Alusine M. Kanu, D. A.
The e-book titled "Connecting Intercultural Communication, Techniques For Communicating Effectively Across Cultures " (2010) with publisher, Kendall Hunt by Alusine M. Kanu and Thom Morra is designed for readers from varied cultural backgrounds and for students in intercultural communication or for anyone needing an understanding of communication between cultures. Because cultural dimensions deal with behavior and psychological processes that influence or affect communication, the e-book involves the development of competencies for assessing research and practice into "reasonable" activities for experiencing and deciding what to believe or do with regard to relational communication across cultures.
There are many definitions of intercultural communication. Some define culture as a "what," with focus on dimensions and traits. Others define it as the "desired outcome." Intercultural communication means embracing differences and variety including age, ethnicity, education, work style, race, gender, and sexual orientation. Effectiveness in intercultural communication allows almost everyone to benefit. Sufficient research exists in intercultural communication. Samovar, Porter and McDaniel (2006) in Communication Between Cultures discuss the unique relationship between communication and culture. The philosophy is that the world has grown so small that now we must depend on each other, whether we want to or not. Klopf and McCroskey (2007) in Intercultural Communication Encounters include Asiacentric and Afrocentric perspectives by reviewing the development of cultural diversity and talk across cultures.
Martin and Nakayama's research shows that to understand the components of culture, communication, context and power, it is useful to understand social science research, interpretive research and critical research approaches. The social science approach takes "objective snapshots" of communication behavior that help to identify broad cultural differences in language and nonverbal behavior. Interpretive research emphasizes context. The concentration with this approach is on communication rules with particular relation to understanding how communication, culture and identity are intertwined. Critical researchers provide insights on the role of power and discourse. All three perspectives are useful in studying intercultural communication
Neuliep (2003) in Intercultural Communication: A Contextual Approach discusses fundamental topics, theories, concepts that are the core of intercultural communication with emphasis that communication occurs within the contexts of the participants. Koester and Lustig (2009) facilitate the excitement of learning and teaching about intercultural competence. Despite this fermenting of communication, fundamental issues remain within and between cultures. In Training and Development Journal, Aparna Nancheria (2009) in an article titled, "Why Diversity Does Not Work" reports that many diversity programs are ineffective. Some of the shortcomings include limited understanding of the scope of issues; and for some, there is coverage of only legal and compliance and "get along" and "I have mine" aspects. Global consultant Uman Gupta defines diversity as, "anything that sheds light on our differences that turns out to be detrimental to our personal and professional success."
Diversity issues present a tremendous challenge because they force members to be careful of their communicative behavior and give up preconceived stereotypes for effectiveness and appropriateness. Diversity can be a real plus. Transactions between different ethnic, racial, age, occupation, religion and education require patience and attention to the communication process. Edward Hall argues that "culture is communication, and communication is culture." The nature of culture includes life style, values, beliefs, artifacts, ways of behaving and ways of communicating. Culture is passed from one generation to the next through communication. Culture does refer to beliefs in a supreme being, attitudes toward success and happiness, and the values placed on friendship, love, family, or money.
I believe intercultural communication is an exciting discipline, and the text Connecting Intercultural Communication builds on existing research to enable students to acquire knowledge about communication competence and skills necessary. My goal is the development of material to facilitate the excitement of learning. The emphasis is on an experiential approach to increase understanding of both the depth and breadth of study with exposures to research and experiences in intercultural communication. Cultural differences are important to understand because they result in varied learning styles. This text will explore issues and ideas with open-mindedness, skepticism, intellectual honesty with respect to interdisciplinary viewpoints and will allow reporting of process. Connecting Intercultural Communication includes application, preparation, group involvement, learner motivation, platform skills, organizing thoughts and more. There is examination of ways that projects, case studies, interpretations and other materials can enable students to learn from each other. To be examined also are characteristics and techniques for teaching the adult learner. Results oriented-instruction will address the real needs of students with varied professional experiences. Cultural differences affect appropriateness and effectiveness. Cultures vary in how much meaning is embedded in language and how much meaning is interpreted from the context in which communication occurs.
