intercultural communication consulting training
TRANSCRIPT
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InterculturalCommunica/on
Consul/ngEffec/venessinForeign-EnglishInstruc/on
JarenSco:GonzagaUniversity
COML506
October19,2011
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Purpose
l Thepresenta/onwillhelpiden/fy,resolveandmi/gateintercultural
communica/onconflictwhile
offeringsolidsolu/onssuchasthe
implementa/onofface-nego/a/onandfeedbackto
facilitatetheinstruc/onof
businesslevelEnglishabroad.
h:pwww.consul/ng.mx
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Outline
l Solu/onsl Mi/ga/ngface-threatsl Providingfeedbackl
Demonstra/ngcredibility
l Conclusion
l WhyEnglish?l Challengesl Studentl Teacherl Dissonance
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WhyEnglish?
l Spokenby400millionpeopleasmothertonguewithaddi/onal2billionasasecondandorforeignlanguage(Graddol,2006).
l Es/matesprojectupto3billionfunc/onalusersor40%ofworldsan/cipatedpopula/onbyyear2040(Graddol,2006).
lResearcherssuggestdominanceofEnglishrelatestomodernpowerdistancerela/onshipsandisconsideredtheinterna/onalbusinesslanguage.
l ThesocialorderofmanycountriesfallalonglinesofEnglishproficiency,leadingthelanguagetobemajorUSexport(Heinrich,2009,p.23)
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StudentChallenges
l PhanLeHa(2009)describesinterna/onalstudentshavingsufferedfromnega/vestereotypingassociatedwiththeiroriginsandtheiruseoftheEnglishlanguage(p.203).
l Coates(2004)notes,non-na/vestudentsandteachersfallintotheforeignerandthestrangerroles.
l OutsourcingofmanyUScompaniesincreasedemandforEnglishabroad,makingnon-na/veEnglishspeakersfeellikeanoutsiderinonesownlandthroughthelackofEnglishlanguageproficiency.
l Zamborlin(2007)suggestspoten/allearningconsequencesofaspeaker'sinadequatelinguis/c,sociolinguis/c,orpragma/ccompetence.
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InstructorChallenges
l Largestchallengeinter-linguis/ceduca/onalenvironmentiscommunica/onorculturedissonanceoccurringbetweennon-likegroupsofpeopleand
fortheinstructortomaintainfaircontrolintheclassroom.
l AlsotobetakenintoaccountaretheeffectsofEnglishinstructorsperceivedprejudices,stereotypesandatudestowardsthoseonthe
receivingendoftheeduca/onalprocessandviceversa.
l Resultsfoundtheexhibi/onofmanynon-verbalimplica/onsofcommunica/ondissonanceoccurring,suchasthepercep/onof
impoliteness.
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Communica/onDissonance
l Na/veEnglishspeakersorsojournersoutsideoftheirna/velandsmaydevelopcopingmechanismsthatareinterpretedasrudeness,suchasadvice,superficialintroductorytalk,informa/onsharing,comparison,humor,storytelling,gossip,complaint,andsuppor/vetalk(Pi:s,2006,p.1).
l Thisbeingsaid,researcherss/llinves/gatemethodsofreducinginterculturalconflictthatmayarisethroughthepresenceofincompa/bleculturecommunica/onstandardsanddissonance.
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Challengescon/nued
l TakingintoaccountthenecessityofEnglishlanguageacquisi/on,Whorf(1940)presentsthechallengeofdevelopingnewreali/esthatcomealong
withlinguis/cinstruc/on,sta/ng
l Wedissectnaturealonglineslaiddownbyourna/velanguages.Thecategoriesandtypesthatweisolatefromtheworldofphenomenawedonotfindthere
wecutnatureup,organizeitintoconcepts,andascribesignificancesaswe
do,largelybecausewearepar/estoanagreementtoorganizethiswayan
agreementthatholdsthroughoutourspeechcommunityandiscodifiedinthe
pa:ernsofourlanguage.(Whorf,1940).
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CorporateConsequences
l Zhao&Parks(1995)discoverdevasta/ngeffectsoftask-orientedmanagementsystems,whichtreatemployeeswithalackofrespectandempathy.
l Produc/vefromaresultsreturnsstandpoint,butl Oenresultinemployeesfeelingbullied,witheffectsoenamplified
whencombinedwithinterculturalcommunica/ondissonance
Researchersadvocateneedtodevelopinnova/onmanagerialtechniquesinordertopreventfailureintheinterculturalcontext.
l Forprofitabilitytoproceed,theauthorsexpresstheneedtostrayawayfromthetask-orientedmanagementsystemandoptfortherela/onship-orientedmanagementstyle.
