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INTERCULTURAL COMMUNICATION Subject: DSAAM+subject KISS: keep it short and simple 1) CULTURE Definition: tradition, history, ethnicity, environment, religion, language, food, law, nation, values, characteristics shared by 2 people or a group Not a thing, a dynamic process that evolves/linguistic term that can’t be defined Positive/negative feelings conflicts Machine translator from the cold war Learn ≠   acquire Furry = clear-cut(?) Simplify: culture = the way we do things, having things in common Identify groups Stereotypes/prejudice STEREOTYPES/PREJUDICE/OTHERING/CULTURISM/ESSENTIALISM 2 prospective/single person prospective Where cultural difference is connected with nationality, it does not necessarily follow that all people of that nationality will behave similarly Influencing of the language (slang/acronyms/gesture) -> belonging: nationality/religion/politics alignment/ethnicity/class/age/interest We are all members of several communities at once, each with its own culture + awareness of shifting identity ↗ want to do it Do you do something because you belong to a certain group ↘ want to belong Cultural habits -> influences physiology Culture is shared by diverse groups of people (not just geographical ones) acquired/absorbed -> imitation (enculturation) unconscious: we realize it when we meet people from different cultures dynamic -> contamination? (modern context) /cultural loss? part of person’s identity and we don’t usually like to see it criticized -> self othering (exaggerating to stand out/protect minority) Culture is not homogeneous and uniformly distributed among members a thing (not touch/smell/see) an individual possess timeless Borrowing words/loan word impossible to translate(sushi) Different strategies to reach the aims ARTIFACT = Scholar = person who works in an academic world ≠   pupil Compare _ mediate _know Cultural resources: -clothing -festivals -greeting -food -language

-arts

-ideology

Exaggerating/exploitation cultural resources for business purposes (italian flag on american food) INTERCULTURAL COMMUNICATION TIPS (one person=one informant -> subjectivity -> multifaceteness): - what people say is evidence of what they wish to project - what people say about their own culture is a personal observation - people draw upon different cultural resources - people have different reasons for telling us something - don’t generalize - non essencialism -> essencialism= cultures as a close groups/country/region SMALL CULTURE ≠   sub culture -> culture part inside of a large culture Dynamic, changing process, happenings (culture is a verb) of people habitually engages LARGE CULTURE Essencialist, find differences -> static Paradigm = way to look at something POSSIBLE APPROACH TO CULTURE: DEFAMILIARIZATION Stepping out of our shoes, away from our limited accepted and unconsidered opinions about what everybody and everything is like -> more sensitive UNDERSTANDING CULTURES - METAPHORS = compare something with something easier (images) 1. SOFTWARE (pc) 1 inherited -> human beings (emotions) -> universal 2 learned -> catch moral for thinking/acting -> collective phenomenon, unwritten rules, tinguishes GROUP: number of people in contact with each other CATEGORY: people who have some in common without necessarily know 3 inherited + learned -> specific to individual 2. ONION: peel it off - layers 1 core: implicit + basic assumption 2 middle layer: norms - what really happen + values - right/wrong 3 outer layer: explicit - artifact + products 3. ONION 2 1 values: the reasons why do things 2 rituals: collective activities technically superfluous to reach desired ends put within a culture, are considered socially essencial Way of doing thing -> visible (interpretation): paying respect, discourse, ways of greeting me, person/hierarchy/context/relation 3 heroes: persons (alive/dead/real/imaginary) who possess characteristics highly prized in a culture + models for behaviour 4 symbols: words/gestures/ picture/objects recognized as such only those who share the culture + carry a particular meaning 4. ICEBERG 1 greetings/practices 5. ICEBERG 2 Don’t judge on what we see WHY?