Research in multicultural education and diversity calls for our understanding and answering the call for the design of an inclusive curriculum that develops and explores awareness of cultural variables on a personal, experiential, emotional, intellectual, ethical and with practical understanding. The development of a variety of instructional approaches and understanding of students awareness by relating experiences to general principles and concepts of communication might provide answers to the call of how teaching and learning should proceed in dealing with diversity issues. With Connecting Intercultural Communication, there is a trend towards "experiential" learning to reinforce, enhance and alter effective communication by students. The first learning approach is the traditional system which gives little emphasis to experience by students. The second learning approach involves an increase in learner activity, or experience. The third learning approach has many variations but involves actual experience by students as process. When learning goals involve developing intercultural communication competencies, the three approaches are essential because modern theories stress that adults must have a degree of ownership of the learning processes. Learning about intercultural communication involves enculturation and acculturation. Enculturation is the process of learning the culture into which one is born. What we learn from parents, peer groups, schools, religious institutions and government agencies are all ways in enculturation. Acculturation involves learning the rules and norms of a culture different from native culture. Because of how we learn about culture, experiences will provide practical examples integrated throughout to hold student interest. Multiple perspectives are grounded in the everyday communication experiences of study. The possibilities for intercultural communication are far greater than ever before. Yet we know that these intercultural interactions include moments of conflict, friendship, hatred, romance, war, and an array of other experiences. There are many ways to improve intercultural communication. They include educating the self with knowledge of identity formation, reducing uncertainty, recognizing differences, confronting stereotypes, adjusting and adapting communication and managing culture shock.
The goals of experiencing intercultural communication include guiding students to process information, solving problems, critically evaluating information and experiencing how to communicate with designed competencies and outcomes. Education about cultures, both formal and informal, helps in forming the prism of each culture. Connecting Intercultural Communication engages students in the process of communication by promoting an open, inclusive environment with welcoming perspectives and experiences and with experiential activities that promote personal sharing, fun and positive angles. With discussions of our common humanity, the nature of our world, our relationships to it from general and contextual perspectives, there will be realizations and enhancement to the purpose of life and relational communication.
Connecting Intercultural Communication introduce communication between people from different cultures. Theoretical and experiential frameworks with applications are the course design. Intercultural communication raises both ethical and philosophical issues about the question of how people from diverse cultures can live together without destroying themselves and the planet we live in. The basic problem is that ethnicity and world views are creating painful conflicts in the planet we live in. Connecting Intercultural Communication recommends a counterforce of wider views, global and more universal to sustain and to develop the oneness of the human community. Universal implications stem from the idea that people voluntarily choose a communication strategy. It is a fact also that communication strategy is based on value judgment and that value judgment is about right and wrong in human conduct and that chosen strategies could positively and negatively affect someone else. To remedy the uncertainties we need to understand that our values are the basis for communication ethics. Values are derived through dialogue and open discussions as there is nothing wrong in persuading and being persuaded. Ethical communicators address people of other cultures with the same respect they would like to receive themselves. Communicators seek to describe the world as they perceive it as accurately as possible. Communicators encourage people of other cultures to express themselves in their uniqueness and identification.
The desire for relationships is universal, but relationships vary from impersonal to interpersonal. Interpersonal relationships are discussed in this text to describe and explain social norms that are involved in contact, involvement, relational development and deterioration as well as context of culture and technology. As we relate to another person, we begin to create predictable interaction patterns. Intercultural and relational communication, an approach in this text, includes "processes, structures and practices that create, express and sustain relationships and the identity of partners." The competency models in the text include having the knowledge to determine which behavior is best suited for a given situation, what skills apply to behaving in contexts in addition to having the desire to communicate in a competent manner. Connecting Intercultural Communication conceptualizes facts about communication into features with patterns and consistencies that will illustrate research evidence, principles, concepts, including case studies with analysis and applications. A culturally and socially competent person possesses an awareness, understanding, and appreciation of the interconnectedness of the social and cultural dimensions within and across local, regional, provincial, national, global communities. Competencies involve demonstrating ability to:
There are many ways to think about intercultural interactions. Engaging in dialogue with others to think about cultural realities in multiple ways is a necessity in our global village and common humanity. Good communication can raise potential benefits.
Bibliography
Klopf, D. W. (2007), J.C. McCroskey, Intercultural communication encounters Boston: Pearson
Lustig, M.W. and J. Koester (2006) Intercultural competence: Interpersonal communication across cultures New York: Pearson.
Martin, J., T.K. Nakayama, L.A. Flores (2002) Readings in intercultural communication: Experiences and context New York: McGraw Hill
Martin, J., T.K. Nakayama (2007) Intercultural communication in contexts New York: McGraw Hill
Nancheria, A. (2008) "Why diversity does not work" Training and development journal
Neuliep (2003) Intercultural communication: A contextual approach. New York: Houghton.
Samovar, A. L., E. R. Porter and R. E. McDaniel (2007). Communication between cultures. Wadsworth.
