What are the components of intercultural communication?
—attributed to Dr. Martin Luther King, Jr. in a speech by Rep. John Lewis commemorating the 50th anniversary of the march on Washington D.C. (Washington Post, August 28, 2013). Show
A Personal Note from Lori Halverson-WenteLori and Mark Halverson-WenteWelcome to our Intercultural Communication Course reading materials. Teaching this class and asking students to rent or purchase the most recent book or hoping they would buy less expensive versions online made me realize that many students were finding the most costly book or going without a textbook. It occurred to me that a free Open Education Resource (OER) book would better meet the needs and pocketbooks of students. On a practical level, over the years, intercultural friendships and experiences have enriched my lives. Thus our goal for this book is to explain intercultural communication on a theoretical level, including practical skill-based applications and the integration of Fobour local Minnesota co-culture in this textbook. To this end, I have incorporated works from other OER textbooks and video materials in the book and attributed these materials at the end of each chapter. Using an OER format allows our course materials to shift and become updated with feedback from students each semester. Additionally, an OER allows for updates based on current events and local news. As noted in the next chapter, a favorite professor of mine said, “Communication addresses three questions: who am I, who are you, and what are we doing together?” If you think about these questions, this is a perfect way to divide the course. Therefore, in this first chapter, we will learn more about the formation of cultural identities and the basics of Intercultural Communication. You’ll notice that this OER textbook will grow and adapt during the semester. I can also provide you with PDFs for downloading and printing. Mark and I are excited to learn with you as we continue this Fall 2022 Semester. ~Lori Halverson-Wente Chapter One OverviewPhoto Rochester, MN Diversity CouncilThis chapter reviews some of the primary terms and concepts related to intercultural communication in section one. In section two, we’ll turn to define intercultural communication competence. In general and, in particular, we will define and explore those concepts and skills correlated to starting the semester off strong for students studying intercultural communication. Some of the concepts in this chapter will be treated more fully in subsequent chapters. The end of this chapter concludes with more information about identityand a preview of a discussion activity for online or classroom applications. While this course will include both skill-based and theoretical aspects and applications, students will gradually become culturally curious, confident, and competent communicators in various intercultural communication encounters. Now, once gained, intercultural competencies may be deepened and tested through travel, perhaps contributing in a profound sense to an authentic sojourner experience discussed below. While necessary, it is not sufficient to learn with the substance or depth of the set of various life skills required to effectively function in a different culture or navigate our globe’s diverse cultures. Simply put, the classroom cannot be the only path to progress in successfully navigating cultural variety brought about by the forces of globalization. Unfortunately, a ship’s cruise director uses strictly scripted activities that may bring one closer to another mammalian culture, such as swimming with dolphins. However, the experience of swimming with dolphins is limited interculturally. Instead, one should experience the authentic human culture found a mile or two away from the Disney floating behemoths in foreign ports of call such as the Bahamas, Jamaica, and other ports. How has globalization impacted you? Where are your clothes from? Where are your groceries from? Consider the definition of globalization:
Communication Definedphoto – burst.shopify.comCommunication loosely means “sharing and understanding meaning” or “making common” (Pearson & Nelson, 2000). Community and communication share the same root word, and in “making common,” we find a means to use verbal (words) and nonverbal (non-words) symbols to reduce uncertainty. Defining communication is challenging; however, the goal of human communication is to share and understand the same meaning. Professor Schultze straightforwardly: “If you do not understand what I intend to say, we failed to communicate. Such lack of shared understanding is miscommunication, not communication” (Schultze, n.d.). Samovar, Porter, McDaniel, & Roy (2017) posit that “…human communication is a dynamic process in which people attempt to share their thoughts with other people through the use of symbols in particular settings…In communication, a symbol is an expression that stands for something else and the act of assigning meaning to symbols is at the core of human communication” (pp. 28-31). In intercultural settings, the communicators might not share the same language or verbal communication. Verbal communication is defined as an agreed-upon and rule-governed system of symbols used to share meaning (Introduction to Communication, 2022). Nonverbal communication takes on an additional emphasis in intercultural communication contexts. “Nonverbal communication is a process of generating meaning using behavior other than words. Rather than thinking of nonverbal communication as the opposite of or as separate from verbal communication, it’s more accurate to view them as operating side by side—as part of nonverbal communication of the same system” (“Communication in the Real World,” 2016, p. 165). Communication is dynamic, symbolic, contextual, learned, and has a consequence (Samovar, 2021). All communication happens within a context or communication situation. When the context includes individuals from different cultures, there is a unique potential for both uncertainty and room for growth as the communicators learn from one another—examining the definition of culture assists in this growth. Deeper Dive into SymbolsCommunication for the Real World (2016) helps clarify what is meant by communication is symbolic:
