communication between cultures - fratstock.eu · communication between cultures by larry samovor,...

Full file at https://fratstock.eu

Instructor’s Resource Manual

for

Samovar, Porter, and McDaniel’s

Communication Between Cultures

Seventh Edition

Alan D. Heisel

University of Missouri, St. Louis

WADSWORTH CENGAGE LEARNING

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States


2010 Wadsworth Cengage Learning.

Cengage Learning, its logo, and Wadsworth are

trademarks used herein under license.

ALL RIGHTS RESERVED. No part of this work

covered by the copyright hereon may be reproduced

or used in any form or by any means—graphic,

electronic, or mechanical, including photocopying,

recording, taping, Web distribution, information

storage and retrieval systems, or in any other

manner— except as may be permitted by the license

terms herein.

Printed in the United States of America

1 2 3 4 5 6 7 11 10 09 08 07

ISBN: 0495567469

Cengage Learning

25 Channel Center

Boston, MA 02210

USA

For more information about our products,

contact us at:

Cengage Learning Academic Resource Center

1-800-423-0563

For permission to use material from this text or

product, submit a request online at

http://permission.cengage.com

Any additional questions about permissions can be

submitted by email to

[email protected].


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 ............................................................................................. 11

References ............................................................................................................ 15

PART II CHAPTER RESOURCES ....................................................................................... 17

Chapter 1 Communication and Culture:

The Voice and Echo ............................................................. 18

Chapter 2 The Deep Structure of Culture:

Roots of Reality .................................................................. 43 Chapter 3 Worldview: Cultural Explanations of

Life and Death ..................................................................... 58 Chapter 4 Culture and the Individual:

Cultural Identity ................................................................... 75 Chapter 5 Alternative Views of Reality:

Cultural Values .................................................................... 89 Chapter 6 Words and Meaning:

Language and Culture ........................................................ 102 Chapter 7 Nonverbal Communication: The Messages of

Action, Space, Time and Silence ....................................... 129 Chapter 8 Cultural Influences on Context:

The Business Setting .......................................................... 151 Chapter 9 Cultural Influences on Context:

The Educational Setting ..................................................... 171 Chapter 10 Cultural Influences on Context:

The Health Care Setting ..................................................... 187 Chapter 11 Becoming Competent:

Improving Intercultural Communication ........................... 199

PART III INTERNET RESOURCES AND ACTIVITIES .................................................. 216


INTRODUCTION

Never before has the interconnectedness between cultures, nations, and economies been so

salient. Never before have the challenges been so great; or the opportunities so palpable.

Intercultural communication is perhaps the single-most import link in an increasingly complex

web of global interaction. Less than two decades ago, it was not uncommon to find intercultural

communication absent from the core requirements of baccalaureate degrees in Communication.

Today, such a lack is the exception rather than the rule. Although there is general acceptance

among scholars regarding the implicit value of competence in intercultural communication, there

are often great differences in the way that academics approach the material. In the classroom,

some choose to explore a small number of cultures in great depth, while others choose a more

representative selection of cultures but do so with at the loss of some depth. Ultimately, the

approach you take should be based on your individual skillset and in the context of the

curriculum offered by your department, college, or university. In most cases, if only one

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

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

accompanies, is best suited for just such an approach. Even so, the range of content allows

instructors to focus on components consistent with the intent of the course (thereby creating a

more culture-specific design).

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

Communication Between Cultures by Larry Samovor, Richard Porter, and Edwin McDaniel.

Continuing the tradition, the seventh edition of Samovar and Porter’s textbook offers a clear and

engaging overview of critical concepts associated with intercultural communication.

This manual offers a variety of supplemental materials to assist you in preparing for and teaching

a course in intercultural communication. Instructors are encouraged to select those aspects of the

manual that best fit with his or her teaching style and the curriculum of his or her department.

While you may not use all of the material included in this manual, we 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 also 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 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.

ABOUT THE AUTHOR

Alan D. Heisel is Associate Professor and Chairperson of the Department of Communication at

the University of Missouri – St. Louis. He has authored or co-authored dozens of journal


articles, book chapters, and conference papers on topics ranging from communication

apprehension, dogmatism, ethnocentrism, self-concept/self-esteem, theory of mind, and verbal

aggression. For the author’s complete Curriculum Vita, visit:

http://www.umsl.edu/divisions/artscience/communication/

ACKNOWLEDGEMENTS

The vast majority of the content in this edition of the IRM has been updated to reflect the

modifications and new material in the 7th edition of Communicating Between Cultures.

However, there are numerous aspects of this edition that integrates and builds upon the work of

the authors of prior editions. As a result, I hope that readers will join me in recognizing and

acknowledging the hard work of these individuals. There are a number of other people that I’d

like to acknowlege as well. First, I’d thank Rebekkah Matthews and Cengage Higher

Education/Wadsworth Publishing for the opportunity to revise this manual a second time. I

certainly hope it was worth the wait! Second, I would like to thank Leighanne Heisel for

providing feedback, suggestions, and edits without which this manual would not be what it is.

Third, I’d like to thank my parents, Richard and Barbara Heisel, for not leaving me and my sister

behind when they travelled, instead exposing us to so many cultures and providing me with the

opportunity to see the tapestry that is the people and places of this world. Finally, I’d like to

thank Joshua and Alysia for always reminding me what it is like to see something for the first

time.


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:


Simulations promote 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.

Simulations teach social values, such as competition, cooperation, and

empathy.

Simulations increase participants’ knowledge and skills.

Simulations establish 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.

Allow 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.

