Cross-cultural communication

From Wikipedia, the free encyclopedia Jump to: navigation, search The examples and perspective in this article deal primarily with USA and do not represent a worldwide view of the subject. Please improve this article and discuss the issue on the talk page. Cross-cultural communication (also frequently referred to as intercultural communication, which is also used in a different sense, though) is a field of study that looks at how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavour to communicate across cultures.

Contents
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1 Origins 2 Interdisciplinary orientation 3 Global rise 4 Incorporation into college programs 5 International educational organizations 6 Aspects of Cross Cultural Communication 7 See also 8 References 9 External links

[edit] Origins
In years during and preceding the Cold War, the United States economy was largely selfcontained because the world was polarized into two separate and competing powers: the east and west. However, changes and advancements in economic relationships, political systems, and technological options began to break down old cultural barriers. Business transformed from individual-country capitalism to global capitalism. Thus, the study of cross-cultural communication was originally found within businesses and the government both seeking to expand globally. Businesses began to offer language training to their employees. Businesses found that their employees were ill equipped for overseas work in the globalizing market. Programs were developed to train employees to understand how to act when abroad. With this also came the development of the Foreign Service Institute, or FSI, through the Foreign Service Act of 1946, where government employees received trainings and prepared for overseas posts[1]. There began also implementation of a world view perspective in the curriculum of higher education[2]. In 1974, the International

Progress Organization, with the support of UNESCO and under the auspices of Senegalese President Lopold Sdar Senghor, held an international conference on "The Cultural Self-comprehension of Nations" (Innsbruck, Austria, 27-29 July 1974) which called upon United Nations member states "to organize systematic and global comparative research on the different cultures of the world" and "to make all possible efforts for a more intensive training of diplomats in the field of international cultural cooperation ... and to develop the cultural aspects of their foreign policy."[3] In the past decade, there has become an increasing pressure for universities across the world to incorporate intercultural and international understanding and knowledge into the education of their students. International literacy and cross-cultural understanding have become critical to a countrys cultural, technological, economic, and political health. It has become essential for universities to educate, or more importantly, transform, to function effectively and comfortably in a world characterized by close; multi-faceted relationships and permeable borders. Students must possess a certain level of global competence to understand the world they live in and how they fit into this world. This level of global competence starts at ground level- the university and its faculty- with how they generate and transmit cross-cultural knowledge and information to students[4].

[edit] Interdisciplinary orientation

Cross-cultural communication tries to bring together such relatively unrelated areas as cultural anthropology and established areas of communication. Its core is to establish and understand how people from different cultures communicate with each other. Its charge is to also produce some guidelines with which people from different cultures can better communicate with each other. Cross-cultural communication, as in many scholarly fields, is a combination of many other fields. These fields include anthropology, cultural studies, psychology and communication. The field has also moved both toward the treatment of interethnic relations, and toward the study of communication strategies used by co-cultural populations, i.e., communication strategies used to deal with majority or mainstream populations. The study of languages other than ones own can not only serve to help us understand what we as human beings have in common, but also assist us in understanding the diversity which underlies not only our languages, but also our ways of constructing and organizing knowledge, and the many different realities in which we all live and interact. Such understanding has profound implications with respect to developing a critical awareness of social relationships. Understanding social relationships and the way other cultures work is the groundwork of successful globalization business efforts. Language socialization can be broadly defined as an investigation of how language both presupposes and creates anew, social relations in cultural context[5]. It is imperative that the speaker understands the grammar of a language, as well as how elements of language are socially situated in order to reach communicative competence. Human experience is

culturally relevant, so elements of language are also culturally relevant[5]. One must carefully consider semiotics and the evaluation of sign systems to compare cross-cultural norms of communication[5]. There are several potential problems that come with language socialization, however. Sometimes people can over-generalize or label cultures with stereotypical and subjective characterizations. Another primary concern with documenting alternative cultural norms revolves around the fact that no social actor uses language in ways that perfectly match normative characterizations[5]. A methodology for investigating how an individual uses language and other semiotic activity to create and use new models of conduct and how this varies from the cultural norm should be incorporated into the study of language socialization[5].