6. ICEBERG 3

language -> influence the way we perceive reality (circularity: adapt on the environment) rituals time, thinking ONION: 1 Hofstede ICEBERG: 1 T. Hall, 2 expert in translation Important to describe culture: we can see only things on the surface but the important in the inner side

things are

Concrete examples English = neutral language? French business men have different levels -> ≠   expectation = misunderstanding -> inefficient/impolite Respect + knowledge of the learners culture INDIVIDUALISM = social pattern: closely linked individuals who view themselves as independent, are primarily motivated by their own rights/preferences COLLECTIVISM = social pattern: closely linked individuals who see themselves as part of collectives, are primarily motivated by the norms of those collectives -> priority to the goals of these collectives Fuzzy to measure Context of situation = where you are ≠ content of culture = background CULTURAL MODELS/DIMENSIONS 1: T. Hall - high/low/middle context culture - mono/poli chronic time - proxemics (relationship with space) Iceberg: below the surface > communication: way in which information is transmitted + how explicit is the information H.context-the context tells u what u need to know, no verbal signs L.context-the text tells u what u need to know > time: -Mtime (mono chronic) concrete/tangible, orders life, one thing at a time, separate tasks/no private life, punctuality, important deadlines -Ptime (poly chronic) flexible approach, no appointment, several things at a time, finishing things>finishing them in time, relationships>time consideration > space: close?, personal space=area with invisible boundary surrounding an “air bubble”, 4 types (intimate, personal, social, public), 8 dimensions (voice volume, body heat, eye contact, smell, body position, gender position, touching, interruptions) Trompenaars - relationship with people (5 value orientations) - attitude to time “ environment 1 neutral: emotion we show is often the result of conventions -> separate you from the event 2 emotional/affective: context -> you are part of the event you have created 1 diffuse(coconut): conference with small talk with people you don’t know yet + public space carefully -> superficial space but difficult to get out Usa, Brasil: smile, first name, personal questions/infos, friendliness ≠ friendship, protect real selves 2 specific(peach): party to a person you don’t know well -> you aren’t allowed to go anywhere -> extrovert

Germany, Russia: don’t smile, personal infos only with people you know intimately, long lasting relationships, friendliness = friendship HOFSTEDE: culture consequences Large data-set > large number of persons IBM: research commission project 1. methods/materials: 2 large surveys, 72 countries (with 50+ responses), 116.000 answers 2. hypothesis: all society face some basic problems but different solutions depending on culture 3. results: 4 cultural dimensions/extremes -> 5 -> 6 definitely ① power distance: extent to which less powerful expect and accept that power is distributed unequally > institutions ② collectivism/individualism: how we perceive ourself (c-high context, i-low context) ③ masculinity: emotional gender roles clearly distinct + assertive men, material success + women must be modest, tender femininity: emotional gender roles overlap + both modest, concerned with quality of life ④ uncertainty avoidance: fear of the future (force major event) ⑤ long/short term orientation: “Confucianism dynamism” Chinese survey 4 dimensions don’t fit long: perseverance, thrift (use money carefully), keep order in society ⑥ indulgence/restraint: [Misho (collaborator) added] related to gratification, how we deal with pleasure I: control, choose what to do R: established by others National (geographical area) culture: cannot be changed + understand and respect > compare countries: statement = values, no reality (interpretation of numbers) critical views MC SWEENEY: - conceptualization of national culture + methodology (population survey) - difference only on culture? National uniformity - religion, authority - aim of the survey > wrong must be fixed - assumption > permanent - bipolarity: opposites can coexist, linguistic contradicting sayings JONES: - relevancy: survey is not appropriate - no cultural homogeneity > national divisions - political influences - multifacetedness Every word that ends with -ISM is a discrimination against smth/smn DIE model Describe: what you see/hear Interpret: what you think you see/hear + make a judgement on the m Evaluate: what you feel about see/hear + emotional reaction that comes from personal experience Why is useful: - analyse situations - personal interpretation -> limit for objective - slow down when working with culture - not jump into conclusions -> suspend judgement + be more effective - show and understand what there is below the surface of the iceberg Variant of DIE: DIVE -> V = verify, check if your interpretations are correct with informants DMIS Development Model of Intercultural Sensitivity Bennett to explain the reaction to cultural differences - be aware of some of your own values/beliefs to recognize those of people you meet + perception of others 6 stages: ETHNOCENTRISM: 1 denial: deny differences 2 defend: protect your culture

