INTERCULTURAL COMMUNICATION
MMC6936, Section 3395
Wednesdays, 6:15
– 9:10 p.m. (11-E2)
3020 Weimer
Course Instructor: Dr.
Michael Leslie
Office & Phone: 3060
Weimer Hall
E‑mail Address:
mleslie@jou.ufl.edu
Office Hours: Monday,
Wednesday, Wednesday, 9:30 to 11:30
INTRODUCTION
The study of intercultural
communication is often approached from a social psychological perspective.
Although that perspective has yielded many important ideas about intercultural
communication, other perspectives may also contribute to our understanding of
the subject, particularly in
acknowledging the influence of context and power in intercultural interactions.
I hope that through your participation in this course, you will come to
appreciate the complexity and dialectical tensions involved in intercultural
interactions and that this course will enhance your self‑reflection,
flexibility, and sensitivity in intercultural communication.
TEXTBOOK:
Neuliep, J.W. (2003). Intercultural
Communication: A Contextual Approach (2nd ed.).
COURSE OBJECTIVES:
Upon the completion of this course, you
should be able to:
COURSE FORMAT
This course consists of
lectures, class discussions, group activities, group presentations, reading
reports, quizzes and a term project.
Students may also be asked to write brief reaction papers or give oral
presentations on intercultural communication topics.
The lectures are designed to promote dialogue on issues addressed
in text chapters and to provide additional information beyond what is included
in the text.
Class discussions are designed to encourage students to express
opinions, observations, share experiences, and ask questions. Students should
use this time to clarify their understanding of concepts encountered in course
materials. (Personal issues such as test and assignment scores will not be
addressed during this time. Students with these concerns should follow the
guidelines presented in the syllabus for grievances).
Group activities will be arranged periodically to allow students to become acquainted
with other class members and their ideas. They also provide opportunities for
students to see the application of the principles introduced in course
materials.
Presentations will consist of a combination of lecture and media
presentations The instructor will schedule these based on the final number of
students in the class and their interests.
Reading and Assignment Reports: These are designed to motivate students to engage in
and think about intercultural communication and its application to topics
discussed in class. The instructor will announce these assignments along with their
due dates. Grades on these assignments will be based on the depth of the
observations, their thoroughness, and their overall quality (grammar,
organization, style, and so on). Note: Students are responsible for the quality
of learning experience they get from these assignments. Students who put little
effort into them will get little out of them.
Term Paper: Students will choose a term paper in consultation
with the instructor.
COURSE POLICIES AND PROCEDURES
Attendance: Two unexcused absences are permitted during the
semester. One letter grade will be subtracted from a student's course
point total for each absence recorded beyond those permitted. The instructor
may excuse certain absences such as personal emergencies (severe personal or
family illnesses, personal or family tragedies, work‑related
emergencies). Proof for excused absences must be documented within two classes
of the absence and must clearly state that the emergency required that the
student miss the course on the date and at the time of the absence.
Incompletes: An incomplete will be awarded to students who have
passing grades but who, in the last quarter of the course, become seriously ill
or suffer tragedies that prevent them from otherwise completing the course. To
receive an incomplete, the illness or tragedy must be documented in a written
memo to the course instructor. The memo must clearly show why the emergency
prevented the student from completing the remainder of the coursework.
Special‑Student
Resources: A variety of services are
available to students who need special accommodations for success in this
class. These students should contact the university’s Office of Student
Services for assistance.
Religious Observation and
School Excused Activities: Students
who miss class for the above reasons are responsible for contacting the
instructor to pick up assignments and to review class announcements. It is
their responsibility to obtain class notes from other students. Students who
miss exams or graded in‑class activities as a result of their
participation in a religious observation or school excused activity will be
allowed to complete these activities or substitute activities on an alternative
date. Contact the instructor at least two classes prior to such planned
absences to reschedule activities.
Course Standards: Students who enroll in this course are expected to demonstrate
professionalism in the following areas:
Course Assignments: All class assignments submitted for grading should be neatly
typed, double‑spaced, on standard 8‑1/2 x 11 paper. Most assignments will be submitted
electronically, via the class listserv or via WebCT.
Course Communication: Students are expected to show respect for
instructors, teaching assistants, guests, and one another regardless of
opinion, value, cultural, and other group differences. Students should give one
another equal opportunity to express opinions, experiences, and ideas. All students should be supportive of a
cooperative learning environment. The instructor reserves the right to publicly
reprimand students whose behavior disrupts the learning environment and/or to
arrange for disciplinary action according to policies set by the university.