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


Test Items

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 1.4: Women and Men in the Workplace, included in Chapter One. 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, seventh edition, as the primary source of course content for

an intercultural communication class. The sample course schedules are general, and do 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, assigned reading, and a number of relevant class activities that are included in the

chapter resources of this manual. All of the course schedules make full use of each of the

textbook’s ten 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 The challenge of the future

Week 2

Ch. 2 The deep structure of culture: Roots of reality

Week 3

Ch. 3 Worldview: Cultural explanations of life and death

Week 4

Ch. 4 Culture and the individual: Cultural identity

Week 5

Ch. 5 Shaping interpretations of reality: Cultural values

Week 6

Ch. 6 Language and culture: The essential partnership

Week 7

Ch. 7 Nonverbal communication: The messages of action,

space, time, and silence

Week 8

Ch. 8/9 Cultural influence on context: The business setting

Cultural influence on context: The educational setting

Week 9

Ch. 9/10 Cultural influences on context: The educational setting

Cultural influences on context: The health care setting

Week 10

Ch. 11 Venturing into a new culture: Becoming Competent


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


Week 1 The challenge of the future Ch. 1

Week 2 The challenge of the future Ch. 1

Week 3 The deep structure of culture: Roots of reality Ch. 2

Week 4 The deep structure of culture: Roots of reality Ch. 2

Week 5 Worldview: Cultural explanations of life and death Ch.3

Week 6 Culture and the individual: Cultural identity

Ch. 4

Week 7 Shaping interpretations of reality: Cultural values

Ch. 5

Week 8 Language and culture: The essential partnership Ch. 6

Week 9 Language and culture: The essential partnership Ch. 6

Week 10 Nonverbal communication: The messages of action Ch. 7

Week 11 Nonverbal communication: The messages of action Ch. 7

Week 12 Cultural influences on context: The business setting Ch. 8

Week 13 Cultural influences on context: The educational setting Ch. 9

Week 14 Cultural influences on context: The health care setting Ch. 10

Week 15 Venturing into a new culture: Becoming competent Ch. 11


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


Week 1 The challenge of the future

The deep structure of culture: Roots of reality Ch. 1, 2

Week 2 Worldview: Cultural explanations of life and death

Culture and the individual: Cultural identity Ch. 3, 4

Week 3 Shaping interpretations of reality: Cultural values

Language and culture: The essential partnership Ch. 5, 6

Week 4 Nonverbal communication: The messages of action

Cultural influences on context: The business setting Ch. 7, 8

Week 5

Cultural influences on context: The educational setting

Cultural influences on context: The health care setting

Venturing into a new cultture: Becoming competent

Ch. 9, 10, 11

Sample lesson plan

Lesson Goal

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

touch, smell, and paralanguage as discussed in Chapter Seven.

Lesson Objectives

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

smell, and paralanguage.

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

touch, smell, and paralanguage.

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

accents.


Lesson Format

Interactive Lecture (30 min); Activity (15 min); Discussion of activity (15 min).

I. Lecture

A. Culture and Touch

1. Earliest sense to mature.

2. In North America, we touch and are touched less as we get older.

Learn how, who, when, why, and where to touch from family, friends,

acquaintances, media, school, etc. [Ask students for examples]

4. Influencing factors of meaning we ascribe to touch [Give 1-2 examples for

each]:

a. mood

b. history

c. relationship with toucher

d. duration

e. active or passive

f. location

5. Climate, environment, economics, and history all influence a culture's

orientation towards touch. For example, a study by Andersen, Lustig, &

Andersen (1987) discovered that people in the U.S. who live in cooler

climates are more touch avoidant than those who live in warmer climates.

6. Cultural differences in touching behavior:

a. hand holding: In South America, opposite-sex hand holding in public

is not acceptable. In Kenya, same-sex hand holding in public is

acceptable [How do North Americans generally perceive same-sex

hand holding? Have you seen same-sex hand holding in public? How

did you interpret this behavior?]

b. “hands off”: North Americans, Japanese, British cultures are more

“hands off” cultures with limited touching. [From your experiences

with other cultures, would you say this is true of most Americans?]

c. gender/cultural differences: women tend to touch other more than men

do. For example, Andersen & Leibowitz (1978) discovered that males

are considerably more touch avoidant than females and that females

avoid opposite sex touching more than males do. [Why do you think

this is so? What gender/cultural differences in touch behavior have

you experienced or observed?]

[Transition: How do animals know when there is danger? When it's

time to mate?]

B. Culture and Smell (Hall, 1966)

1. One of the early and most basic methods of communication.

2. Differentiates individuals and identifies emotional states (fear, sadness,

sexual arousal).


3. Humans have a less developed sense of smell, but it is still used for

communication.

a. Dominant U.S. culture “smothers” natural smells by keeping at a safe

“olfactory” distance, taking daily baths and using perfumes, colognes,

and deodorants. [Why do you think the dominant culture in the U.S.

does this?]

b. Arab cultures use smell as a form of communication much more so; it

is used as a way of assessing an individual and getting to know him or

her. [What problems might occur when members of the dominant U.S.

culture and members of Arab cultures interact?]

C. Culture and Paralanguage

1. Definition: refers to how something is said, not what is said.

2. Categories: vocal characterizers, qualifiers, and vocal segregates. [Give

examples of each]

3. Accents are also part of paralanguage.

a. Accents can tell us what culture, co-culture, region, or country

someone is from.

b. They also give us information, oftentimes inaccurate and unfair, that

we might use to assess or characterize people without really knowing

them.

c. Thus, we use paralinguistic cues like accents to make sense of who

people are, where they come from, and sometimes to categorize and

stereotype them based on inaccurate and unfair assumptions.

[Activity 7.2: Exploring Paralanguage in Part II: Chapter Resources of the

Instructor’s Resource Manual]

D. Tape Recordings

1. Students listen to tape recordings of three different accents.

2. On a piece of paper, describe each person’s: physical characteristics,

vocal characteristics, regional background, and personality traits.

E. Questions for discussion:

1. How would you physically describe the first voice? The second? The

third?

2. How would you vocally describe the first voice? The second? The third?

3. Where does the first voice come from? The second? The third?

4. Would anyone like to share some of the personality traits that they used to

describe the first voice? The second? The third?

5. How did you come to your conclusion that each voice came from a

particular regional area and had a particular set of traits from only hearing

their voice?

6. How might paralanguage both hinder and help intercultural

communication?

