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INTERCULTURAL COMMUNICATION COMPETENCE AND IDENTITY CONSTRUCTION IN A MULTI-CULTURAL SETTING

PH.D VIVA VOCE. INTERCULTURAL COMMUNICATION COMPETENCE AND IDENTITY CONSTRUCTION IN A MULTI-CULTURAL SETTING. topic:. PH.D (ART AND CULTURE) CANDIDATE :. Christiana Hammond 9141750011. Background to the Study.

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INTERCULTURAL COMMUNICATION COMPETENCE AND IDENTITY CONSTRUCTION IN A MULTI-CULTURAL SETTING

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  1. PH.D VIVA VOCE INTERCULTURAL COMMUNICATION COMPETENCE AND IDENTITY CONSTRUCTION IN A MULTI-CULTURAL SETTING topic: PH.D (ART AND CULTURE) CANDIDATE: Christiana Hammond 9141750011

  2. Background to the Study • Ghana is a highly multi-cultural nation with a linguistic complexity (Amuzu, 2010; Bodomoet. al., 2009). • 12 mutually intelligible Ghanaian • languages are studied at FGLE, UEW. • Every language is embedded with the culture and identity of its users. • The concept of identity has been expounded in varied ways (Hecht et. al., 2003; Orsatti & Riemer, 2012). 1

  3. Background to the Study CON’TD • Intercultural communication competence (ICC) is the ability to communicate effectively in different cultural contexts (Deardorff, 2011). • Components of ICC abound and they manifest differently between and among cultures (Fantini, 2009). • HEIs are highly multi-cultural and have become a potential site for culture stereotyping and all forms of ethno-centrism (Seak and Enderwick, 2008) 2

  4. Statement of the Problem • Researches in ICC have flourished • (Deardorff, 2011; Drummond & Orbe, • 2009; Gerristen, 2012; Nuru, 2014). • However, most of these studies examine • the concept of culture in the remit of • nationality, race, and gender with regard to • ICC. Minimal studies have examined • language as culture in the context of ICC, • particularly, within the same country 3

  5. Statement of the Problem Cont’d • Studies in cross-cultural communication in Ghana have focused on an assessment of communication styles in transnational organisations (Abugre, 2013, Gyekye & Salminen, 2010; Kuada, 2006). • In spite of the propositions for studies in • ICC, minimal studies have been • conducted, especially in HEIs. 4

  6. Objectives of the Study The study sought to: Examine how components of intercultural communication competence are enacted by speakers of Ghanaian languages. Investigate how users of the Ghanaian languages construct their identities and the kinds of identities that they construct. 6

  7. Objectives of the Study Cont’d 3. Identify navigation processes of the identity gaps that emerge from the enactment of the identity layers and examine their influence on the attainment of ICC. 4. Examine perspectives of members of the faculty on FGLE and its effects on the construction of the in-group identity of the faculty. 7

  8. Research Questions: How are the components of intercultural communication competence enacted by speakers of Ghanaian languages to portray their identity? How do speakers of Ghanaian languages construct their identities and what are the kinds of identities that they construct? 8

  9. Research Questions Cont’d 3. What are the navigation processes of the identity gaps that emerge from the identity layers and how do they influence the attainment of ICC of users of Ghanaian languages? 4. What are the perspectives of members of the faculty on the attainment of ICC and its effects on the in-group identity of the faculty? 9

  10. Theoretical Framework Communication accommodation theory (Giles, 1973; Rufei & Jiancho, 2010) Convergent Divergent 10

  11. Theoretical Framework Communication theory of identity (Hecht et. al., 1993; Hecht & Choi, 2012) Identity layers: personal, enacted, relational, communal Identity gaps: Personal-enacted Personal-relational Personal-enacted-relational 11

  12. Methodology Qualitative (Creswell, 2014; Yin, 2009) Research design: Phenomenology (Braun & Clark, 2013) Sampling: Purposive (Lindlof & Taylor, 2011) 12

  13. Methodology Cont’d Sample: 20 (12 students, 6 lecturers and 2 administrative staff) Data collection instruments: interviews, focus group discussions, discourse completion tests and participant observation Data analysis: Thematic analysis (e.g. Braun & Clark, 2013). 13

  14. Findings and Discussion RQ1 Table 1 Components of ICC 14

  15. Findings and Discussion Cont’d RQ2: Table 2 15

  16. Findings and Discussion Cont’d RQ3: Table 3 16

  17. Findings and Discussion Cont’d • Public identity and Private identity • Ideal and Real identity • (Farquhar, 2012) 17

  18. Findings and Discussion Cont’d • RQ4: • Creation of we-ness and civic togetherness • Self-enhancement • Systemic Patterns of Discrimination 18

  19. Conclusions • Users of Ghanaian languages enact the components of ICC differently. • Speakers of Ghanaian languages construct their identities in several ways and they could be categorised into public and private identities. • Identity gaps emerge and their navigation processes are context-specific. • Contributions: ICC components and identity gaps updated, among others. 19

  20. Recommendations • FGLE should design modules for sensitisation workshops and seminars annually, for freshman undergraduates and early career staff members on cross-cultural communication and ICC. • FGLE in collaboration with policy makers should develop a policy brief to enable a progressive education and implementation on adopting two Ghanaian languages as national languages. 20

  21. Thank you 21

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