Course Preparation: Students are expected to read the assigned material
prior to class. They should be prepared to answer questions related to the
material in the text and may be called on to do so. Students should also be
prepared to ask questions about issues of interest or ask for clarification of
concepts introduced during class.
Academic Misconduct: Students discovered cheating (turning in non-original
work, engaging in plagiarism, and so on) will lose points on the
assignment/test in question. The instructor may also pursue disciplinary
actions according to university policies and procedures.
\
Grievances: Students with concerns or questions about assignment
grading should address those grievances to the instructor in memo form within
two classes of receiving the grade. The graded assignment should accompany the
memo. The instructor will consider the concern and respond or request a meeting
with the student to discuss the matter. Other concerns may be discussed with
the instructor during regularly scheduled office hours or by appointment.
EVALUATION:
Your final grade is earned, not
given, and is dependent on your performance on the
following class activities:
Intercultural Exercises 10%
Quiz #1 10%
Quiz #2 10%
Quiz
#3 10%
Class Presentation 10%
Reading Reports 15%
Term Paper 35%
Total 100%
COURSE GRADES:
Course grades will be assigned on a
curve with the following percentages used for guidance:
100-93% A
87-83 % B
92-88% A/B
82-78% B/C
77-73% C
72-68% C/D
67-63% D
62-00% F
CLASSROOM ETIQUETTE:
Students are expected to conduct themselves
professionally as adults. You are expected to be in class on time. The central
premise regarding classroom etiquette is to respect others by practicing simple
manners.
TOPICAL CALENDAR (This schedule is tentative. The final schedule, including
student presentations, will be distributed in due course):
WEEK I: August 27
Orientation/Introduction, Syllabi
Distribution
The Necessity of Intercultural
Communication (Neuliep Chapter 1)
Defining Culture (Neuliep Chapter 1)
WEEK II: September 3
The Cultural Context:
Individualism/Collectivism (Neuliep Chapter 2)
The Cultural Context: High/Low
Context (Neuliep Chapter 2)
The Cultural Context: Uncertainty
Avoidance (Neuliep Chapter 2)
WEEK III: September 10
The Cultural Context: Power Distance
(Neuliep Chapter 2)
The Cultural Context: Value
Orientations (Neuliep 2)
Film: Communicating Across
Cultures
WEEK IV September 15
Quiz #1 (Neuliep Chapters 1, 2, & 3)
The Micro-Cultural Context (Neuliep
Chapter 3)
Video: TBA
WEEK V: September 24
The Environmental Context (Neuliep
Chapter 4)
Video: TBA
WEEK VI: October 1
The Perceptual Context (Neuliep
Chapter 5)
Video: A World of Difference
WEEK VII: October 8
Intercultural Simulation: TBA
WEEK VIII: October 15
The Socio-Relational Context
(Neuliep Chapter 6)
Film: TBA
WEEK IX: October 22
The Verbal Code (Neuliep Chapter 7)
Video: To be Arranged
WEEK X: October 29
Quiz #2 (Neuliep Chapters 5, 6, 7, 8, and films)
The Nonverbal Code (Neuliep Chapter
8)
Film: Ethnic Notions
Video: TBA
WEEK XI: November 5
The Nonverbal Code (Neuliep Chapter
8)
Film: A World of Gestures
WEEK XII: November 12
Developing Intercultural
Relationships (Neuliep Chapter 9)
Video: TBA
WEEK XIII: November 19
Intercultural Communication in
Organizations (Neuliep Chapter 10)
Film: American Game, Japanese
Rules
WEEK XIIII: November 26
Acculturation (Neuliep Chapter 11)
Culture Shock (Neuliep Chapter 11)
Video: TBA
WEEK XV: December 3
Quiz #3
Intercultural Competence (Neuliep
Chapter 12)
Film: Managing the Overseas
Assignment
WEEK XVI: December 10
Final Paper Due
Reading
Resources
The following list is by no
means inclusive of the vast number of readings available for persons wanting to
know more about intercultural communication. Some of the references focus on
teaching intercultural communication; others provide a theoretical foundation;
still others are useful resources for experiential activities that can be used
as launching points for developing activities and small-group projects or
demonstrations in intercultural communication.
Bennett, M. J. (1993). Towards ethno-relativism: A
developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp.
1-51). Yarmouth, ME: Intercultural Press.
Bennett, M. J. (Ed.). (1998). Basic concepts of intercultural communication: Selected readings. Yarmouth,
ME: Intercultural Press.
Brislin, R. W. (1993). Understanding culture's influence on behavior. Fort Worth, TX:
Harcourt Brace Jovanovich.
Brislin, R. W., & Yoshida, T. (1994). Intercultural communication training: An
introduction. Thousand Oaks, CA: Sage.