7. Is it possible to ignore or at least disregard the culture-specific

paralinguistic cues that we receive?


8. If paralinguistic cues like accents help characterize whole cultures, should

we use them to understand and describe individuals?

9. How do you think other cultures would characterize you if they only

listened to your voice? What might your accent communicate to them?

References for the sample lesson plan

Andersen, J. F., Andersen, P. A., & Lustig, M. W. (1987). Opposite sex touch

avoidance: A national replication and extension. Journal of Nonverbal Behavior, 11, pp.

89-107.

Andersen, P. A., Lustig, R., & Andersen, J. F. (1987). Changes in latitude, changes in

attitude: The relationship between climate and interpersonal communication.

Unpublished manuscript, San Diego State University.

Andersen, P. A., & Leibowitz, K. (1978). The development and nature of the construct

touch. Environmental Psychology and Nonverbal Behavior, 3, pp. 89-106.

Hall, E. T. (1966). The hidden dimension. New York: Doubleday.


References for the Instructor’s 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.

The bridge: A review of cross-cultural affairs and international training. Denver: Center

for Research and Education.

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

practical guide. Beverly Hills, CA: Sage.

Can communicate in Marietta, Ohio (1993). Dear Abby. Seattle Times, p. C8.

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.

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.

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

Communication and Culture:

The Challenge of the Future

OVERVIEW

Chapter One introduces students to globalization of communication and its effects on world

trade, technology, travel, health and competition of natural resources. Shifts in population

created by immigration and aging societies are also examined. After reading this chapter,

students will be able to recognize the functions and principles of communication and the

definition, functions, elements and characteristics of culture.

OUTLINE

I. Intercultural communication past and future

II. Globalization

A. World trade and international business

B. Technology and travel

C. Competition for Natural Resources

III. International conflict and security

IV. Environmental challenges

V. World health issues

VI. Shifting populations

A. Immigration

B. U.S. aging population

C. Multicultural society

VII. Defining our terms

A. Intercultural communication


B. The dominant culture

C. Co-culture

VII. Communication

A. The functions of communication

1. Communication helps fulfill interpersonal needs

2. Communication establishes personal identities

3. Communication influences others

B. Communication defined

C. Principles of communication

1. Communication is a dynamic process

2. Communication is symbolic

3. Communication is contextual

a. Cultural context

b. Environmental context

c. Occasion

d. Time

e. Number of people

4. Communication is self-reflective

5. We learn to communicate

6. Communication has a consequence

VIII. Culture

A. Defining culture

B. The basic functions of culture


C. Elements of culture

1. History

2. Religion

3. Values

4. Social organizations

5. Language

D. Characteristics of culture

1. Culture is learned

2. Learning culture through proverbs

3. Learning culture through folktales, legends, and myths

4. Learning culture through art

5. Learning culture through mass media

IX. Culture is shared

A. Culture is transmitted from generation to generation

B. Culture is based on symbols

C. Culture is dynamic

D. Culture is an integrated system

X. Studying intercultural communication

A. Individual uniqueness

B. Stereotyping

C. Objectivity

D. Communication is not a cure-all

XI. Preview of the book


XII. Summary

ACTIVITIES

Activity 1-1: The why of human behavior

The beauty of having so many different cultures in the world is the wide spectrum of lifestyles and

ways of speaking that can add variety to our own lives. While such cultural variation can make life

more interesting and exciting, it can also cause difficulty when we are trying to make sense of how

another person is behaving or communicating. We may not understand why someone is diverting his

eyes away from us as we converse, or why another person is standing closer than is comfortable for

us. Answering the “why” of human behavior can be very challenging during intercultural

interactions. Our unfamiliarity with another’s culture may lead us to answers that are not always

satisfactory, accurate, or honest.

This activity asks students to identify unfamiliar behavior or ways of communicating that they have

found confusing. First, ask students to identify five behaviors that culturally different individuals

perform and that students have found confusing or that they were not able to explain. Second, have

students identify five behaviors that they themselves enact that others who do not share their cultural

background or experiences might find confusing. Finally, engage students in a discussion using some

of the questions listed below. These questions focus on how instances of miscommunication and

misunderstanding can result in strained interpersonal relationships and how we can come to better

understand others through interpersonal interaction.

• What happened when you saw this behavior?

• Where did it occur?

• How did you interpret the behavior at the time and how do you interpret it now?

• What effect did your unfamiliarity have on the interaction?

• What were your perceptions of the person engaging in the specific behavior?

• How could you have alleviated the confusion surrounding the unfamiliar behavior?

• How might unfamiliarity with and confusion about another person’s way of communicating

hinder the development of interpersonal relationships?

• How can we familiarize ourselves with unfamiliar cultural ways of behaving and

communicating?


Activity 1-2: Then and now

This activity illustrates the changing nature of a society. Divide the class into groups of 4-5 students.

Have each group generate a list of objects, ideas, products, slogans, norms, and values that they or

their parents encountered in the 1950s, 60s, and 70s. Have each group then generate a similar list for

the 1980s and 1990s. Ask students to draw parallels between the two lists: What has changed? What

is no longer evident in today’s society? Why have these changes occurred? How have these changes

impacted people’s lives? Students should discuss how these changes have affected relations between

people from different ethnic, sexual orientation, gender, religious, and socioeconomic backgrounds.

Ask students to make some predictions about the first decade of the 21st

century: What’s ahead for

U.S. culture? An open classroom discussion can follow with each group reporting its results to the

class. The instructor or another student should use the chalkboard to record all of the answers.

Activity 1-3: Women and men in the workplace

This activity asks students to analyze a case study that illustrates the changing attitudes toward

women that have taken place in the U.S. Divide students into groups of four to five, have them read

the case study and answer the questions that follow. A large class discussion should follow with

different interpretations of the case study recorded on the chalkboard.