3 minimisation ETHNORELATIVISM:4 acceptance: accepting differences 5 adaptation 6 integration: develop a feeling of membership in the new country without forget Intercultural sensitivity: discriminate and experience culture differences Intercultural competence: think and act in intercultural ways SCHEMAS Prototype of a behaviour + mental frame of something/reference -> mediate object -> event Othering: individual, negative, inferior ≠ Representation: specific purpose (business) Lenses through which you observe the world -> we need schemas and they are psychologically inevitable Stereotypes problems: expected characteristics and overlook them -> disappointed are imperfect and fixed -> modify the way we see is the point at which schema becomes rigid Opening + flexibility + update schemas -> influenced by the country/ethnicity Mainstream: prevailing current or direction of activity/influence When expectations are upset one may experience a certain shock that can translate into resentiment, anger, negative judgement. ETHNOGRAPHIC OBSERVATION: - interview participants > but only a part - be a participant observer Cultural images are hard to change because contain some truth LANGUAGE: metaphors - bridge/links - wall/divide Communication is not a neutral transaction: - negotiation of interpersonal relationship - status of interactant - power relationship - politeness, honorific Accents: - signals our identity Strategies:- observe how language is used - indicates our belonging - rephrase/avoid dialect role of ENGLISH in intercultural communication History: model 2 diasporas of British empire 1 migration - ENL (native language): North America, Australia, New Zealand, Caribbean 2 trade colonies - ESL (second language): Singapore, India, West African coast > but doesn’t cover everything and doesn’t tell how - 4 channels: - settles colonization - slavery - trade/exploitation colonization - globalization Global language: - dominates popular culture - lingua franca: traffic control, shipping - academic disciplines, science, medicine, technology, diplomacy, electronics English internally: has mixed vocabulary, no gender differences, is flexible and easy to study externally: comes from british imperialism, Usa is the major global power -> + DAVID CRYSTAL: guru of english as global language why we use english? because of the power of people who speak it I-> political/military scientific, technological economic cultural Who use english: - ENL as native language, part of their identity - ESL as second language varieties - EFL as foreign language (majority)

ELF-lingua franca > SEIDLHOFER: a contact language used by speakers who doesn’t share the same mother tongue MARI:new phenomenon > first generation English is needed for communication Still evolving -> contact with other languages Globalization -> linguistic change Estimates of numbers is problematic Send messages about your identity and how you want others to see you ELF ≠ WORLD ENGLISHES(varieties)-> fluid and import/borrow words + neologisms 1 DIACHRONIC/2 SYNCHRONIC LANGUAGE CHANGE 2: specific point in time -> broken english: 1 code mixing (learners) - transfer something from the first language/ syntactical structure 2 code  switching (bilingual countries) - 2 languages at the same time - not impede communication 3 borrowing - you need a word/adapted english → creole/create new language = variety ← african language finnish → english → ELF-no variety ← english ← italian STREVENS: 1980 “world map of english” ✓ historic/geographic relationships

✗ american centric

✓ language varieties

✗historical flawed

MCARTHUR: 1987 “circle of world english” 1 world standard english 2 varieties 3 sub varieties ✓ many varieties ✗ no historical reasons/ties KACHRU: 1985-92 most quoted today, still used... 1) three circle model: 1 inner circle - ENL (usa-uk) 2 outer circle - ESL (colonial legacy) 3 expanding circle - EFL (business reasons) 2) change shape: update numbers new ideas expanding = in progress … and criticized -> everything depend on the inner circle and you have to sound like native speakers Who does belong a language to? to everyone who use it BRUTHIAUX: what english speakers do with english? 2 settings of lingua franca: - fleeting encounter between strangers without english as L1 it happens only 1 time - working language of more long-lasting communities internship abroad, conferences, social media ELF features(?)- no real but tendences fluid, not a real language linking to the context no fixed community speakers Non core - dropping s at the third singular person - omitting/putting articles - who/which interchangeable (in the writing is unclear)