The e-book titled "Connecting Intercultural Communication, Techniques For Communicating Effectively Across Cultures " (2010) with publisher, Kendall Hunt by Alusine M. Kanu and Thom Morra is designed for readers from varied cultural backgrounds and for students in intercultural communication or for anyone needing an understanding of communication between cultures. Because cultural dimensions deal with behavior and psychological processes that influence or affect communication, the e-book involves the development of competencies for assessing research and practice into "reasonable" activities for experiencing and deciding what to believe or do with regard to relational communication across cultures.
There are many definitions of intercultural communication. Some define culture as a "what," with focus on dimensions and traits. Others define it as the "desired outcome." Intercultural communication means embracing differences and variety including age, ethnicity, education, work style, race, gender, and sexual orientation. Effectiveness in intercultural communication allows almost everyone to benefit. Sufficient research exists in intercultural communication. Samovar, Porter and McDaniel (2006) in Communication Between Cultures discuss the unique relationship between communication and culture. The philosophy is that the world has grown so small that now we must depend on each other, whether we want to or not. Klopf and McCroskey (2007) in Intercultural Communication Encounters include Asiacentric and Afrocentric perspectives by reviewing the development of cultural diversity and talk across cultures.
Martin and Nakayama's research shows that to understand the components of culture, communication, context and power, it is useful to understand social science research, interpretive research and critical research approaches. The social science approach takes "objective snapshots" of communication behavior that help to identify broad cultural differences in language and nonverbal behavior. Interpretive research emphasizes context. The concentration with this approach is on communication rules with particular relation to understanding how communication, culture and identity are intertwined. Critical researchers provide insights on the role of power and discourse. All three perspectives are useful in studying intercultural communication
Neuliep (2003) in Intercultural Communication: A Contextual Approach discusses fundamental topics, theories, concepts that are the core of intercultural communication with emphasis that communication occurs within the contexts of the participants. Koester and Lustig (2009) facilitate the excitement of learning and teaching about intercultural competence. Despite this fermenting of communication, fundamental issues remain within and between cultures. In Training and Development Journal, Aparna Nancheria (2009) in an article titled, "Why Diversity Does Not Work" reports that many diversity programs are ineffective. Some of the shortcomings include limited understanding of the scope of issues; and for some, there is coverage of only legal and compliance and "get along" and "I have mine" aspects. Global consultant Uman Gupta defines diversity as, "anything that sheds light on our differences that turns out to be detrimental to our personal and professional success."
Diversity issues present a tremendous challenge because they force members to be careful of their communicative behavior and give up preconceived stereotypes for effectiveness and appropriateness. Diversity can be a real plus. Transactions between different ethnic, racial, age, occupation, religion and education require patience and attention to the communication process. Edward Hall argues that "culture is communication, and communication is culture." The nature of culture includes life style, values, beliefs, artifacts, ways of behaving and ways of communicating. Culture is passed from one generation to the next through communication. Culture does refer to beliefs in a supreme being, attitudes toward success and happiness, and the values placed on friendship, love, family, or money.
I believe intercultural communication is an exciting discipline, and the text Connecting Intercultural Communication builds on existing research to enable students to acquire knowledge about communication competence and skills necessary. My goal is the development of material to facilitate the excitement of learning. The emphasis is on an experiential approach to increase understanding of both the depth and breadth of study with exposures to research and experiences in intercultural communication. Cultural differences are important to understand because they result in varied learning styles. This text will explore issues and ideas with open-mindedness, skepticism, intellectual honesty with respect to interdisciplinary viewpoints and will allow reporting of process. Connecting Intercultural Communication includes application, preparation, group involvement, learner motivation, platform skills, organizing thoughts and more. There is examination of ways that projects, case studies, interpretations and other materials can enable students to learn from each other. To be examined also are characteristics and techniques for teaching the adult learner. Results oriented-instruction will address the real needs of students with varied professional experiences. Cultural differences affect appropriateness and effectiveness. Cultures vary in how much meaning is embedded in language and how much meaning is interpreted from the context in which communication occurs.