Bill is a man in his late fifties and the founder of a two-person investment company. He has run this

company for twenty years and is well respected in the field. Helen has been Bill’s secretary for the

last ten years, and the two get along very well. Helen is also in her early fifties and began working

outside of the home after her last child finished high school. Bill often refers to Helen as “dear” and

his “catch-all girl,” since the small size of the company necessitates Helen doing a wide variety of

tasks. For example, Helen is expected to make Bill’s coffee in the morning and run personal errands

for him during office hours. Helen enjoys doing these things and considers them part of close

working relationships within a small company. She looks forward to working with Bill for many

years.

While Helen was out sick for two weeks, the temporary employment service sent another woman to

fill in for her. Margaret is in her mid-twenties and very career-oriented. Shortly after starting, she told

Bill that she did not like the title of “secretary” and preferred “administrative assistant” instead. The

first time Bill referred to her as a girl, Margaret promptly corrected him by saying she was certainly

old enough to qualify as a woman. She also politely refused to make the morning coffee, explaining

that her job title did not call for her to be a waitress. Bill was becoming increasingly annoyed by

Margaret’s behavior. After she refused to run a personal errand for him during office hours, the two

agreed that the working arrangement was not working for anyone. Bill then called the temporary

service and asked for someone who was not as “difficult to work with.” Margaret, in turn, asked for

someone who was not “such a chauvinist.”

Possible discussion questions following the exercise:

• How would you describe Bill, Helen, and Margaret?

• How are Helen and Margaret different in their attitudes towards the treatment of women in

the workplace?


• What might account for these differences?

• Why do you think Bill became frustrated with Margaret’s behavior? Why did Margaret

become frustrated with Bill’s behavior?

• Do you think anyone acted or reacted inappropriately? Do you think anyone acted or

reacted appropriately?

• What changes in women’s roles, language, and the workplace can you identify from this

case study?

• Can you think of other ways in which attitudes toward and of women have changed in our

society?

Activity 1-4: Generation interviews

This activity illustrates how different generations perceive the world and what changes have taken

place from generation to generation. Students should interview two people from different

generations; these people may be family members, friends, acquaintances, teachers, bosses, and so

forth. The interview questions should concentrate on the people’s values, beliefs, aspirations,

perceptions of the world, and attitudes toward other generations and cultures.

Possible interview questions:

• What is important to you? What is valuable in your life?

• How would you define success? What are the characteristics of a successful person?

• What is your opinion of U.S. society today? Of young people today? Of older people today?

• How would you describe the relationship between the U.S. and the rest of the world?

• Have changes taken place in the U.S. and/or around the world that you are satisfied with or

that frustrate or anger you?

• What changes would you like to see take place in the next decade?

• What is your perception of the status and treatment of women? The disabled? People of

color? Religious minorities?

• What is your perception of the status of dominant white culture in the U.S.?

• How would you describe relations between culturally different groups (including such co-

cultures as women, the disabled, African Americans, etc.) in the U.S.? Have they

improved or worsened?

• Have students report their findings to the class or in small groups. In a large class

discussion or in groups, ask the students to draw conclusions from the answers.


Potential discussion questions include:

• What are the differences between the two generations?

• What might account for these differences? That is, what changes or events in U.S. society

might explain these different generational perceptions?

• How do you account for any differences between the two generations with regard to

perceptions about intercultural relations?

• What might account for any frustration that might be felt regarding changes in the U.S. and

abroad?

Activity 1-5: Debating the “global village”

This activity demonstrates the extent to which we are becoming a “global village,” a world with ever

more frequent and important interactions with diverse cultures. Students are asked to locate an article

on the protests in Seattle surrounding the World Trade Organization (WTO). Prior to coming to class

the day of the exercise, students should use the PowerTrac option of Infotrac to locate the article

titled “The Battle in Seattle: Antiglobalization forces are threatening to turn the WTO’s meeting on

free trade into a free-for-all.” After reading the article, students should answer the following

questions:

• What are the benefits of participating in the global village? What are the risks of

participating in the global village?

• In your opinion, do the benefits outweigh the risks? Why do you feel this way?

On the day of the exercise, divide the class into two groups: those who feel the benefits outweigh the

risks and those who feel the risks outweigh the benefits. The two sides should then engage in a

debate focused on whether or not the WTO should make greater efforts toward globalization and a

multinational economy that includes a greater number of nations worldwide. The structure of this

debate could be set up in the following way: Each side takes ten minutes to organize their position’s

arguments and evidence—both of which can be drawn from the Infotrac article: 1) the pro-

WTO/globalization side takes five minutes to share its case with the class; 2) the anti-

WTO/globalization side takes five minutes to share its case with the class; 3) the “pro” side gets five

minutes to refute the other side’s arguments; and finally, 4) the “anti” side gets five minutes to refute

the other side’s arguments.


• By a show of hands, how many students feel the benefits of globalization outweigh the

risks? How many feel the risks outweigh the benefits? How many are undecided?

• Why did some of you change your mind from your original position? Why are some of you

now undecided?


• If you were representing a developed country such as the U.S. or Canada, what position

might you take? Why would you take this position?

• If you were representing developing countries, such as Mexico or Sierra Leone, what

position might you take? Why would you take this position?

• Given the complexities of our debate on globalization, what can we conclude about the

process of intercultural communication in this new economic arena? In the “global

village” in general?

Activity 1-6: Intercultural assessment tool

This activity allows instructors to gain valuable insights and information about their students’ prior

knowledge of intercultural communication issues. Before the class begins, design a brief assessment

tool with questions regarding their prior knowledge of intercultural communication, their expectation

of a course called intercultural communication and what they have been taught about communicating

with strangers. Make the assessment anonymous and limit it to five questions in order to encourage

participation by all students. During the first week of class have students complete the assessment.

Once the instructor has had an opportunity to study the answers, arrange a class discussion centered

around one of the questions, such as communicating with strangers. This type of assessment can be

repeated many more times during the semester as a way of gauging students’ progress in intercultural

awareness. It also provides the opportunity to discover uncomfortable or difficult issues with which

students may be struggling.

Possible questions for the assessment:

• How would you define intercultural communication?

