual, I hope that you will

find much of it useful in developing and delivering your course.

The manual is divided into three parts: Preparing to Teach, Chapter Resources, and Internet

Resources. Part I addresses the preparation necessary to teach an undergraduate course in

intercultural communication. It includes a description of the chapter resources, suggestions for

post-exercise discussions, three sample course schedules, a sample lesson plan, and a list of

references used to prepare this manual. Part II provides materials to simplify and enhance your

use of the textbook by including an overview, outline, activities, supplemental films, and

examination questions for each chapter. Finally, Part III provides a list of Internet sites and

exercises that are useful for learning about and teaching intercultural communication.

PART I

PREPARING TO TEACH

DESCRIPTION OF CHAPTER RESOURCES

Overview

Each chapter overview identifies the central themes addressed in the chapter.

Outline

Each chapter outline traces the major topics discussed within that chapter.

Activities

This chapter resource provides a wide variety of activities aimed at stimulating students’ learning

of intercultural communication in general and each chapter’s primary concepts in particular.

Activities can be particularly engaging for students in an intercultural communication course.

They offer a change from the traditional lecture by allowing students to demonstrate and

experience concepts discussed by the instructor and/or within the course textbook. Additionally,

using activities in the classroom is a powerful way to engage students in the course and in their

own learning. Probably most important in the intercultural communication course is that

activities transcend the classroom with real-life situations and challenges. Below are descriptions

of the different types of activities included within this manual, as well as each activity type’s

accompanying benefits.

Role play. Role-playing is a training activity in which two or more participants take on

the characteristics of people other than themselves in order to attain a clearly defined

objective. These “other people”—or roles—are usually fictitious, although they should be

believable in order for the role-play to work. Participants who are not actively involved in

the role-play function as observers and look for certain things related to the overall

objectives as the role-play unfolds. Benefits include:

Participants get a clear sense of identifiable skills in intercultural situations,

how they work, and the impact of things done effectively and ineffectively.

Participants have an opportunity to feel what it is like to try out new or

enhanced skills in real situations.

Participants also get a chance to feel what it is like to be in another role.

(McCaffery, 1995, p. 24)

Simulations. Simulations provide interactive opportunities to practice new behaviors and

experiment with new attitudes and points of view in a nonthreatening, nonjudgmental

environment. They are particularly useful for intercultural training, since simulations can

stimulate cognitive and affective understanding and broaden participants’ perspectives in

a short amount of time (Sisk, 1995, p. 82). Benefits include:

Promotes critical thinking as participants analyze possible moves and

probable consequences of those moves. Participants must also rationally plan

and think through countermoves.

Because chance is introduced, simulations demonstrate that life is not always

affected by logical plans or even by intuitive solutions.

Students learn on three levels: information, process, and strategies.

Teaches social values, such as competition, cooperation, and empathy.

Increases participants’ knowledge and skills.

Establishes a sense of group dynamics and self-awareness among participants.

(Sisk, 1995, p. 89)

Critical Incidents. Critical incidents are brief descriptions of situations in which there is a

misunderstanding, problem, or conflict arising from cultural differences between

interacting parties or where there is a problem of cross-cultural adaptation. Each incident

gives only enough information to set the stage, describe what happened, and possibly

provide the feelings and reactions of the parties involved. It does not explain the cultural

differences that the parties bring to the situation. These are discovered or revealed as

students engage in the exercise (Wright, 1995, p. 128). Benefits include:

Increases participants’ awareness of their own typical, idiosyncratic, or

culturally determined interpretations and explanations of others’ behavior and

their own attitudes and responses in situations such as the ones described.

Draws out for comparison and analysis of various interpretations and

perceptions of participants.

Clarifies the cultural differences in the incidents that might have contributed

to the misunderstandings, problems, and conflicts.

Helps students behave more appropriately and effectively in similar situations.

(Wright, 1995, p. 129)

Culture Assimilator/Intercultural Sensitizer. This type of activity is “specifically

constructed to sensitize persons from one cultural group to the assumptions, behaviors,

norms, perceptions, interpretations, attitudes, and values--in short, the subjective culture--

of persons from another cultural group” (Triandis as cited in Albert 1995, p. 165).

