intercultural communication chapter 3 intercultural communication competence
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Intercultural Communication
Chapter 3Intercultural Communication Competence
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The United States is Intercultural
• Metaphors that describe the United States:–Melting Pot– Tributaries– Tapestry– Garden Salad
Metaphors of US Diversity
• Melting Pot– Implies a fusing of cultural elements– Cultural elements lose their distinction– Cultures lose their individual identity
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
Metaphors of US Diversity
• Tapestry– Each thread can be different–Weaving patterns vary by location– But, tapestries are static while cultures
are not
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 don’t always mix easily
What to Call us?
• American?• North American?• United Statians? United Staters?• U. S. Americans?
Negative Terms to Describe us
• Dominant culture• Majority culture/minority culture• White/caucasian
Terms for Cultural Groups
• African-American• Hispanic, Chicano, Mexican-
American, Latino• Native-American, Asian-American,
Pacific Islander
African-American
• Recognizes African cultural influences
• Acknowledges differences in African-American and European-American culture
Hispanic, Chicano, Mexican-American, Latino
• Hispanic • Chicano • Mexican-American • Latino
Native-American, Asian-American, Pacific Islander
• Native-American• Asian-American • Pacific Islander
Competence and Intercultural Communication• Intercultural communication
competence• Components of intercultural
competence
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.
Intercultural Communication Competence
• Competence must be:– Perceived– Appropriate– Effective
Components of Intercultural Competence
• Context• Appropriate and effective behaviors• Knowledge, motivations, and actions
Context
• Not an individual attribute• Based on cultural expectations– Setting helps define acceptable
behavior– Acceptable behavior in one culture may
not be in others
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.
Effective Behaviors
• Behaviors that lead to the achievement of desired outcomes
Sufficient Knowledge
• Culture-generated information• Culture-specific information• Knowledge of your own culture
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
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
BASIC
• Behavioral Assessment Scale for Intercultural Competence
8 BASIC Behaviors
• Displays of Respect• Orientation to Knowledge• Empathy• Interaction Management• Task Role Behavior• Relational Role Behavior• Tolerance for Ambiguity• Interaction Posture
Displays of Respect
• What is respectful in one culture may be different in others
• Verbal and nonverbal components
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
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
Interaction Management
• How to talk to others appropriately and effectively
• Initiation, turn taking, etc.
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
Relational Role Behavior
• Efforts to build and maintain personal relationships that support ithers and solidify feelings of participation
Tolerance for Ambiguity
• If we do not tolerate ambiguity well we can respond with hostility and anger
• Competent communication requires a higher tolerance level
Interaction Posture
• Responding in a nonjudgmental way• Avoid behaviors that state or imply
right/wrong• Use description rather than
interpretation or evaluation
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
Description
• Identify the sensory information that will form the basis for interpretation
• Descriptive statement allow us to consider alternative interpretations
Interpretation
• Our interpretations are linked to our evaluation of our perceptions
• Descriptions can have multiple interpretations
• Don’t choose your first interpretation
• Test alternative interpretations
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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