Attribution for this Section Above:Applicationphoto – pexel.comRussian President Putin promoted the memory of the World War II victory of the Russians over the Germans to bring back cohesion among the Russian people. His use of the nonverbal symbol of the Russian flag. His words speak of Russian pride in their country. Whether this embodies the whole truth or not, it is an important cultural symbol that guides who the Russians are asked to believe who they are as a culture. Intentionally or unintentionally, symbols can be used to manipulate and form perceptions, this is why understanding the core nature of how communication is based upon symbol use is essential for critical thinkers. We wonder, how could someone “blindly follow” Adolf Hitler, Pol Pot, or Valdimar Putin. Simply put: symbols are powerful and culturally bound. Advocates for Human Rights are jailed or killed in Russia – or they have left the country due to being in danger when they question the symbols and fight for reform. When you consider the power of symbols when emersed in the culture, the question becomes more difficult to answer and the need to study intercultural communication more crucial for today’s world. Read more here: Nexus of Patriotism and Militarism in Russia: A Quest for Internal Cohesion. Culture Defined“Culture is communication, and communication is culture.” ~ E. T. Hall (1959) creative commons photo from burst.shopify.comDefining culture is imprecise; hundreds of academic definitions highlight different employ nuances to suit their particular approach. As Samovar, Porter, McDaniel, & Roy (2017) explain, “Culture is a set of human-made objective and subjective elements that in the past have increased the probability of survival and resulted in satisfaction for the participants in an ecological niche, and thus became shared among those who could communicate with each other because they had a common language and lived in the same time and place” (p. 39). Another definition from Lustig & Koester (2005) in their book, Among Us, explains that culture is a learned set of shared interpretations of beliefs, values, norms, and social practices that includes the behaviors of a large group of people. In so doing, culture links to human symbolic processes (p. 13). Finally, a more straightforward definition comes from Communication in the Real World: An Introduction to Communication Studies (2016): “Culture is an ongoing negotiation of learned patterns of beliefs, attitudes, values, and behaviors” (p. 377). In their book Samovar, Porter, McDaniel, & Roy (2017) stress family, worldview, religion, history, values, social organizations, all[ considering language as vital elements of culture. These elements of culture might help one better understand how intercultural communicators both share and differ in various ways. Now, “Worldview is how people interpret reality and events, including their images of themselves and how they relate to the world around them” (p. 57). When one explores another’s culture, often one finds they are doing likewise. This sense of definitional ambiguity is evident in the Open Education Resource (OER) Communication in the Real World: An Introduction to Communication Studies (2016), quoted below: creative commons photo from burst.shopify.com Regardless of the definition of culture used, individuals experiencing a new culture or witnessing a foreign newcomer to their area, especially outside their language, know the frustrations of learning. Reducing frustrations and developing a variety of intercultural communication skills are helpful. Dominant Culture and Co-Culturephoto – pexel.comLustig & Koester (2010) note, “Not all groups within a nation or region have equal access to sources of institutional and economic power. When cultures share the same political, geographic, and economic landscapes, some form of a status hierarchy often develops. Groups of people who are distinguished by their religions, political, cultural, or ethnic identity often struggle among themselves for dominance and control of the available economic and political resources. The cultural group that has primary access to institutional and economic power is often characterized as the dominant culture” (p. 214). photo – pexel.comSamovar, et. al, (2009), best describe how co-cultures develop within a dominant culture:
Culture is learned, transmitted from generation to generation, based on symbols, and is a dynamic and integrated system (Samovar, 2011, p. 17). These characteristics of culture are demonstrated in the video at the end of the chapter and are discussed in more detail later in this chapter. Defining Intercultural CommunicationPhoto submitted by Lori Halverson-Wente, used with permissionHaving reviewed the definitions of culture and communication, looking more carefully at the defining characteristics of intercultural communication is essential to this unit. If the purpose of intercultural communication is a straightforward proposition–the requirement of personal interaction with someone of a different culture, be that an intercultural interview or something else. If sharing and understanding meaning is our goal, intercultural communication is to do so in diverse settings with individuals from cultures different from our own. Lustig and Koester (2011), in their textbook, Intercultural Competence, briefly define intercultural communication as follows: “Intercultural communication occurs when large and important cultural differences create dissimilar interpretations and expectations about how to communicate competently” (p. 52).intercultural communication Intercultural communication happens in all communication contexts: intrapersonal, interpersonal, small group/team, public, and mass communication. Communication in the Real World: An Introduction to Communication Studies (2016) shares: creative commons photo from burst.shopify.com When using intercultural communication, remember these five thoughts when completing the intercultural interview: after all, [e]ngaging in intercultural communication is a complex activity. It will help to understand: (1) the uniqueness of each individual, (2) the hazards of over-generalizing, (3) the need to be objective, (4) the necessity for compromise, and (5) the myth of believing that communication is a cure-all” (Samovar, Porter, McDaniel, & Roy, 2017, p. 17). The ultimate goal is to develop one’s intercultural communication competency and integrate this into their own life. Objectivity is a goal, defined as Judgement based upon observable data and uninfluenced by emotions and personal prejudices,; it is a goal that can be hard to achieve. It is still important to cultivate this sense of self-awareness in perception formation. While studying Intercultural Communication, it is helpful to avoid cultural generations or approximations since they are based on limited data and are only a way to “approximately” know more about a larger population. In this course, we will work to create more complex perceptions and test out inferences. In the video at the end of the chapter, you’ll hear more about the cultural generations made of the speaker. A goal of intercultural communication courses is to cultivate an attitude of cultural curiosity. This means you will be asked to seek out new experiences and learn more about how we often view the world from our own worldview. Don’t be worried if you are uneasy about “stepping outside of your comfort zone.” Everyone experiences this course uniquely and it is the hope you will have more questions when you leave the course than when you began course. Culture is learned, transmitted from generation to generation, based on symbols, and is a dynamic and integrated system (Samovar, et. al, 2011, p. 79):