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Face-threats
l Ting-Toomeydefinesfaceasapersonsimageinaninterac/onalsitua/on,withfaceworkexaminingmo/vatorsbehindselec/ngiden/ty-nego/a/onstrategiesanddescribingthemanagementoffaceconcernsandfaceneeds
ininterac/on.(Caado,2006).
l InGriffensAFirstLookatCommunica1onTheory(2006),Ting-Toomeyestablishesfourdimensionsoffaceconcernsl individualism-collec/vism,powerdistance,uncertaintyavoidance,andthe
func/onofmasculinityversusfemininitywillhelpsojournersadequatelyadapt
theircommunica/onstylestolocalstandards.
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Feedback
l Providemo/va/onalfeedbackbyinvokinghighstandardswhileassuringthelearnerthatsheisabletoreachthosestandards(Cohenetal.,1999).
l Formsolidarityphraseslikeitma:erstomethatyouunderstandthistosuccessfullyencouragestudentsgreateruseoflearningresources
(PiorkowskiandScheurer,2000,p.85).
l Useconsideratetone,recogni/onofeffort,andencouragementashelpfulelementsoffeedback(Lizzio&Wilson,2008).
Instructorsmustalsobe
Knowledgeable
Posi/ve
Suppor/veTolerant
Mindful
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Feedback
lLearnersgetthemostfromtheireduca/onwhenteachersareabletocommunicate
feedbackinwaysthatmakestudentseagerto
implementit(Lizzio&Wilson,2008,p.397).
l Teachersskilledfeedbackmusta:ainapparentlycontradictorygoalstosharecorrec/veinforma/on(taskgoal),butalsoto
protectstudentsandtheirownsocialself-
images(iden/tygoals)intheprocess.connectedtn.org
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Contradic/ons
l Cazden(1979)positedthatteachingitselfthreatensstudentsposi/veandnega/vefaceneedsbyevalua/ngmuchofwhattheysayanddoandby
constrainingandredirec/ngstudentsfreedomtoactastheyplease.
Evalua/vefeedback,inpar/cular,maybeheardasdisapprovalandlimit
studentsautonomy,poten/allythreateningbothdimensionsofface.
l Skilledteachingthusmustincludeteachersabilitytomi/gatefacethreatsandnego/atemutuallyacceptableiden//eswhilecommunica/ngwith
students(Cazden,1979,2001;Kerssen-Griep,2001).
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CredibilityisKey
l Credibilityisamul/dimensionalconstructfocusedonthebelievabilityofthesource(Frymier&Thompson,1992;McCroskey&Teven,1999).
l Anumberofstudieshaveestablishedthatcredibilityisinstrumentalforcrainginstruc/onalmessages(McCroskey&Teven,1999;McCroskey&Young,1981).For
feedbackmessagestobepersuasive,anevalua/veactrequiressomedegreeofexper/se
orknowledgethatwarrantsthequalityofthefeedback.
l Twoperceivedtraitdimensionsofteachercredibilityhavepar/cularrelevancel Competencecredibilityreferstoateacherthathasexper/seandisknowledgeable.l Charactercredibilityreferstopercep/onsoftheinstructorstrustworthinessand
honesty(McCroskey&Teven,1999).
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HelpfulHints
l Pleasekeepthefollowinghintsinmindwhileinstruc6nganinterna6onal,orany,classroom(McKeachie,200)
l Demonstrateknowledgeofthesubjectma:er.
l Showenthusiasmforthesubject.l Explaininforma/onclearly.l Encouragediscussionclass
interac/on.
l S/mulateinterestinthesubject.l Bereadilyavailabletostudents.
l Showconcernforstudents.
flexiblelearning.net.au
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Conclusion
l Currentresearchcon/nuestopresentimportanceofeffec/vecommunica/onbehaviortobedisplayedwhilemanagingconduc/nginterna/onalinstruc/on.
l ResearchersTrees&Hess(2009)foundlearningincreasesincommunica/onsystemswherefeedbackwashighlyencouraged,withspeciala:en/ongiventoface-a:en/vefeedbackformi/ga/ngteacherfacethreats.
l Reduc/onofperceivedfacea:ackscombinedwithopenfeedback-basedcommunica/onsystemsareeffec/vemethodsatensuringteachinglanguageproficiencyandculturalcompetencyininterculturalclassroomsandconsulta/on.
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