Byrd, M. L. (1992). The
intercultural communication book. New York: McGraw-Hill.
Carbaugh, D. (Ed.). (1990). Cultural communication and intercultural contact. Hillsdale, NJ: Erlbaum.
Chen, G. M., & Starosta, W. I. (1998).
Foundations in intercultural
communication. Boston: Allyn & Bacon Cushner, K., & Brislin, R. W.
(Eds.). (1997). Improving intercultural
interactions: Modules for cross-cultural training programs (Vol. 2). Thousand
Oaks, CA: Sage.
Fowler, s. M., & Mumford, M. G. (Eds.). (1995-1999). Intercultural sourcebook: Cross-cultural
training methods (Vols.1-2). Yarmouth, ME: Intercultural Press.
Gochenour, T. (Ed.). (1993). Beyond experience: The experiential approach to cross-cultural
education. Yarmouth, ME: Intercultural Press.
Gonzalez, A., Houston, M., & Chen, V. (Eds.). (2000).
Our voices: Essays in culture, ethnicity,
and communication: An intercultural anthology (3rd ed.). Los Angeles:
Roxbury.
Groth, G. A. (1997). Managing conflict and hostilities
during diversity discussions and training. In C. D. Brown, C. snedeker, &
B. sykes (Eds.), Conflict and diversity (pp.
266-279). Cresskill, NJ: Hampton Press.
Gudykunst, W. B., & Nishida, T. (1989). Theoretical perspectives
for studying intercultural commu- nication. In M. K. Asante & W. B.
Gudykunst (Eds.), Handbook of
international and intercultural communication (pp. 17-46). Newbury Park,
CA: Sage.
Hall, B. J. (1992). Theories of culture and
communication. Communication Theory, 1,
50-70. Hall, E. T. (1981). Beyond
culture. New York: Doubleday.
Kohls, L. R. (1996). Survival
kit for overseas living (3rd ed.). Yarmouth, ME: Intercultural Press.
Kohls, L. R., & Knight, I.M. (1994). Developing
intercultural awareness: A cross-cultural training hand- book (2nd ed.).
Yarmouth, ME: Intercultural Press.
Kolb, D. A. (1993). Learning-Style
Inventory: Self-scoring inventory and interpretation booklet. Boston: Hay
/McBer Training Resources Group.
Martin, J. N., & Nakayama, T. K. (1999). Thinking
dialectically about culture and communication. Communication Monographs, 9, 1-26.
Martin, J. N., & Nakayama, T. K. (2000). Intercultural communication in contexts (2nd
ed.). Mountain View, CA: Mayfield.
Martin. J. N., Nakayama, T. K., & Flores, L. A.
(1998). Readings in intercultural
contexts. Mountain View, CA: Mayfield.
Paige, R. M. (Ed.). (1993). Education for the intercultural experience. Yarmouth, ME:
Intercultural Press. Paige, R. M. & Martin, J. N. (1983). Ethical issues
and ethics in cross-cultural training. In D. Landis & R. Brislin (Eds. ), Handbook of intercultural training. Elmsford,
NY: Pergamon.
Ponterotto, J., & Pedersen, P. (1993). Preventing prejudice: A guide for counselors
and educators. New- bury Park, CA: Sage.
Pusch, M. D. (Ed.). (1979). Multicultural education: A cross-cultural training approach. Yarmouth,
ME: Intercultural Press.
Samovar, L., & Porter, R. (Eds.). Intercultural communication: A reader (9th
ed.). Belmont, CA: Wadsworth. Seelye, H. N., (Ed.) (1996). Experiential activities for intercultural learning (Vol. 1).
Yarmouth, ME: Intercultural Press.
`Singer, M. R. (1998). Perception and identity in intercultural communication. Yarmouth,
ME: Intercultural Press.
Smith, D., & Kolb, D. A. (1985). User guide for the Learning-Style Inventory. Boston: McBer.
Steward, E. C., & Bennett, M. I. (1991). American cultural
patterns: A cross-cultural perspective. Yarmouth, ME: Intercultural Press.
Summerfield, E. (1993). Crossing cultures through film. Yarmouth, ME: Intercultural Press.
Thiagarajan, S. (1990). Barnga: Simulation. Yarmouth, ME: Intercultural Press.
Ting-Toomey, S. (1999). Communicating across cultures. New York: Guilford.
Warren, L. (1997). 15 suggestions
for controlling emotional "hot buttons" in class. Derek Bok Center for Teaching and Learning,
Harvard University. www.fas.harvard.edu/
-bok-cen/ docs.
Wildman, M. (1996). Privilege revealed: How invisible preference undermines America. New York: New York University Press.