[edit] Global rise

Effective communication with people of different cultures is especially challenging. Cultures provide people with ways of thinking--ways of seeing, hearing, and interpreting the world. Thus the same words can mean different things to people from different cultures, even when they talk the "same" language. When the languages are different, and translation has to be used to communicate, the potential for misunderstandings increases.The study of cross-cultural communication is fast becoming a global research area. As a result, cultural differences in the study of cross-cultural communication can already be found. For example, cross-cultural communication is generally considered to fall within the larger field of communication studies in the US, but it is emerging as a sub-field of applied linguistics in the UK. As the application of cross-cultural communication theory to foreign language education is increasingly appreciated around the world, cross-cultural communication classes can be found within foreign language departments of some universities, while other schools are placing cross-cultural communication programs in their departments of education.

[edit] Incorporation into college programs

With the increasing pressures and opportunities of globalization, the incorporation of international networking alliances has become an essential mechanism for the internationalization of higher education[6]. Many universities from around the world have taken great strides to increase intercultural understanding through processes of organizational change and innovations. In general, university processes revolve around four major dimensions which include: organizational change, curriculum innovation, staff development, and student mobility[7]. Ellingboe emphasizes these four major dimensions with his own specifications for the internationalization process. His specifications include: (1) college leadership; (2) faculty members' international involvement in activities with colleagues, research sites, and institutions worldwide; (3) the availability, affordability, accessibility, and transferability of study abroad programs for students; (4) the presence and integration of international students, scholars, and visiting faculty into campus life; and (5) international co-curricular units (residence halls, conference

planning centers, student unions, career centers, cultural immersion and language houses, student activities, and student organizations)[8]. Above all, universities need to make sure that they are open and responsive to changes in the outside environment. In order for internationalization to be fully effective, the university (including all staff, students, curriculum, and activities) needs to be current with cultural changes, and willing to adapt to these changes[9]. As stated by Ellingboe, internationalization is an ongoing, future-oriented, multidimensional, interdisciplinary, leadership-driven vision that involves many stakeholders working to change the internal dynamics of an institution to respond and adapt appropriately to an increasingly diverse, globally focused, ever-changing external environment"[10]. New distance learning technologies, such as interactive teleconferencing, enable students located thousands of miles apart to communicate and interact in a virtual classroom[11]. The main theories for cross-cultural communication are based on the work done looking at value differences between different cultures, especially the works of Edward T. Hall, Richard D. Lewis, Geert Hofstede, and Fons Trompenaars. Clifford Geertz was also a contributor to this field. Also Jussi V. Koivisto's model on cultural crossing in internationally operating organisations elaborates from this base of research. These theories have been applied to a variety of different communication theories and settings, including general business and management (Fons Trompenaars and Charles Hampden-Turner) and marketing (Marieke de Mooij, Stephan Dahl). There have also been several successful educational projects which concentrate on the practical applications of these theories in cross-cultural situations. These theories have also been criticised mainly by management scholars (e.g. Nigel Holden) for being based on the culture concept derived from 19th century cultural anthropology and emphasising on culture-as-difference and culture-as-essence. Another criticism has been the uncritical way Hofstedes dimensions are served up in textbooks as facts(Peter W. Cardon). There is a move to focus on 'cross-cultural interdependence' instead of the traditional views of comparative differences and similarities between cultures. Cross-cultural management is increasingly seen as a form of knowledge management. Cross cultural communication gives opportunities to share ideas, experiences, and different perspectives and perception by interacting with local people.

[edit] International educational organizations

MEET - Middle East Education through Technology o MEET is an innovative educational initiative aimed at creating a common professional language between Israeli and Palestinian young leaders. Israeli and Palestinian students are selected through an application process and work in small bi-national teams to develop technology and business projects for local impact. Through this process of cross-cultural communication, students build mutual respect, cultural competence and understanding of each others.

