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  • Intercultural Communication Chapter 3 Intercultural Communication Competence www.newmaneducation.com1
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  • The United States is Intercultural Metaphors that describe the United States: Melting Pot Tributaries Tapestry Garden Salad
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  • Metaphors of US Diversity Melting Pot Implies a fusing of cultural elements Cultural elements lose their distinction Cultures lose their individual identity
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  • Metaphors of US Diversity Tributary Identities are maintained in the short-term Assumes all will blend into one Tributaries are less important than the mainstream
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  • Metaphors of US Diversity Tapestry Each thread can be different Weaving patterns vary by location But, tapestries are static while cultures are not
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  • Metaphors of US Diversity Garden Salad Each culture is distinct The cultures are mixed and contribute to make a unique whole But, implies a lack of stability Cultures dont always mix easily
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  • What to Call us? American? North American? United Statians? United Staters? U. S. Americans?
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  • Negative Terms to Describe us Dominant culture Majority culture/minority culture White/caucasian
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  • Terms for Cultural Groups African-American Hispanic, Chicano, Mexican-American, Latino Native-American, Asian-American, Pacific Islander
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  • African-American Recognizes African cultural influences Acknowledges differences in African- American and European-American culture
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  • Hispanic, Chicano, Mexican-American, Latino Hispanic Chicano Mexican-American Latino
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  • Native-American, Asian- American, Pacific Islander Native-American Asian-American Pacific Islander
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  • Competence and Intercultural Communication Intercultural communication competence Components of intercultural competence
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  • Intercultural Communication Competence Competent communication is an interaction that is perceived as effective in fulfilling certain rewarding objectives in a way that is also appropriate to the context in which the interaction occurs.
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  • Intercultural Communication Competence Competence must be: Perceived Appropriate Effective
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  • Components of Intercultural Competence Context Appropriate and effective behaviors Knowledge, motivations, and actions
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  • Context Not an individual attribute Based on cultural expectations Setting helps define acceptable behavior Acceptable behavior in one culture may not be in others
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  • Appropriate Behaviors Behaviors regarded as: proper and suitable given- the expectations generated in a given culture, the constraints of the specific situations, and the nature of the relationship between interactants.
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  • Effective Behaviors Behaviors that lead to the achievement of desired outcomes
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  • Sufficient Knowledge Culture-generated information Culture-specific information Knowledge of your own culture
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  • Suitable Motivations Feelings and intentions Feelings refer to emotional or affective states Feelings are not thoughts Feelings are reactions to thoughts and experiences Feelings involve sensitivity and attitudes Intentions are what guides our choices Goals, plans, objectives, desires, used to focus Can be affected by stereotypes
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  • Skilled Actions The actual performance of appropriate and effective behaviors Must be able to do what is needed Can have right info, feelings, and intentions but lack behavioral skills
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  • BASIC Behavioral Assessment Scale for Intercultural Competence
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  • 8 BASIC Behaviors Displays of Respect Orientation to Knowledge Empathy Interaction Management Task Role Behavior Relational Role Behavior Tolerance for Ambiguity Interaction Posture
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  • Displays of Respect What is respectful in one culture may be different in others Verbal and nonverbal components
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  • Orientation to Knowledge When our language and actions show a focus on individuality rather than universal group traits Must move beyond the perspective of our own personal cultural framework
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  • Empathy Verbal and nonverbal behaviors that are complimentary to the thoughts, feelings and experiences of others Behaving as if we understand the world as someone else does
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  • Interaction Management How to talk to others appropriately and effectively Initiation, turn taking, etc.
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  • Task Role Behavior Group problem solving skills Understanding that other cultures accomplish tasks differently Entwined with cultural expectations Different cultures can call the same thing a social activity or a task
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  • Relational Role Behavior Efforts to build and maintain personal relationships that support ithers and solidify feelings of participation
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  • Tolerance for Ambiguity If we do not tolerate ambiguity well we can respond with hostility and anger Competent communication requires a higher tolerance level
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  • Interaction Posture Responding in a nonjudgmental way Avoid behaviors that state or imply right/wrong Use description rather than interpretation or evaluation
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  • Description, Interpretation, and evaluation (D-I-E) Tool used to control the meaning attributed to verbal and nonverbal symbols that others use Most people are not aware when the interpret or evaluate the symbols of others
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  • Description Identify the sensory information that will form the basis for interpretation Descriptive statement allow us to consider alternative interpretations
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  • Interpretation Our interpretations are linked to our evaluation of our perceptions Descriptions can have multiple interpretations Dont choose your first interpretation Test alternative interpretations
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  • Evaluation Emotional or affective judgment We make judgments without being aware Be cognizant of descriptors and interpretations to avoid inaccurate conclusions


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