Research in multicultural education and diversity calls for our understanding and answering the call for the design of an inclusive curriculum that develops and explores awareness of cultural variables on a personal, experiential, emotional, intellectual, ethical and with practical understanding. The development of a variety of instructional approaches and understanding of students awareness by relating experiences to general principles and concepts of communication might provide answers to the call of how teaching and learning should proceed in dealing with diversity issues. With Connecting Intercultural Communication, there is a trend towards "experiential" learning to reinforce, enhance and alter effective communication by students. The first learning approach is the traditional system which gives little emphasis to experience by students. The second learning approach involves an increase in learner activity, or experience. The third learning approach has many variations but involves actual experience by students as process. When learning goals involve developing intercultural communication competencies, the three approaches are essential because modern theories stress that adults must have a degree of ownership of the learning processes. Learning about intercultural communication involves enculturation and acculturation. Enculturation is the process of learning the culture into which one is born. What we learn from parents, peer groups, schools, religious institutions and government agencies are all ways in enculturation. Acculturation involves learning the rules and norms of a culture different from native culture. Because of how we learn about culture, experiences will provide practical examples integrated throughout to hold student interest. Multiple perspectives are grounded in the everyday communication experiences of study. The possibilities for intercultural communication are far greater than ever before. Yet we know that these intercultural interactions include moments of conflict, friendship, hatred, romance, war, and an array of other experiences. There are many ways to improve intercultural communication. They include educating the self with knowledge of identity formation, reducing uncertainty, recognizing differences, confronting stereotypes, adjusting and adapting communication and managing culture shock.
The goals of experiencing intercultural communication include guiding students to process information, solving problems, critically evaluating information and experiencing how to communicate with designed competencies and outcomes. Education about cultures, both formal and informal, helps in forming the prism of each culture. Connecting Intercultural Communication engages students in the process of communication by promoting an open, inclusive environment with welcoming perspectives and experiences and with experiential activities that promote personal sharing, fun and positive angles. With discussions of our common humanity, the nature of our world, our relationships to it from general and contextual perspectives, there will be realizations and enhancement to the purpose of life and relational communication.
Connecting Intercultural Communication introduce communication between people from different cultures. Theoretical and experiential frameworks with applications are the course design. Intercultural communication raises both ethical and philosophical issues about the question of how people from diverse cultures can live together without destroying themselves and the planet we live in. The basic problem is that ethnicity and world views are creating painful conflicts in the planet we live in. Connecting Intercultural Communication recommends a counterforce of wider views, global and more universal to sustain and to develop the oneness of the human community. Universal implications stem from the idea that people voluntarily choose a communication strategy. It is a fact also that communication strategy is based on value judgment and that value judgment is about right and wrong in human conduct and that chosen strategies could positively and negatively affect someone else. To remedy the uncertainties we need to understand that our values are the basis for communication ethics. Values are derived through dialogue and open discussions as there is nothing wrong in persuading and being persuaded. Ethical communicators address people of other cultures with the same respect they would like to receive themselves. Communicators seek to describe the world as they perceive it as accurately as possible. Communicators encourage people of other cultures to express themselves in their uniqueness and identification.
The desire for relationships is universal, but relationships vary from impersonal to interpersonal. Interpersonal relationships are discussed in this text to describe and explain social norms that are involved in contact, involvement, relational development and deterioration as well as context of culture and technology. As we relate to another person, we begin to create predictable interaction patterns. Intercultural and relational communication, an approach in this text, includes "processes, structures and practices that create, express and sustain relationships and the identity of partners." The competency models in the text include having the knowledge to determine which behavior is best suited for a given situation, what skills apply to behaving in contexts in addition to having the desire to communicate in a competent manner. Connecting Intercultural Communication conceptualizes facts about communication into features with patterns and consistencies that will illustrate research evidence, principles, concepts, including case studies with analysis and applications. A culturally and socially competent person possesses an awareness, understanding, and appreciation of the interconnectedness of the social and cultural dimensions within and across local, regional, provincial, national, global communities. Competencies involve demonstrating ability to:
assess the impact that social institutions have on individuals and culture—past, present, and future
describe their own as well as others' personal ethical systems and values within social institutions;
recognize the impact that arts and humanities have upon individuals and cultures
recognize the role of language in social and cultural contexts;
recognize the interdependence of distinctive world-wide social, economic, geo-political, and cultural systems.
There are many ways to think about intercultural interactions. Engaging in dialogue with others to think about cultural realities in multiple ways is a necessity in our global village and common humanity. Good communication can raise potential benefits.
Bibliography
Klopf, D. W. (2007), J.C. McCroskey, Intercultural communication encounters Boston: Pearson
Lustig, M.W. and J. Koester (2006) Intercultural competence: Interpersonal communication across cultures New York: Pearson.
Martin, J., T.K. Nakayama, L.A. Flores (2002) Readings in intercultural communication: Experiences and context New York: McGraw Hill
Martin, J., T.K. Nakayama (2007) Intercultural communication in contexts New York: McGraw Hill
Nancheria, A. (2008) "Why diversity does not work" Training and development journal
Neuliep (2003) Intercultural communication: A contextual approach. New York: Houghton.
Samovar, A. L., E. R. Porter and R. E. McDaniel (2007). Communication between cultures. Wadsworth.
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