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Chapter 3

Chapter 3. Intercultural Communications Competence. Intercultural Communication Competence. When does communication become intercultural communication? What is Intercultural Communication Competence?. The United States.

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Chapter 3

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  1. Chapter 3 Intercultural Communications Competence

  2. Intercultural Communication Competence • When does communication become intercultural communication? • What is Intercultural Communication Competence?

  3. The United States • The U.S. as an Intercultural Community, Metaphors of U.S. cultural diversity: • Melting Pot Metaphor • Blending of cultural groups • Tributaries Metaphor • Subordinate tributary cultures flow into mainstream culture • Tapestry Metaphor • Made up of different threads that do not change

  4. The United States • The U.S. as an Intercultural Community, Metaphors of U.S. cultural diversity: • The Garden Salad Metaphor • Distinct cultures that make up a unique mixture. • Other Metaphors?

  5. Proud to be an American? • What do you call someone from the United States of America? • American? • Can also refer to people from South and Central America • North American? • Includes Mexican and Canadians • U.S. American • Most accurate description

  6. Dominant Culture Majority/Minority Culture European American, African American, Latino American . . . Implies superiority of one culture over another Suggests a numerical statement with one group outnumbering others More accurate description based on culture, but still generalizations Terms for Cultural Groups Within the U.S.

  7. Competence and Intercultural Communication • Worthy and often illusive goal • Cultural Differences create dissimilar meanings and expectations that require even greater levels of communication skill.

  8. Competence and Intercultural Communication “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.” • Lustig Koester p.63

  9. Competence and Intercultural Communication • Must be perceivedby those involved • How well one interacts with others • Must be appropriate and fit the expectations and demands of the situation • Use symbols they are expected to use • Must be effective and achieve the desired personal outcome • Achieves desired personal outcomes

  10. Intercultural Competence is: • Contextual: • Relational and situational • Characteristic of the association between individuals • Appropriate and Effective: • Behaviors that are Proper and suitable • Behaviors lead to desired outcomes • Requires sufficient knowledge, suitable motivations and skilled actions

  11. Intercultural Competence is: • Requires sufficient knowledge, suitable motivations and skilled actions • Knowledge-information about the people, context, and norms of appropriateness in a specific culture • Motivations-emotional associations people have and they communicate • Actions-actual performance of these behaviors that are appropriate and effective

  12. BASICS of Intercultural Competence • 8 item behavioral assessment scale • Based on the idea that a person’s behaviors are what others use to determine Intercultural Competence • Tools that can be used to assist you in becoming more intercultural competent • They are culture-general

  13. Display of Respect Orientation to Knowledge Empathy Interaction Management Show respect and positive regard for another person Terms people use to explain themselves and world around them Understand the world as others do Skills necessary to maintain a conversation BASICS of Intercultural Competence

  14. Task Role Behavior Relational Role Behavior Tolerance for Ambiguity Interaction Posture Contribute to a group’s problem solving activities Build and maintain personal relationships with group members Appropriate responses to new, uncertain, and unpredictable intercultural encounters Respond in descriptive, nonevaluative and nonjudgemental ways BASICS of Intercultural Competence

  15. Description, Interpretation, and Evaluation • Description Statements • Details specific perceptual cues and information WITHOUT judgments or interpretations • Interpretations • Provide a conjecture or hypothesis about what the perceptual information means • Evaluations • Indicates and emotional or affective judgment about information

  16. Description, Interpretation, and Evaluation • Descriptive Statements of behavior: • Kathryn arrived ten minutes late for class • She has also arrived late each of the previous times the class has met: • Statements of Interpretation • She does not care about the class • She is late for everything • She is new to campus and does not know that start time of class

  17. Description, Interpretation, and Evaluation • Statement of evaluation • She does not care about the class • I am really offended by this attitude • I like a student who choose to be enthusiastic only about classes she really likes • The interpretation a person selects to explain a behavior influences their evaluation of that behavior

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