Benefits include:

Imparts knowledge of the target group’s subjective culture.

Helps participants develop more accurate expectations in intercultural

interactions.

Helps participants interact more effectively with persons from the target

culture.

Improves knowledge and application of cross-cultural communication

concepts.

Increases participants’ intercultural sensitivity. (Triandis as cited in Albert,

1995, p. 165)

Case Studies. Case studies are realistic examples of intercultural situations that include

“sufficient detail to make it possible for the participants in a training program to analyze

the problems involved and to determine possible solutions” (Nadler as cited in Lacey &

Trowbridge, 1995, p. 187). Benefits include:

Reflects the actual complexities of cross-cultural interaction and illustrates

that such situations are rarely as simple as they seem.

Encourages participants to question the notion that there is one right way or

one correct answer.

Helps participants learn to weigh carefully the many factors that affect cross-

cultural interaction and to avoid snap judgments that may have negative

consequences for everyone involved in the interaction.

Encourages students to learn from each other and to appreciate different

opinions and is thus particularly effective in a group representing different

cultures. (Nadler as cited in Lacey & Trowbridge, 1995, p. 193)

Field Exercises. Field exercises take the students outside the classroom to examine or

experience the specified intercultural communication topic in real life. Benefits include:

Increases students’ knowledge and behavior by experiencing the actual event

outside the classroom.

Allows students to experience members of other cultures.

Allows students the opportunity to practice the intercultural communication

skills that they have learned in the classroom and from the textbook.

Helps students interact more effectively with members of other cultures.

Media Searches. Media searches take students through all forms of media (papers, films,

magazines, television, the arts, etc.) in order to find examples of the specific concept.

Accompanying the text is a valuable media research tool, the Infotrac College Edition.

Students can access the Infotrac web page at http://www.infotrac-college.com. In order to

register, students will need to type in the password that was included on the free

subscription card with their textbook. After registering, students will automatically enter

the EasyTrac search option and be asked to enter a search term. Alternatively, students

can use the PowerTrac search option to locate articles. Benefits include:

Students can more fully explore cultural diversity and related course concepts.

Students can gain more in-depth knowledge about a particular topic.

Students have a ready research tool that utilizes technology to access credible,

timely, and relevant literature.

Supplemental Films and Videos

Each chapter resource includes brief descriptions of instructional videos and dramatic films

relevant to that chapter’s primary concepts.

Test Items

http://www.infotrac-college.com/

Each chapter includes a host of multiple choice, true/false, and short answer/essay questions. The

content and question types allow for a variety of testing configurations.

FACILITATING DISCUSSION OF ACTIVITIES

Activities often serve as illustrative catalysts for the more illuminating discussion session that

takes place afterwards. It is during these classroom discussions where students come to grips

with the concepts illustrated in the activity by verbalizing and sorting through their experience.

The post-activity discussion is not merely a quick overview of what happened, with a few

substantive comments made only by the teacher. As Nyquist (1979) has stated, an instructional

discussion is a developmental process in which the “purpose is to move students toward new

understanding and appreciation” (p. 7). Students should be talking to each other with the

instructor acting as question poser, clarifier, and/or summarizer.

When discussing the exercise experience with students, Bloom’s (1956) taxonomy of educational

objectives is helpful for developing different types of questions and bringing students to different

stages of awareness. The example on the following page illustrates how this taxonomy can be

used to lead a class discussion towards greater levels of higher-order thinking after conducting

Activity 2-3: Women and Men in the Workplace, included in Chapter Two. The typology

includes the concepts of knowledge, comprehension, application, analysis, and evaluation.

Example

Knowledge How would you describe the relationship between Bill and Helen?

The relationship between Bill and Margaret?

Comprehension How are Helen and Margaret different in their attitudes towards the

treatment of women in the workplace?

Application Have you ever been in a situation when someone treated you a

certain way or had certain expectations based on your gender?

Analysis Why might these kinds of situations be frustrating for all parties?

To what extent do the frustrations reflect changes in women’s

roles, language, and the workplace?

Evaluation In the situation involving Bill and Margaret, do you think anyone

acted or reacted inappropriately? Why do you feel this way? Do

you think anyone acted or reacted appropriately? Why do you feel

this way?