The topic of cultural identity will be explored throughout the semester and later in this book. Exploring the key concepts of identity is helpful as we begin our first look at the topics this course will cover. Professor Shannon Ahrndt in her online creative commons textbook, Intercultural Communication, shares: Professor Ahrndt (2020) shares, as fully quoted below: “Personal, Social, and Cultural Identities Ask yourself the question “Who am I?” …We develop a sense of who we are based on what is reflected back on us from other people. Our parents, friends, teachers, and the media help shape our identities. While this happens from birth, most people in Western societies reach a stage in adolescence where maturing cognitive abilities and increased social awareness lead them to begin to reflect on who they are. This begins a lifelong process of thinking about who we are now, who we were before, and who we will become (Tatum, 2000). Our identities make up an important part of our self-concept and can be broken down into three main categories personal, social, and cultural identities (see Table 1.1). TABLE 1.1 Personal, Social, and Cultural Identities PersonalSocialCulturalAntique collectorMember of the historical societyIrish AmericanDog LoverMember of the humane societyMale/Female/Non-BinaryCyclistRCTC College Senate MemberMexican AmericanSingerHigh school Music Teachers Asso.MultiracialShyBook Club MemberHeterosexualAthleticFootball Team MemberLGBTQ+“We must avoid the temptation to think of our identities as constant. Instead, our identities are formed through processes that started before we were born and will continue after we are gone; therefore our identities aren’t something we achieve or complete. Two related but distinct “For example, we may derive aspects of our social identity from our family or from a community of fans for a sports team. Social identities differ from personal identities because they are externally organized through membership. Our membership may be voluntary (Greek organization “Personal identities may change often as people have new experiences and develop new interests and hobbies. A current interest in online video games may give way to an interest in graphic design. Social identities do not change as often because they take more time to develop, as you must become interpersonally invested. For example, if an interest in online video games leads someone to become a member of a MMORPG, or a massively multiplayer online role-playing game community, that personal identity has led to a social identity that is now interpersonal and more entrenched. Cultural identities are based on socially constructed categories that teach us a way of being and include expectations for social behavior or ways of acting (Yep, 2002). Since we are often a part of them since birth, cultural identities are the least changeable of the three. The ways of being and the social expectations for behavior within cultural identities do change over time, but what separates them = from most social identities is their historical roots (Collier, 1996). For example, think of how ways of being and acting have changed for African Americans since the civil rights movement. “Any of these identity types can be ascribed or avowed. Ascribed identities are personal, social, or cultural identities that are placed on us by others, while avowed identities are those that we claim for ourselves (Martin & Nakayama, 2010). Sometimes people ascribe an identity to someone else based on stereotypes. You may see a person who likes to read science-fiction books, watches documentaries, has glasses, and collects Star Trek memorabilia and label him or her a nerd. If the person doesn’t avow that identity, it can create friction, and that label may even hurt the other person’s feelings. But ascribed and avowed identities can match up. To extend the previous example, there has been a movement in recent years to reclaim the label nerd and turn it into a positive, and a nerd subculture has been growing in popularity. For example, MC Frontalot, a leader in the nerdcore hip-hop movement, says that being branded a nerd in school was terrible, but now he raps about “nerdy” things like blogs to sold-out crowds (Shipman, 2007). We can see from this example that our ascribed and avowed identities change over the course of our lives, and sometimes they match up and sometimes not.”
Finally, in this introductory chapter, defining the basic notion of intercultural communication competence will help set a strong footing for the following chapters. According to Darla Deardorff (2004), “Intercultural [communication] competence is the ability to interact effectively and appropriately in intercultural situations, based on specific attitudes, intercultural knowledge, skills and reflection” (p.5). What is the most important component of intercultural communication?The three most critical elements of intercultural communication competence are knowledge, skills, and attitudes. Knowledge refers to the understanding of language and the customs of a culture. Skills describes both fundamental communication skills and the experience of interacting with people different backgrounds.
What are the four components of intercultural communication competence?Four Dimensions – ICC also has four dimensions: • knowledge • (positive) attitudes/affect • skills, and • awareness.
What are components of intercultural competence?According to this approach, intercultural competence includes five dimension which are “attitude”, “knowledge”, “interpreting and relating skills” (interpreting an event belonging to another culture and explaining this event by relating it with the situations of her/his culture), “exploring and interacting skills” ( ...
What are the 3 intercultural communication?Three perspectives on intercultural communication
A study on cultural and intercultural communication came up with three perspectives, which are the indigenous approach, cultural approach, and cross-cultural approach.
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