• What would you expect to be taught in a course with such a title?

• Do you know anyone from another culture?

• How comfortable are you in communicating with strangers?

Activity 1-7: How others perceive us

This activity raises students’ awareness of how others might perceive them in an intercultural setting

and how closely those perceptions match students’ own perceptions of their cultural and personal

characteristics. On the day of the exercise, have students answer the following two questions

individually. Impress upon them that they are to imagine, as much as possible, how others from

specific countries or cultures would perceive them, not how they perceive themselves. It might be

helpful for students to imagine an intercultural encounter they have previously experienced.

1. List ten cultural predictions that you think others would use to describe you in an intercultural

interaction.


2. List ten individual predictions that you think others would use to describe you in an

intercultural interaction.


• What information might people use to make their cultural and individual predictions?

• How accurate would their impressions of you be if these were the only predictions they

could make about you? What errors would they make?

• Do you think that their impression is the “real” you?

• How similar are their cultural and individual predictions? How different are they? Where

are the contradictions?

• In what situations do you think it would be useful to make strictly cultural predictions?

Only individual predictions? When are both most useful?

• Should people only assess others based on perceived individual characteristics?

Activity 1-8: Comparing cultures

This activity asks students to gather information on their own culture and a different culture and then

to compare and contrast the communicative characteristics of the two cultures. Students will not only

learn about the communicative characteristics of their own culture and those of another culture, but

also discover the difficulty in doing cross-cultural comparative research. The exercise is divided into

two parts and can be used in class or out of class.

Separate the class into groups of four to six students. Duplicate the “Cultural Comparison” handout

that follows the explanation of this activity and give each student a copy of the form. Ask students to

discuss to what extent U.S. culture (the dominant culture or a U.S. co-culture) contains each of the

listed communicative characteristics (i.e. talkative, shallow, warm, etc.). Careful thought should go

into each response. Ask students to also come up with examples that illustrate their answers. The first

part of this exercise will probably take most of the class period.

Before the class ends, ask each group to choose another country to use as a cultural comparison. It

would be helpful if the chosen countries were represented by international students on the

university’s campus and if the instructor had a list of countries represented on campus. Ask each

group to find at least three individuals from the country the group has chosen. “From” means that

these individuals identify the comparison country as their native country. The three participants may

be students, friends, acquaintances, family members, or even strangers, but they should be kept

anonymous so that participants feel comfortable being honest in their responses.

Each participant should complete the cultural comparison form without a member of the group

explaining the meanings of the words: To do so would be to potentially bias the answers with U.S.

interpretations of the characteristics. Using the completed forms, an average for each communicative

characteristic should be computed and recorded on a master form. A “master” form listing averages


for each characteristic for both the U.S. and the selected comparison culture should then be

completed.

Allow each group adequate time to present their findings to the class. Each group should also supply

the class with a copy of their comparative findings.


• How does the U.S. culture compare communicatively to other Western cultures? To

African, South American, or Asian cultures?

• How do you think these characteristics developed in both cultures?

• What are the similarities and the differences? What might account for such disparities

between the two cultures?

• How accurate do you think this data is? Did your group encounter any problems while

gathering the data?

• Are cultural comparisons fair to make? What problems with interpretation might arise

during a cultural comparison?

• Can a true and realistic comparison ever be made between two very different cultures?

Comparing cultures activity sheet

Source: Adapted from Barnlund, D. C. (1975). Public and private self in Japan and the

United States: Communication styles of two cultures. Tokyo: The Simul Press, Inc.

Comparing cultures

Focus Culture:

Not a Strong

Communicative Cultural Cultural

Characteristics Trait Trait

FORMAL 0 1 2 3 4 5 6 7

INDEPENDENT 0 1 2 3 4 5 6 7

TALKATIVE 0 1 2 3 4 5 6 7

CLOSE 0 1 2 3 4 5 6 7

SHALLOW 0 1 2 3 4 5 6 7


Not a Strong



SERIOUS 0 1 2 3 4 5 6 7

DEPENDENT 0 1 2 3 4 5 6 7

CALCULATING 0 1 2 3 4 5 6 7

TENSE 0 1 2 3 4 5 6 7

RESERVED 0 1 2 3 4 5 6 7

FRANK 0 1 2 3 4 5 6 7

TRUSTING 0 1 2 3 4 5 6 7

COMPETITIVE 0 1 2 3 4 5 6 7

MASCULINE 0 1 2 3 4 5 6 7

SPONTANEOUS 0 1 2 3 4 5 6 7

OPEN 0 1 2 3 4 5 6 7

AGGRESSIVE 0 1 2 3 4 5 6 7

RELAXED 0 1 2 3 4 5 6 7

EVASIVE 0 1 2 3 4 5 6 7

SILENT 0 1 2 3 4 5 6 7

SELF-ASSERTIVE 0 1 2 3 4 5 6 7

INFORMAL 0 1 2 3 4 5 6 7

DISTANT 0 1 2 3 4 5 6 7

SUSPICIOUS 0 1 2 3 4 5 6 7

PASSIVE 0 1 2 3 4 5 6 7

CAUTIOUS 0 1 2 3 4 5 6 7


Not a Strong



INDIFFERENT 0 1 2 3 4 5 6 7

COOPERATIVE 0 1 2 3 4 5 6 7

FEMININE 0 1 2 3 4 5 6 7

RESPONSIVE 0 1 2 3 4 5 6 7

HUMOROUS 0 1 2 3 4 5 6 7

Activity 1 - 9: Culture clash

This activity asks students to identify cultural elements and characteristics in two case studies

depicting intercultural situations. Students will learn what culture entails and how culture manifests

itself in interaction. Divide the class into groups of four to six students. Have students read the

following case studies and answer the questions that follow. A large class discussion may follow

with each group reporting their findings to the class. Different answers may arise, and groups should

be prepared to support their answers with data from the case studies.

Source: Adapted from Language and Intercultural Research Center. (1977). Building

bridges with the French speaking peoples in Europe. Provo, UT: Brigham Young

University Press.