Whatever the preferred method of questioning, all activities should be discussed or debriefed to

one degree or another. A carefully considered list of questions is useful in guiding this

discussion.

SAMPLE COURSE SCHEDULES

The course schedules on the following pages propose three organizational frameworks for using

Communication Between Cultures, Ninth edition, as the primary source of course content for an

intercultural communication class. The sample course schedules are general, and do not include

specific dates for examinations and quizzes. The schedules are intended only as guides and not as

complete, ready-to-use course schedules.

The first course schedule is for a 50-minute course that meets three times a week over ten weeks

(quarter system). The second course schedule is for a 75-minute course that meets twice a week

over 15 weeks (semester system). The third course schedule is for a 75-minute course that meets

four to five times a week over five weeks (summer session). Each course schedule lists the class

period’s topic and assigned reading. All of the course schedules make full use of each of the

textbook’s eleven chapters; clearly, the schedules will need to be revised if instructors plan on

using only particular selections or chapters.

Quarter-based schedule: 10 weeks (3 days per week, 50 minutes per day)

Class period Topic Readings

Week 1

Ch. 1 Intercultural Communication:

A Requirement for the Interdependent Global Society

Week 2

Ch. 2 Communication and Culture: The Voice and the Echo

Week 3

Ch. 3 The Deep Structure of Culture: Lessons from the Family

Week 4

Ch. 4 Worldview: Cultural Explanations of Life and Death

Week 5

Ch. 5 Cultural History: Precursor to the Present and Future

Week 6

Ch. 6 Cultural Values: Road Maps for Behavior

Week 7

Ch. 7 Culture and Identity: Situating the Individual

Week 8

Ch. 8 Verbal Messages:

Exchanging Ideas Through Language

Week 9

Ch. 9, 10 Nonverbal Communication:

The Messages of Action, Space, Time, and Silence

Intercultural Communication in Contexts:

Applications in Business, Education, and Healthcare

Week 10

Ch. 10, 11 Intercultural Communication in Contexts:


The Challenges of Intercultural Communication: Managing

Differences

Semester-based schedule: 15 weeks (2 days per week, 75 minutes per day)


Week 1 Intercultural Communication:

A Requirement for the Interdependent Global Society Ch. 1

Week 2 Communication and Culture: The Voice and the Echo Ch. 2

Week 3 The Deep Structure of Culture: Lessons from the Family Ch. 3

Week 4 Worldview: Cultural Explanations of Life and Death Ch. 4

Week 5 Worldview: Cultural Explanations of Life and Death Ch. 4

Week 6 Cultural History: Precursor to the Present and Future Ch. 5

Week 7 Cultural History: Precursor to the Present and Future Ch. 5

Week 8 Cultural Values: Road Maps for Behavior Ch. 6

Week 9 Culture and Identity: Situating the Individual Ch. 7

Week 10 Verbal Messages: Exchanging Ideas Through Language Ch. 8

Week 11 Nonverbal Communication:

The Messages of Action, Space, Time, and Silence Ch. 9

Week 12 Nonverbal Communication:

The Messages of Action, Space, Time, and Silence Ch. 9

Week 13 Intercultural Communication in Contexts:

Applications in Business, Education, and Healthcare Ch. 10

Week 14 Intercultural Communication in Contexts:

Applications in Business, Education, and Healthcare Ch. 10

Week 15 The Challenges of Intercultural Communication:

Managing Differences Ch. 11

Accelerated summer schedule (5 weeks, 4 days per week, 75 minutes per day)


Week 1

Intercultural Communication:

A Requirement for the Interdependent Global Society

Communication and Culture:

The Voice and the Echo

Ch. 1, 2

Week 2

The Deep Structure of Culture: Lessons from the Family

Worldview: Cultural Explanations of Life and Death

Ch. 3, 4

Week 3

Cultural History: Precursor to the Present and Future

Cultural Values: Road Maps for Behavior

Ch. 5, 6

Week 4

Culture and Identity: Situating the Individual

Verbal Messages: Exchanging Ideas Through Language

Ch. 7, 8

Week 5

Nonverbal Communication:

The Messages of Action, Space, Time, and Silence

Intercultural Communication in Contexts:


The Challenges of Intercultural Communication:

Managing Differences

Ch. 9, 10, 11

SAMPLE LESSON PLAN

Lesson Goal To increase students’ knowledge and understanding of the cultural influences on nonverbal

communication as discussed in Chapter Nine.

