Intercultural Communication

Presenter: Pat Bennett, ESL Instructor, Grossmont College

In this presentation, we will explore two very different communication styles and a little about the underlying cultural paradigms which are correlated with these styles. We will then list ways of communicating more comfortably with those who have communication styles different from our own. Finally, as time permits, we will consider other misunderstandings which may occur and which are related to the cultural differences presented in the overview of contrasting cultural paradigms. It should be stated here that the discussion of cultural differences is a sensitive and important undertaking. We are all limited by our own experiences in how we see the world and each interaction. Most of my experiences in this field come from the perspective of a middle-aged, Euro-American woman, a teacher of ESL, who has lived and worked in six countries other than her own. I am not an expert in American domestic intercultural issues. My degrees in anthropology and linguistics provide me with a view of culture and language which is useful in understanding intercultural communication in general, but not in every, culture-specific situation. Finally, my intention is to provide useful generalizations which will help participants become more aware of the cultural components of communication; it is not to stereotype the people and cultures to which I refer. If I should say something that is inadvertently offensive, hurtful or incorrect, please correct me by freely providing your input. Should you have further questions about the information presented here, please feel free to contact me at Grossmont College, at (619) 644-7561; pat.bennett@gcccd.edu.

97-1484-005

Interview Workshop: Pat Bennett 4/2013

These handouts are used to analyze cultural differences as students identify them. They accompany lessons on cultural adjustment and the interview project.

THE COMMUNICATION CONTINUUM

One of the most useful tools for understanding how communication breaks down is the following continuum: HIGH CONSIDERATENESS HIGH INVOLVEMENT

10 focus on message/content show strong feelings

focus on harmony feel, for self and others, but don't show it indirect avoid conflict may feel that #10's are pushy, aggressive or insensitive

direct enjoy debate may feel that #1's are slow, dishonest or not "real"

HIGH SCAN1 State of being of other Status of other Status of self Group membership of other Group membership of self Last interaction Next interaction Feeling Situation Nonverbal Verbal (WORDS)

LOW SCAN

WORDS (verbal)

Milton Bennett

Intercultural Communication

A DIFFERENT PLACE: THE INTERCULTURAL CLASSROOM, a video by Jaime S. Wurzel and Nancy K. Fishman As you view the film, please use the space below for taking notes and writing questions. Characters How did he/she feel? How did others feel about him/her? Why was there a problem?

Simon South Africa

Esteban El Salvador

Mariko Japan

Katya Russia

Ming PRC

Amy USA

Charlie USA

Professor Larry Ford USA

Johanna USA

HIGH-LOW CONTEXT CHARACTERISTICS

HIGH CONTEXT (Big Ship) ASSOCIATION Commitment High Relationships depend on trust, build up slowly and are stable, one is careful to distinguish between who is in and who is outside one's circle. Process How things get done depends on one's relationship with people and attention to the group process. Collective One's identity is rooted in groupsfamily, cultural, work. Hierarchical Social structure and authority are centralized and responsibility is at top. Person at top is working for the good of the group. INTERACTION a.High Use of Nonverbal Voice tone, facial expression, gesture, eye expression, carry significant parts of conversation. b.Message Implicit Verbal message is more implicitcontext more important (situation, people, nonverbals) c.Indirect One talks around and embellishes the point. d.Message Art Form Communication is seen as an art form, a way of engaging the person. e.Disagreement Personalized One is sensitive to conflict which another's nonverbal communication may express. Conflict must be solved before work can progress, or avoided because it is so personally disharmonic.

LOW CONTEXT (Little Boats) P. Bennett 2002

Commitment Low Relationships start up and end quickly. Many can be inside but boundary is not too clear. Task Things get done by following procedures and attention to a goal. Individual One's identity is rooted in one's accomplishments and self. Egalitarian Social structure decentralized, responsibility goes further down, blame passed around.

Low Use of Nonverbal Message is carried more by words than by nonverbal means. Message Explicit Verbal message is explicit, context is less important. Direct One spells things out exactly. Message Literal Communication seen as a way of exchanging information, ideas, opinions. Disagreement Depersonalized Withdraw from conflict and get on with the task. Focus on rational solutions rather than personal ones. One can be explicit about other's behavior which is bothersome.

HIGH CONTEXT (Big Ship) TERRITORIALITY (space) a.Space Communal People stand close, share common spaces. TEMPORALITY (time) a.Time Polychronic Everything has its own time; time less easily scheduled; needs of people may interfere with keeping to a set time. What's important is that the activity get done. b.Change Slow Things are rooted in the past, slow to change and highly stable. c.Time a Process Time does not belong to oneself but to others and to nature. LEARNING a.Use of Gestalt Knowledge is imbedded in situation, things are connected, synthesized, global. Multiple sources of information are used. Thinking is deductive from general to specific. b.Learn by Modeling Learning occurs by modeling, practicing, demonstrating. c.Group Orientation One prefers to work in groups for learning and problem solving. d.Accuracy Valued How well something is learned is more important than how soon.

LOW CONTEXT (Little Boats) P. Bennett 2002 Space Territorial People are further apart; space compartmentalized and privately owned; privacy important.

Time Monochronic Things are scheduled to be done at a particular time; one thing should be done at a time. What's important is that the activity is done efficiently. Change Fast One can make quick changes and see immediate results. Time a Commodity Time can be spent, saved. One's time is one's own.

Use of Rationality Knowledge arrived by either/or. Reality fragmented and compartmentalized. One source of information used. Thinking is inductive, from parts to general. Focus is on detail. Learn by Directions Things are specifically spelled out with explicit explanations. Individual Orientation One prefers to approach tasks and learning individually. Speed Valued Efficiency and speed are valued.

Developed by C. Halverson based on the work of Edward Hall 97-1484-005W/sh rev. 4/02/mb