Case #1

Mr. Williams was assigned indefinitely to his company’s Paris branch, and he wanted to establish

some social relationships with his fellow employees. He had been in France only a few days when he

was asked to attend a meeting in the outer office. As Mr. Baudin entered and sat beside him,

Williams politely introduced himself and they shook hands. After exchanging some pleasantries

about the weather, Williams told Baudin how thrilled he and his family were to be in Paris. He

casually asked how many children Baudin had. Baudin replied that he had two sons. However,

Williams noted that when he asked further about Baudin’s family, the Frenchman seemed offended.

The conversation ended abruptly with Williams thoroughly confused.

Identify what you believe are the specific U.S. cultural characteristics illustrated in this

scenario.

Identify what you believe are the specific French cultural characteristics.

How might Mr. Baudin characterize U.S. culture if this were the only interaction he had

experienced with someone from the U.S.?


How might Mr. Williams characterize French culture if this were the only interaction he had

experienced with someone from France?

Using your list of French and U.S. cultural characteristics, list the ingredients of culture that

you have identified (e.g., artifacts, belief systems, folklore).

How is this intercultural scenario illustrative of the cultural axiom, “Cultures are

ethnocentric”?

Case #2

Laura is a new secondary school teacher from the U.S. teaching in a small, rural Kenyan community.

Along with Laura, the school has a staff of eighth Kenyan teachers. Beatrice is the only other woman

on the staff, and the two have become fast friends. Nevertheless, after each long day Laura looks

forward to going home and spending time alone reading or writing letters.

Laura’s route home passes right where Beatrice lives, and Beatrice frequently invites Laura in for tea

each time she spots her walking along the dirt path. On a few occasions, Laura has accepted and

stayed for two hours. Laura felt as though she should stay for a long visit although Beatrice never

insisted that she stay. Laura has never been sure about how to tell Beatrice that she could only stay

for a short while, as she wished to hurry home and have the rest of the day to herself. As a result,

Laura has begun to decline Beatrice’s continual invitations. She now simply waves and says,

“Tutaonana kesho!” (“See you tomorrow!”) as she hurries home.

Beatrice has continued to invite Laura for tea because she feels that is the polite thing to do. But

because Laura always declines now, she has begun to feel as though Laura no longer wants to visit

her home.

Identify what you believe are the specific U.S. characteristics illustrated in this scenario.

Identify what you believe are the specific Kenyan cultural characteristics.

How might Beatrice characterize U.S. culture if this were the only interaction she had

experienced with someone from the U.S.?

How might Laura characterize Kenyan culture if this were the only interaction she had

experienced with someone from Kenya?

Using your list of Kenyan and U.S. cultural characteristics, list the ingredients of culture that

you have identified.

What misunderstandings between Laura and Beatrice are taking place?

Activity 1-10: The value of proverbs

This activity illustrates the values that are taught through cultural proverbs. Students are asked to

generate a list of proverbs from their own cultures, identify the values being taught, and determine

the extent to which the values are held and acted out in their culture. Divide the class into groups of


four to six students and have each group generate a list of cultural proverbs. At least one value should

be identified in each proverb. There may be more than one list generated in each group if the groups

are culturally diverse. If you have international students in your class, the proverbs from their

cultures will add a unique dimension to the discussion. Some examples of proverbs and their

corresponding values are on the next page. Have each group read its list(s) of proverbs and identify

the values being taught.


• Where do we learn these proverbs? Can you remember where and when you learned these

proverbs?

• How else are these values taught?

• What proverbs from other cultures reveal value orientations?

• How do these values compare to the values taught in U.S. cultural proverbs?

PROVERB VALUE

Cleanliness is next to godliness. Cleanliness (bathing,

being tidy)

Time is money. Time thriftiness; productivity

A penny saved is a penny earned. Thriftiness

Don’t cry over spilt milk. Practicality

Waste not; want not. Frugality

Early to bed, early to rise, makes Diligence; work ethic

a person healthy, wealthy, and wise.

God helps those who help themselves. Personal initiative

It’s not whether you win or lose, Good sportsmanship;

but how you play the game. integrity

A man’s home is his castle. Privacy; value of personal property;

male superiority

You’ve made your bed, now sleep in it. Responsibility; consequences

Don’t count your chickens before Practicality

they are hatched.


The squeaky wheel gets the grease. Aggressiveness; drive and

ambition

Might makes right. Superiority of physical

power

All that glitters is not gold. Wariness; being cautious

of outward appearances

Take care of today and tomorrow Preparation; not

will take care of itself. procrastination

Laugh and the world laughs Pleasant outward

with you; weep and you weep alone. appearance and

personality; preference for

being around happy

people

Activity 1-11: First impression

This activity is designed to assist students in their understanding of perceptions and how people use

perceptions to make sense of the world. This activity will also help them understand how cultural

values and beliefs are shaped by their own perceptions. Give each student a copy of The First

Impression Survey. They should be given the following instructions for completing the form. Answer

the following survey by looking around the classroom and by filling in the blanks with names of

people in the class.

First impression activity sheet

Source: Adapted from First Impression. In Julia T. Woods (2000), Instructor’s

resource manual for communication in our lives. Wadsworth.

First impression survey

Answer the following survey questions by looking around our classroom and by filling in the

blanks with names of people in our class.

1. Who do you think is bilingual? (Speaks another language other than English)

_______________________________________________________

2. Who do you think has parents who were not born in the United States?

_______________________________________________________


3. Who do you think likes to play soccer?

_______________________________________________________

4. Who do you think lives in the inner city?

_______________________________________________________

5. Who do you think has more than one sibling?

_______________________________________________________

6. Who do you think attends a mosque?

_______________________________________________________

7. Who do you think has immediate family in another country?

_______________________________________________________

8. Who do you think knows what the Torah is?

_______________________________________________________

9. Who do you think wants lots of children? (More than 3)

_______________________________________________________

10. Who do you think is a basketball fan?

_______________________________________________________

11. Who do you think likes to cook?

_______________________________________________________

12. Who do you think eats tacos frequently?

_______________________________________________________

13. Who do you think knows who Dick Cheney is?

_______________________________________________________

14 Who do you think will be absent from class frequently?

________________________________________________________


Should people only assess others based on perceived individual characteristics?