Lesson Objectives

Understand that culture influences how individuals perceive, use, and respond to

nonverbal communication such as gestures, posture, space, time, paralanguage, and

silence.

Identify some of the specific cultural differences in the perception, use, and response to

nonverbal communication.

Realize that we often characterize, stereotype, and prejudge individuals according to their

accents.

Better understand the learned and innate nature of nonverbal communication.

Lesson Format Interactive Lecture (45 min); Activity (15 min); Discussion of activity (15 min).

I. Lecture

A. The importance of nonverbal behaviors in intercultural communication

1. Nonverbal communication can cause misunderstanding among those who

share the same cultural background

2. The potential for misunderstanding is even greater when interactants do

not have shared cultural knowledge

B. Functions of nonverbal communication

1. Expressing internal states

2. Creating identity

3. Regulating interaction

4. Repeating verbal messages

5. Substituting verbal messages

C. Defining nonverbal communication

1. Simply speaking, “Nonverbal communication are behaviors and

characteristics that convey meaning without words” (Floyd, 2011, p.179)

2. Intentionality

3. Distinctions between verbal vs. nonverbal messages

a. Morse code

b. Smoke signals

4. Factors affecting the study of nonverbal communication

a. Ambiguity

b. Multiple factors

c. Cultural universals

D. Nonverbal communication and culture reiterated

E. Types of nonverbal communication

1. Messages of the body

2. Appearance

a. Judgment of beauty

II. Activity

[Activity 9-8: Beauty is in the Biophysical Eye of the Beholder, in Part II:

Chapter Resources, Instructor Resource Manual]

i. Facial averaging (http://www.faceresearch.org)

ii. Geometric profiling (http://www.beautyanalysis.com)

b. Skin color

III. Activity Discussion

A. Do you think facial averaging reflects “true” beauty?

B. Does geometric profiling truly define beauty?

C. What aspects of beauty and attractiveness are learned?

D. What aspects of beauty and attractiveness are innate?

E. How is attractiveness determined? Is beauty truly in the eye of the beholder?

IV. Lecture Continued

c. attire

F. Gestures and body movements (also known as kinesics)

1. Kinesics (defined): “the study of human body movements, including such

phenomena as gestures, posture, facial expression, eye behavior, and rate

of walk.” (Moore, Hickson, & Stacks, 2010, p. 185)

2. Posture

3. Gesture

a. Idiosyncratic gestures

b. Beckoning gestures

c. Agreement gestures

d. Offensive gestures

e. Frequency and intensity of gestures

4. Facial expressions

a. Ekman & Friesen’s (1975) primary emotion affect displays

i. Sadness

ii. Anger

iii. Disgust

iv. Fear

v. Interest

vi. Surprise

vii. Happiness

b. Smiling

5. Eye contact

a. Direct eye contact

b. Gaze

c. Staring

http://www.faceresearch.org/

http://www.beautyanalysis.com/

Note: This sample lesson plan covers one 75-minute class period using a two day per week

semester schedule. Thus, approximately one-half of chapter nine is addressed. Content and time

allocation will need to be adapted to fit other formats.

References and Resources for Sample Lesson Plan

Ekman, P., & Friesen, W.V. (1975). Unmasking the face: A guide to recognizing emotion for

facial cues. Englewood Cliffs, NJ: Prentice-Hall.

Facial Averaging. http://www.faceresearch.org

Floyd, K. (2011). Interpersonal communication (2nd ed.). Boston, MA: McGraw Hill.

Geometric profiling. http://www.beautyanalysis.com

Moore, N-J., Hickson, M., & Stacks, D. (2010). Nonverbal communication: Studies and

applicationsm (5th ed.). New York: Oxford University Press.

REFERENCES FOR INSTRUCTOR RESOURCE MANUAL

Albert, R. D. (1995). The intercultural sensitizer/cultural assimilator as a cross-cultural

training method. In S. M. Fowler, & M. G. Mumford (Eds.), Intercultural sourcebook:

Cross-cultural training methods, Vol. 1. Yarmouth, Maine: Intercultural Press.