- wrong question tags. - redundant preposition + variation in use - non standard constructions + plural forms - overdoing explicitness - typical rhythm of british english - specific vowel sounds - word stress Core: what is crucial for intelligibility - consonant sounds (except th) - long vowels (live/leave) - nuclear stress (most important part of sentence/word - decided by the speaker) Vocabulary: lexical innovation = regularisation and coinage - verb forms (examinate, pronounciate) - noun forms (clearness, increasement) - creativity (we should not wake up any dogs // let sleeping dogs lie) SEIDLHOFER “what really matters is that we are sort of basically understood” Pragmatic strategies - pragmatics=part of linguistics that deals with language context - accomodation: adapting the way you speak on the basis of interlocutor to help communication - vocabulary - pronunciation - grammar - repete, clarify(I mean, for ex, what I wanted to say..), self repair, rephrasing, paraphrasing - collaborative interaction: - explicit appeal (asking) - implicit appeal (face ) - hybridity (things in common - “it’s similar to your..”) - let it pass: you hope you get information later depends on culture and situation, threatening acts > positive: liked, member of same group > negative: independent, freedom of action, not imposed by others PROS

CONS

helps international relations (official language in western organizations/working > diplomacy - costs

language death

helps business > no translation + productivity - costs > BELF: business english as lingua franca

homogenisation of culture

helps communication > spread of culture > shipping > air traffic control > internet/media

reduction in learning other languages

education > access to knowledge

something in the sentence is lost

political unity > neutral

miscommunication

. Discourses = a way of using language to promote a particular view of the world > easily perpetuated by the media . Naturalization = something you don’t feel strange anymore . Counter discourse = ways of talking and thinking about something which have become naturalized to the extent that people conform to them without thinking.

A discourse becomes dominant when it begins to rule over other discourses in a larger group or society. The media can play a significant role in promoting discourses and making them dominant. Be aware of dominant discourses which are easily perpetuated by the media, and which lead us to ‘think-as-usual’ that familiar images of the foreign Other are ‘normal’. . Sensationalization = exaggerate to product a reaction > choose the right image METACOMMUNICATION linked to strategies for improving communication (- misunderstanding) Metadiscourse: it’s not what you say but the way you say and what you do while you say it - incongruent - supportive - contradictory ex: “I’m talking to you as a friend”, “please ask me any question at the end”=don’t interrupt me, “I was joking” Why? understand, increase transparency/openness, avoid saying/doing wrong things POLITENESS part of metacommunication Why? necessary, to show respect and relationship > culture bound, not universal to save your face when it’s threatened ex: “I must have got this wrong” > adapt Iceberg: everywhere, above and below the surface What makes communication polite: depend on the culture - etiquette - body language - taboo topics - discourse conventions Positive - way to adapting and negative politeness (≠ impoliteness) - protecting yourself - avoiding disagreement - being cautious > soften the idea - tag/negative questions recognise the lack of politeness “Conversational contract” = your expectations - identity, role, relationship between interactants - context - culture NOT inherent in language - create distance in ELF politeness comes from first language 2 rules (not ruin the relationship): - first and second encounters are fundamental - different linguistic level Use “please”, “can/could you”, “do you think you could”, “I wonder if you could” -> MODALS! (it’s necessary> we must) LEECH: 6 maxims of pp-politeness principles maximise benefits and minimise cost > negative politeness what you say is not what you mean = UNDERSTATEMENT MEYER: low context comm high context comm request and politeness in the text request in the text - context - politeness in the context Overcome problems: - talking about what you’re going to do with language + give extra information - say something positive - avoid words “no but/don’t” which made barrier -> use “yes and” approach - longer sentences Redefining correct language = polite language -> choose politeness WORKING IN TEAM Collaboration, different skills and competences, better understanding 1 reason for existing 2 common mission Intercultural teams differences: time approach to work

3 common goals

view/ways to express misunderstanding from elf sensitive topics personalities/habits Cultural dimensions: individualism/collectivism neutral/emotional diffuse/specific personal info small/large distance - formality/informality monochronic/polichronic time Conflict management > the team leader(designed by team members) has to prevent Recognise roles, respect positions/status/leadership > clarity + communication Respect: ask questions politely allow linguistic different levels > give help suggest politely Organisations/companies have their internal cultures: - language/communication (call, e-mails) - legends, symbols of people - level of empowerment - daily work practices - celebrations How to communicate in a group: be more explicit, rephrase questions Communication style = conversation style > avoid frictions - physical: fast/slow, loud/quiet, smiling/serious - informational: long+complex/short+simple, in/direct, time focused/relaxed - psychological: intro/extroverted, im/personal, neutral/emotional Interrupting/turn taking: rules - western communication = tennis match > prevale - japanese communication = bowling > common goal, mor...