How accurate were your predictions?

What did you use as the basis for your predictions?

How could you have made better predictions?

How did your beliefs factor into your ability to make predictions about other people?


SUPPLEMENTAL FILMS AND VIDEOS

Arab Americans (1993, 30 minutes)

This instructional video celebrates the cultural heritage of Arab Americans by examining the

traditions each group has brought to the U.S., when and why they immigrated, and how they have

preserved their identity in the process.

Asian American Cultures (1992, 60 minutes)

This instructional video examines similarities and differences across groups of Asians. It not only

considers why Asian Americans are often called the “model minority,” but also illuminates problems

between first and second generations of Asian Americans.

Biculturalism and Acculturation Among Latinos (1991, 28 minutes)

This film focuses on the Latinos’ struggle with pressures to reclaim and reaffirm their heritage while

simultaneously facing pressures to assimilate into the dominant American culture. This program

examines the question of what part of their culture Latinos feel they should keep and what to leave

behind.

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.

In My Country: An International Perspective on Gender (1993, 90 minutes)

This three volume video set (30 minutes per volume) examines a number of cultural attitudes and

practices related to gender: the division of household labor, types of discipline for boys and girls,

marriage decisions, sexual orientation, the control of money, gendered violence, and care for the

elderly. The video features interviews with people from Zaire, El Salvador, England, Taiwan,

Sweden, Lebanon, Japan, India, China, the Fiji Islands, and Mexico.

In Search of the First Language (1994, 54 minutes)

This NOVA instructional video focuses on the Indo-European and Sino-Tibetan languages, exploring

over 5,000 existing human languages and how they have evolved over the centuries.

Juxta (1989, 27 minutes)

This docudrama observes the complexities of U.S. racism and its psychological effects on the

children of two Japanese women, one of whom married a white American serviceman and another

who married a black American serviceman.


Language and Communication (1983, 30 minutes)

This instructional video examines how the aspirations of a culture are expressed through its language.

Looking at certain African American dialects and the Nuer people, the video highlights how

language and thought reflect and influence culture.

Present Memory (1989, 88 minutes)

This instructional video explores what it means to be Jewish in America. Through interviews with

young and old, assimilated and affiliated, immigrants and American-born Jews, the film reflects on

Jewish identity, the Holocaust, and the establishment of the State of Israel.

Surviving Friendly Fire (1997, 60 minutes)

This film tells the story of ten homeless youths living at a shelter in Hollywood. Their stories of

incredible cruelty and courage reflect those of the 1.4 million homeless youths—a third of whom are

gay or lesbian--living on America’s streets today.

To Conceal and Reveal: The Uses of Communication (1997, 22 minutes)

This instructional video provides a cross-cultural discussion of the icons, symbols, and codes—all of

which are key elements in human communication. It also discusses humor and the desire to

communicate with other cultures.

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.


TEST ITEMS: CHAPTER 01

Multiple-Choice

1. The common theme of “connectedness” is most closely associated with which of the

following terms? (A) homogenization; (B) globalization; (C) internationalization;

(D) technological advances; (E) socio-political advances

Answer: B Content: pg. 2

2. The continued expansion of global mega-corporations means that there will be a greater

need for: (A) individuals who can work in a multicultural environment; (B) cooperation

among governments and nonprofit organizations to establish effective regulations and

controls on the movement of goods and services; (C) increased flexibility and decreased

transparency; (D) A and B; (E) A, B, and C

Answer: D Content: pg. 4

3. “Interaction between people whose cultural perceptions and symbol systems are distinct

enough to alter the communication event” is part of the definition of: (A) translative

communication; (B) dual procession; (C) intercultural communication; (D) multi-modal

processing; (E) interpretive communication

Answer: C Content: pg. 12

4. A co-culture exhibits communication characteristics, perceptions, values, beliefs, and

practices that are: (A) sufficiently similar so that they are indistinguishable from other

groups; (B) sufficiently distinct so that they are distinguishable from other groups;

(C) enforced upon them by the dominant culture; (D) A and C; (E) B and C

Answer: B Content: pg. 13

5. The functions of communication include: (A) fulfill interpersonal needs; (B) establish

personal identity; (C) influence others; (D) A and C; (E) A, B, and C

Answer: E Content: pp. 14-16

6. The principles of communication describe communication as: (A) a dynamic process;

(B) symbolic; (C) contextual; (D) self-reflective; (E) all of the above



7. Which of the following is not a principle of communication described in the text?

(A) communication is learned; (B) communication has a consequence;

(C) communication is goal-directed; (D) communication is self-reflective; (E) all of

above are principles described in the text

Answer: C Content: pp. 16-21

8. If how you interact with someone in an office is different from how you would interact

with the same person in a restaurant, what contextual factor is most directly affecting

you? (A) time; (B) environmental; (C) occasion; (D) cultural; (E) gender

Answer: B Content: pp. 18-19

9. Hofstede argues that “culture is to the human collective what ____ is to an individual?”

(A) personality; (B) food and water; (C) the soul; (D) a wardrobe; (E) self-expression

Answer: A Content: pg. 22

10. What are the essential features of the definition of culture, according to the text? (A) it is

concerned with non-biological aspects of human life; (B) it includes subjective elements;

(C) it emphasizes the importance of language as a symbol system that allows it to be

transmitted and shared: (D) B and C; (E) A, B, and C.


11. According to the text, institutions such as the family, government, schools, and tribes,

are: (A) social organizations; (B) elements of culture: (C) hierarchical; (D) A and B;

(E) A, B, and C.