Barnlund, D. C. (1975). Public and private self in Japan and United States:

Communication styles of two cultures. Tokyo: The Simul Press.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: Cognitive domain.

New York: David McKay.

Brislin, R. W., Cushner, K., Cherrir, C., & Yong, M. (1986). Intercultural interactions: A

practical guide. Beverly Hills, CA: Sage.

Chief Sealth. (1850s). We may be brothers after all. Mountain Man Graphics [On-line].

Available: http://www.magna.com.au/~prfbrown/thechief.html

Collins, V. H. (1958). A second book of English idioms. London: Longmans, Green

and Company.

Holm, J. A. (1982). Dictionary of Bahamian English. New York: Lexik House.

Holmes, H., & Guild, S. (1979), Cultural assimilators. In D. S. Hoopes, & P. Ventura

(Eds.), Intercultural sourcebook: Cross-cultural training methodologies (pp. 77-81).

LaGrange Park, IL: Intercultural Network.

Hoopes, D. S., & Ventura, P. (Eds.). (1979). Intercultural sourcebook: Cross-cultural

training methodologies. LaGrange Park, IL: Intercultural Network.

http://www.faceresearch.org/

http://www.beautyanalysis.com/

Lacey, L., & Trowbridge, J. (1995). Using the case study as a training tool. In S. M.

Fowler, & M. G. Mumford (Eds.), Intercultural sourcebook: Cross-cultural training

methods, Vol. I. Yarmouth, Maine: Intercultural Press.

Language and Intercultural Research Center. (1977). Building bridges with the French

speaking peoples in Europe. Provo, UT: Brigham Young University Press.

Language and Intercultural Research Center. (1977). Communication learning aid.

Provo, UT: Brigham Young University Press.

Lord, E. (1965). Examples of cross-cultural problems encountered by Americans

working overseas: An instructor’s handbook. Alexandria, VA: Human Resource

Research Organization.

McCaffery, J. A. (1995). The role play: A powerful but difficult training tool. In S. M.

Fowler, & M. G. Mumford (Eds.), Intercultural sourcebook: Cross-cultural training

methods, Vol. I. Yarmouth, Maine: Intercultural Press.

Mullavey-O'Byrne, C. (1994). Intercultural communication for health care professionals. In

R. W. Brislin, & T. Yoshida (Eds.), Improving intercultural interaction: Modules for

cross-cultural training programs (p. 175). London: Sage Publications.

Nyquist, J. L. (1979). The instructional discussion method. Seattle: University of Washington.

Nyquist L., & Wulff, D. H. (l990). Selected active learning strategies. In J. Daly, G.

Friedrich, & A. Vangelisti (Eds.), Teaching communication: Methods, research, and

theory. Hillsdale, NJ: Lawrence Erlbaum.

Sisk, D. A. (1995). Simulation games as training tools. In S. M. Fowler, & M. G.

Mumford (Eds.), Intercultural sourcebook: Cross-cultural training methods, Vol. I.

Yarmouth, Maine: Intercultural Press.

Unattributed Source. Can communicate in Marietta, Ohio (1993). Dear Abby. Seattle Times,

p. C8.

Unattributed Source. The bridge: A review of cross-cultural affairs and international training.

Denver: Center for Research and Education.

Wright, A. R. (1995). The critical incident as a training tool. In S. M. Fowler, & M. G.

Mumford (Eds.), Intercultural sourcebook: Cross-cultural training methods, Vol. I.

Yarmouth, Maine: Intercultural Press.

PART II

CHAPTER RESOURCES

CHAPTER 01

Intercultural Communication:

A Requirement for the Interdependent

Global Society

OVERVIEW

Chapter One introduces students to the importance of intercultural communication in today’s

multicultural world. Intercultural communication is put into context first, then foundational terms

are introduced and defined. In addition, the important implications in the study of intercultural

communication are discussed. Finally, a preview of chapters is provided.