[edit] Aspects of Cross Cultural Communication

There are several parameters that may be perceived differently by people of different cultures.These may include:

Perception of Time: In some countries like China and Japan, punctuality is considered important and being late would be considered as an insult. However, in countries such as those of South America and the Middle East, being on time does not carry the same sense of urgency. Perception of Space: The concept of "personal space" also varies from country to country. In certain countries it is considered respectful to maintain a distance while interacting. However, in other countries,this is not so important. Non-verbal Communication: Cultures may be either Low-context or Highcontext: Low-context cultures rely more on content rather than on context. They give value to the written word rather than oral statements. High-context cultures infer information from message context, rather than from content. They rely heavily on nonverbal signs and prefer indirectness, politeness & ambiguity.

[edit] See also

Cross-cultural Cross-cultural studies Cultural competence Cultural dimensions Human fit

Intercultural cities Intercultural communication principles Intercultural competence Intercultural relations Interculturality Translation

[edit] References
Notes 1. ^ Everett M. Rogers, William B. Hart, & Yoshitaka Miike (2002). Edward T. Hall and The History of Intercultural Communication: The United States and Japan. Keio Communication Review No. 24, 1-5. Accessible at http://www.mediacom.keio.ac.jp/publication/pdf2002/review24/2.pdf. 2. ^ Bartell, M. (2003). Internationalization of universities: A university culturebased framework. Higher Education, 45(1), 44, 48, 49. 3. ^ Hans Kchler (ed.), Cultural Self-comprehension of Nations. Tbingen: Erdmann, 1978, ISBN 978-3771103118, Final Resolution, p. 142. 4. ^ Bartell, M. (2003). Internationalization of universities: A university culturebased framework. Higher Education, 45(1), 46.

5. ^ a b c d e Rymes, (2008). Language Socialization and the Linguistic Anthropology of Education. Encyclopedia of Language and Education, 2(8, Springer), 1. 6. ^ Teather, D. (2004). The networking alliance: A mechanism for the internationalisation of higher education? Managing Education Matters, 7(2), 3. 7. ^ Rudzki, R. E. J. (1995). The application of a strategic management model to the internationalization of higher education institutions. Higher Education, 29(4), 421-422. 8. ^ Bartell, M. (2003). Internationalization of universities: A university culturebased framework. Higher Education, 45(1), 46. 9. ^ Cameron, K.S. (1984). Organizational adaptation and higher education. Journal of Higher Education 55(2), 123. 10. ^ Ellingboe, B.J. (1998). Divisional strategies to internationalize a campus portrait: Results, resistance, and recommendations from a case study at a U.S. university, in Mestenhauser, J.A. and Elllingboe, B.J (eds.), Reforming the Higher Education Curriculum: Internationalizing the Campus. Phoenix, AZ: American Council on Education and Oryx Press, 199. 11. ^ Bartell, M. (2003). Internationalization of universities: A university culturebased framework. Higher Education, 45(1), 48.

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[edit] External links

http://www.ushmm.org/museum/exhibit/focus/antisemitism/voices/transcript/? content=20100701 "Voices on Antisemitism" Interview with Diego Portillo Mazal] from the U.S. Holocaust Memorial Museum Communicating Across Cultures Inter cultural Research: The Current State of Knowledge A Dozen Rules of Thumb for Avoiding Inter cultural Misunderstandings Inter cultural Communication portal reviews traditional aspect of language of diplomacy: analogy, ambiguity, interpretation and translation, texts and documents. Useful links point to other relevant sites. Inter cultural Teachers Training Project INNOCENT: teachers learn cross-cultural communication b doing a free Web Based Training WBT International Association for Intercultural Communication Studies (IAICS) Articles on Cross Cultural Communication

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