Answer: D Content: pp. 24-26

12. Which of the following is not an element of culture described in the text? (A) language;

(B) values; (C) music; (D) history; (E) Religion

Answer: C Content: pp. 24-26

13. Although proverbs go by many names, they are all intended to: (A) teach appropriate

behavior; (B) carry truths and insights of the culture; (C) present life thematically;

(D) support the status quo; (E) deny alternate perspectives



14. “Strike while the iron is hot” implies what cultural value? (A) action; (B) caution;

(C) prioritization; (D) active orientation; (E) passive orientation

Answer: A Content: pg. 30

15. The authors discuss how culture is learned through: (A) folktales, legends, and myths;

(B) art; (C) mass media; (D) A and B; (E) A, B, and C


16. “You cannot step twice into the same river, for other waters are continually flowing in” is

a metaphor for of which characteristic of culture? (A) culture is shared; (B) culture is

learned; (C) culture is dynamic; (D) culture is unique; (E) culture cannot be understood

outside the context of itself

Answer: C Content: pg. 38-39

17. Which of the following is/are not true about culture? (A) because much of culture is

habitual and deeply rooted in tradition, change is not welcomed and even greeted with

hostility; (B) because cultures seek to endure, they often adopt outside elements that are

compatible with existing values and beliefs; (C) deep structures of culture resist major

alterations; (D) culture seems to be more mechanistic than organic; (E) many aspects of

culture are subject to change


18. The consequence(s) of introducing characteristics and attributes of culture in the text and

in class as unique concepts is that: (A) it tends to de-emphasize the idea that culture itself

is an integrated system; (B) it helps to highlight the mechanistic nature of culture; (C) it

gives the illusion of discrete units, a direct effect of language; (D) A and C; (E) B and C.


19. Which of the following best reflects the “individual uniqueness” as it was introduced in

chapter 1? (A) “there never were, since the creation of the world, two cases exactly

parallel”; (B) “there is an objective reality even if the perception is subjective”;

(C) individual uniqueness denies the integrated nature of reality; (D) individual

uniqueness is an illusion; (E) individual uniqueness is systematically produced by culture

Answer: A Content: pp. 40-41


20. What precautions can you take to prevent stereotyping? (A) recognize cultural

generalizations as approximations, not absolute representations: (B) when generalizations

are made, they should deal with “core values”; (C) conclusions about generalizations

should be qualified; (D) statements about generalizations should be qualified; (E) all of

the above


21. The belief that one’s own culture is superior to all others is referred to as: (A) bigotry;

(B) egocentrism; (C) ethnocentrism; (D) orientating; (E) centering

Answer: C Content: pg. 44

22. The state of being objective, just, unbiased, and not influenced by emotions or personal

prejudices: (A) is easier to talk about than attain; (B) requires suspension of personal

judgments, which may or may not be possible; (C) requires the elimination of both overt

and subtle hostility; (D) is complicated when intercultural interactions are involved;

(E) all of the above


23. Situations in your life where no amount of talk could have erased the hard feelings or

clarified the misunderstandings support the notion that communication: (A) is not always

consequential; (B) is not a cure all; (C) can cause irreparable harm and unanticipated joy;

(D) is always intentional; (E) is a double-edged sword


True/False

1. Despite the fact that there are thousands of cultural groups and languages in the world

today, nearly every person on Earth is interconnected with everyone else.

Answer: True Content: pg. 1

2. Most significant values, beliefs, attitudes, and behaviors are rooted in culture.


3. The common theme of globalization is “disconnectedness.”

Answer: False Content: pg. 2


4. The current U.S. population of 300 million could reach 438 million by 2050,

primarily due to increased birth rates.


5. Dominant culture is the preferred term for concepts such as umbrella culture or

mainstream culture because it emphasizes the power relationship.


6. Communication does not play a role in determining or defining one’s identity.


7. The definition of communication used by the authors is: “Communication is a dynamic

process in which people attempt to share their internal states with other people through

the use of symbols.

Answer: True Content: pg. 15-16

8. According to Hofstede, “Culture is to a human collective what personality is to an

individual.”


9. Culture is not learned.

Answer: False Content: pp. 27-36

10. Proverbs offer an important set of values and beliefs for members of a culture.

Answer: True Content: pg. 29-31

11. Folktales help language and cultural memories to endure while supporting the

socialization process of children.

Answer: True Content: pp. 31-33

12. Mass media carries images and stories that contribute to a sense of identity, but it does

not influence values or beliefs.


13. Cultures resist outside elements that are compatible with existing values and beliefs.



14. Every society has stereotypes concerning members of other societies and of ethnic and

racial groups.

Answer: True Content: pp. 41-43

15. Communication can solve all problems.


Short Answer/Essay

1. What are some of the consequences, both positive and negative, of globalization on

issues such as world trade, technology and travel, and competition for natural resources?

Answer: see pp. 2-11

2. Explain the relationship between dominant culture and co-culture using definitions and

examples.


3. What are the functions of communication?


4. What is your definition of communication? How does it relate to the principles of

communication highlighted in the text? Be specific.


5. What is meant by the statement: “communication is contextual?” Provide one example

from each of the following contextual influences on communication: cultural,

environmental, occasion, time, and number of people.


6. What does it mean to say that communication is self-reflective? How does it affect our

interactions with one another?

Answer: see pg. 19


7. Provide evidence to support the statement: “All of our messages, to one degree or

another, do something to someone else (as well as to us).


8. How is communication related to culture? Provide examples from the text.


9. List and define the basic functions of culture. Provide an example for each.


10. What are the elements of culture? Provide a definition and an example for each.


11. Explain what is meant by formal and informal learning of a culture. Compare and

contrast these concepts and provide an example for each.


12. Give an example of a proverb and explain how it helps “teach” culture.


13. Discuss some of the folktales, legends, and myths of a culture different from your own

and how they reflect the values and beliefs of that culture.


14. What are symbols and how do they relate to culture? Provide at least three examples that

highlight the relationship between these concepts.


15. What is objectivity and how does it relate to intercultural communication?


communication between cultures - fratstock.eu · communication between cultures by larry samovor,...

Documents