OUTLINE

I. The interdependent global society

II. The requirement for intercultural cooperation

A. Social challenges

B. Ecological concerns

C. Humanitarian and legal cooperation

D. Political issues

E. Security concerns

III. Technology

IV. Developing intercultural awareness

A. Individual uniqueness

B. Generalizing

C. Objectivity

D. Compromise in intercultural communication

E. Communication is not the universal solution

V. Preview of the book

A. Summary

B. Activities

C. Concepts and Questions

ACTIVITIES

Activity 1-1: Improving intercultural communication

This activity focuses on the communicative behavior of students and, specifically, those aspects

of their behavior that they would like to change. Before the day of the exercise, ask students to

think of one aspect of their communicative behavior with people from other cultures that they

see as problematic or in need of improvement. Students should be encouraged to talk to their

friends or family members. After students have chosen an aspect of their communication they

feel could be strengthened, they should answer the following questions:

1. What is the communicative behavior that you would like to change?

2. What are some examples of when you have communicated in this way?

3. How have other people responded to this behavior?

4. What strategies might help you change this behavior?

On the day of the exercise, ask students to break into small groups of four. Each group member

should share what they have written, ask the group for feedback about the strategy they

developed, and solicit other possible strategies. Ideally, each student should walk away from his

or her group with a list of strategies for change.

When the class regroups, instructors can facilitate a large class discussion with student

volunteers. The instructor can act as a probing questioner, asking volunteers the following

questions: What can you do to improve your communication with others? What will you do?

How will you know if you have been successful? What effect will this improvement have on

your relationships with other people?

Additional discussion questions following the exercise:

1. How might the specific communication problems students identified affect their

ability to be competent intercultural communicators?

2. How might individuals from other cultures perceive their behavior?

3. How might the students’ strategies for addressing their problematic behaviors

enhance their effectiveness as intercultural communicators?

A follow-up assignment could be given that asks students to document their attempts at actively

applying one or more of the strategies they developed.

Activity 1-2: Developing intercultural relationships

This activity focuses on how we develop intercultural relationships and the qualities necessary

for the development of those relationships. It asks students to consider their own network of

friends and the extent to which they have developed relationships with people who are culturally

dissimilar. Ask students to respond individually to the following set of three questions. Then

have students divide into small groups of four to six people and respond to the next set of five

questions. As students answer each of the questions, they should consider their own intercultural

relationships. Have each group report some of their findings to the class.

Questions to answer individually:

1. How many relationships with culturally different people (different ethnicities,

religions, sexual orientations, degrees of able-bodied-ness, sexes, etc.) do you

have?

2. What types of relationships are these (e.g., friends, romantic partners, relatives,

acquaintances)? What are some reasons for the network of friends you have

developed?

3. Describe an intercultural relationship that you have and that you find very

satisfying. What makes it so satisfying?

Questions to answer in small groups:

1. List five positive and unique aspects of intercultural relationships.

2. List five reasons why people may be hesitant to develop relationships (platonic or

romantic) with people from other cultures.

3. Which one or two of the above reasons pertain most directly to you? Explain your

answer(s).

4. Many intercultural communication specialists mention open-mindedness as an

attribute necessary for the development of successful intercultural relationships.

What are some other attributes or ways of thinking that a person should have in

order to develop relationships with culturally different people?

5. Which of the above attributes or ways of thinking do you feel you need to develop

further? Why did you choose these attributes or ways of thinking to work on?

Activity 1-3: Interpersonal communication style

This activity is designed to give students insight into their particular communication style

through the use of a self-reflective questionnaire. While this questionnaire is not specific to

intercultural interactions, helping students identify aspects of their interpersonal communication

style may be a first step in thinking about how they interact with people from diverse cultures.

Before coming to class the day of the exercise, ask each student to respond to the questions listed

on the handout that follows the explanation of this activity. Giving the handout to students in

advance will allow them to spend more time reflecting on their communication behaviors.

On the day of the exercise, students can look over their individual questionnaires and engage in a

ten-minute free write that answers the following questions: What are some of my communication

strengths? What are some of my communication weaknesses? Which weaknesses should I be

most invested in changing in the near future? What strategies can I use to improve my

communication in this area? These free writes can be collected by instructors or kept by students

as an addendum to their questionnaire.

Questions include:

When I am talking to another person or group of people…

1. Do I give them full or partial attention?

2. Do I seem at ease or tense?

3. Do I often change the subject without taking the other person into consideration or

do I let others change the subject when they want to?

4. Do I depreciate or magnify the statements of others?

5. Do I smile or frown often?

6. Do I interrupt often or let people talk as long as they want?

7. Do I show empathy or am I uncomfortable when someone comes to me with a

problem?

8. Do my words tend to lower or raise the other person’s self-esteem?

9. Do I over- or under-use the pronoun “I”?

10. Do I offer supportive remarks, such as “I see” and “Is that so,” or do I listen silently

while others are talking?

11. Do I employ a posture that communicates interest or detachment?

SUPPLEMENTAL FILMS AND VIDEOS

Communicating Across Cultures (1989, 30 minutes)

This instructional video depicts several misunderstandings that result from different styles of

communication and the discomfort that people often feel when dealing with issues of race and

gender. The video also suggests ways to communicate more effectively with people from

dissimilar cultures and co-cultures.

Voices (1991, 35 minutes)

This instructional video uses interviews with African American, Native American, Asian

American, Latino, and Caucasian men and women to explore the development of self-image and

the role that prejudice plays. The video also considers how other cultures have been stereotyped

and how culture affects professional, academic, and interpersonal relationships.

A World of Diversity vol. 1-2 (1996, 45 minutes, 22 minutes per volume)

This instructional video explores how culture affects the way people interpret actions and

behaviors. Volume 1 presents three critical incidents in which people from diverse cultures have

difficulty communicating with one another. Volume 2 discusses basic intercultural

communication skills.

Ability Issues in the U.S. (1992, 60 minutes)

This instructional video discusses the culture of the disabled, issues of accessibility, and

problems of social interaction. The video also suggests what society must do in order to provide

people with disabilities with the same opportunities available to other citizens.

Valuing Diversity: Multicultural Communication (1994, 19 minutes)

This instructional video dramatizes situations in which communication is impaired by cultural

differences. The video demonstrates how to communicate with others without resorting to

“child-speak” and illustrates how cultural differences in body language affect communication.

I’m Normal, You’re Weird: Understanding Other Cultures (1997, 23 minutes)

In this instructional video a group of aliens prepare to take human form by rehearsing their new

roles and learning the complexities of diverse human cultures.

Positive Images: Portraits of Women with Disabilities (1989, 58 minutes)

This film provides positive and realistic images from the lives of women with disabilities.

Despite the fact that 20% of Americans have disabilities, the social, economic, and political

issues confronting people with disabilities are striking and worthy of discussion.

Unfinished Diary (1986, 55 minutes)

This docudrama explores language and gender, exile and immigration. In the film, a Chilean

émigré shows her struggle to make a film about the isolation of Chilean exiles. While her

English-speaking, filmmaker husband criticizes her subjectivity, she must also contend with her

French-only-speaking son.

Who’s Going To Pay for These Donuts, Anyway? (1992, 58 minutes)

This film uses a collage of interviews, photographs, archival footage, and narration to document

a Japanese American woman’s search for her father after 40 years of separation. Over the course

of her search, the film explores cultural identity, family, racism, mental illness, and the

internment camp experience.

Wilderness (1991, 50 minutes)

This film documents archaeological and historical evidence that Native Americans lived in

highly developed societies–and that vastly more tribe members died as a result of European

settlement than had previously been suspected. It also documents that Puritan prejudices helped

generate the pernicious image of the “savage Indian” ending with the 1890 massacre at Wounded

Knee.

TEST ITEMS: CHAPTER 01

Multiple-Choice

1. Which of the following is an example of global interconnectedness presented in the text?

(A) the 2011 Eastern Japan tsunami; (B) the 2014 outbreak of the Ebola virus in West

Africa; (C) the debate on U.S. immigration policy; (D) the 2011 Eastern Japan tsunami

and the 2014 outbreak of the Ebola virus in West Africa; (E) all three choices are correct

Answer: D Content: p. 11

2. Around 2050, world population growth is expected to surpass____: (A) 5 billion; (B) 6

billion; (C) 9 billion; (D) 15 billion; (E) 16 billion

Answer: C Content: p. 5

3. What percentage of the U.S. population is made up of minorities? (A) 12%; (B) 15%; (C)

22%; (D) 37%; (E) 48%


4. Where do most new immigrants, both in the United States and in other nations, seek work

and residence? (A) near their original countries; (B) in an area with terrain similar to their

original countries; (C) in urban areas; (D) in wealthy areas; (E) near farms and ranches


5. _____ is about changes in the world and how the people in that world must adapt to them.

(A) Intercultural communication; (B) Internationalization; (C) Globalization; (D) Cultural

divides; (E) Egoism

Answer: A Content: p. 1

6. In the 2010 census, how many U.S. citizens self-identified as multiracial? (A) 3%; (B)

18%; (C) 32%; (D) 48% (E) 67%


7. What is the most indispensable resource that can be overconsumed, misused, and polluted

on our planet? (A) water; (B) oxygen; (C) gold; (D) minerals; (E) sunlight


8. Which of the following is based on the Western concept of individual effort, but isn’t

consistent across all cultures? (A) treatment of the elderly; (B) international copyright

law; (C) local resource management; (D) religious practices; (E) commerce

Answer: B Content: p. 12

9. Which of the following is an example of international cooperation? (A) oil prices (B)

weapons of mass destruction; (C) immigration of refugees; (D) UN peacekeeping

operations; (E) military buildup


10. Cultural generalizations should be considered: (A) absolute representations; (B)

approximations; (C) indiscriminately; (D) on an individual basis; (E) both

indiscriminately and on an individual basis


11. If a generalization must be made, it should: (A) be supported by a single reputable

source; (B) focus on the primary values and behaviors of a particular culture; (C) be

based on historical accounts; (D) be based on immediate perceptions; (E) be plausible


12. The state of being unbiased and not influenced by personal feelings, interpretations, or

prejudice is also known as: (A) objectivity; (B) relativity; (C) selflessness; (D)

adjudicating; (E) mindfulness


13. To be objective, one must: (A) have an open mind; (B) avoid being too judgmental; (C)

use a consistent metric; (D) have an open mind and avoid being too judgmental; (E) all

three choices are correct


True/False

1. Globalization makes acquiring intercultural communication skills imperative.

Answer: True Content: p. 2

2. Higher education has resisted globalization.

Answer: False Content: p. 2

3. By 2043, the white non-Hispanic population is forecast to lose majority status.


4. Technology has enabled ordinary individuals cheaply and quickly to organize themselves

around a common interest.


5. Technology has brought greater polarization throughout the world, though this is less true

within the U.S. society.


6. Intercultural communication involves interaction between government representatives of

different nations.


7. Globalization has opened the door for emerging, divisive nationalist movements in

several areas of the world over the past decade.


8. ISIS has been able to use social media, especially Twitter, to create a virtual image that

does not begin to describe all of its actual capabilities.


9. Personality is partly genetic and partly learned.


10. Generalizations are based on limited data.


11. Objectivity refers to the state of being unbiased and not influenced by emotions or

personal prejudices.


12. Although communication can’t solve every problem, it improves every situation.


Short Answer/Essay

1. Discuss why it is important to acquire intercultural communication skills. Be sure to

include the concept of globalization.

Answers will vary. Content: p. 2

2. How have advances in technology impacted intercultural communication?

Answers will vary. Content: pp. 15-17

3. What is the role of global governance?


4. Describe the effect of immigration in U.S. cities.


5. What is the effect of an aging population?


6. Describe the ecological concerns faced by countries around the world.


7. Describe humanitarian and legal concerns that require international cooperation.


8. How can scientific advances become politically divisive?


9. Describe how intercultural communication can help governments deal with the threat of

weapons of mass destruction.


10. Provide an example of divisiveness caused by religion or ethnicity.


11. Describe how the ability to communicate with people around the world has become a

source of cohesion as well as polarization.


12. Compare and contrast the concepts of individual uniqueness and generalizations.


13. What are the four precautions a person should take when making generalizations about

intercultural communication?


14. What is objectivity? What role does objectivity play in intercultural communication?


15. Describe a disagreement or conflict that could be solved by compromise.


16. Describe the effect of communication on a disagreement between parties with

irreconcilable differences.


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