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Developing Intercultural Competence in ESP Courses
Agnieszka Dudzik, Medical University of Białystok
Agnieszka Dzięcioł, University of Białystok
Reminder: Byram’s (1997) model of intercultural competence
• Knowledge of social groups and their products and practices in one’s own and one’sinterlocutor’s country
• Skills of interpreting and relating• Skills of discovery and interaction• Attitudes: curiosity and openness, readiness to
suspend disbelief• Skills of strengthening one’s cultural identity and
helping others strengthen their own culturalidentity
Brainstorming• Iceberg metaphor: culture has a visible
section above the water, and a larger, invisible one, below the water line. Some aspects of culture are visible and others can be suspected or intuited - which ones?
Using picture prompts
Questions for discussion and exploration
When asked to describe yourself, do you think of yourself as belonging to a particular nationality, religious or ethnic group? If so, which ones, and why?
How has your background influenced:• the way you spend your holiday• the way you express yourself verbally and non-verbally?• the way you think about and relate to other groups?• the way you choose your friends?What experiences have you had with people from cultural backgrounds different from your own?• friendships• social relationships• work relationships• travel contacts
Using video clips 1
Using video clips 2
Speech Bubbles for discussion Medical English
• Speech Bubbles – Medical English„The doctor will come and talk to you about your treatment plan.”
“We just need your consent to undergo this
procedure. Could you sign the consent form right
here, please?”
„I shall first take a look at your ankles. Then I will
examine your neck.”
“I’m sorry to have to tell you that, but your
results are not as good as we had
hoped.”
Speech Bubbles – Business English
„Could you arrange a videoconference with my partners in Dubai on Friday ?”
„Which is a better present for my partners in China: a box of chocolates with the Big Ben on the cover or four types of English finest tea?”
„I can’t understand why my business partners are always late for our meetings.”
„The son is the owner of the company but I have to negotiate with his father.”
Reflection and analysis of critical incidentsHealing Wounds (Cushner and Brislin, Intercultural Interactions)
An elderly immigrant from Saudi Arabia, Mr Halim Mohammed, has come in for physical therapy. Mr Mohamed was in a motorcycle accident and suffered partial paralysis. As a result, he needs someone to guide him in rehabilitation exercises, as well as to help him bathe and use the restroom. The supervisor of the respected Australian clinic where he is being treated assigns a fairly new intern, Sylvia, to the task. Sylvia, who has worked mostly with fellow Australians so far, approaches the work with her usual enthusiasm.
However, by the end of the day she is exhausted. Mr Mohamed seems to fight her every step of the way. Sylvia tells Mr Mohamed that his rehabilitation cannot possibly be a success without his willing cooperation, but he reacts to her suggestions, even swearing at her at times. Sylvia goes home feeling utterly defeated, with no ideas of how to improve the situation.
Healing Wounds - continued
The next morning, her supervisor calls her into the office to talk. The supervisor says that Mr Mohamed has complained about Sylvia’s incompetence and is demanding a new therapist, a young man who really knows what he is doing. The supervisor takes Sylvia off the job, explaining that she will suffer no repercussions. That day, the supervisor assigns Mr Mohamed to a young male therapist and hears no complaints from
either party.
The Final Advance Cushner and Brislin, Intercultural Interactions
Jane was asked to represent her company at a conference that was to take place in the capital city. Having just transferred to this Latin American country, she was understandably flattered that her boss would ask her to participate and excited that she would have the opportunity to see the city.
Everything went well – travel to the city, checking into the hotel, and so on –until the preconference cocktail party. Jane was approached by a young woman executive from a local firm who introduced herself as Dinorah. Immediately upon striking up a conversation she appeared to be making a physical advance. It seemed that every time Jane moved away, Dinorah moved forward. After some time, Jane found herself against a wall, unable to retreat any further. Dinorah kept her close distance. Having experienced enough discomfort, Jane curtly excused herself, returned to her room, and refused any other social functions.
More discussion ideas...10 Worst Body Language Mistakes according to Forbes
(Feb. 2013)
Are they Universal or culture specific?
1. Avoiding eye contact
2. Slouching
3. Weak handshake
4. Folding arms
5. Looking down
6. Angling body away from others
7. Fidgeting and touching hair
8. Invading others’ space
9. Glancing at the clock
10. Frowning or scowling
Monochronic and polychronic time systems
• monochronic - thing should be done one at a time
Represented by a calendar or scheduler. An event is regarded as separate and distinct from all others and should receive the exclusive focus of attention it deserves. Beginnings and endings are expected and should be scheduled ahead of time. Time is the given and people are the variable.
• polychronic - several things are being done at the same time
Relationships are far more important than schedules. Appointments are broken, schedules set aside, deadlines unmet when friends or family require attention. Multiple appointments are scheduled simultaneously. Keeping „on schedule” is an impossibility, and is never really a goal. Time is the servant and tool of people.
Are the behaviours and characteristics listed below more likely to apply to a culture where time is monochronic or polychronic? (Storti, Culture Matters) What do you think?
1. Time is money
2. Being late is rude.
3. Schedules are sacred.
4. The focus is on the task, getting the job done.
5. Being made to wait is normal.
6. Interruptions are life.
7. Plans are fixed, once agreed upon.
8. This attitude is consistent with an individualist viewpoint.
9. The focus is on the person, establishing a relationship.
10. This attitude is consistent with a collectivist viewpoint.
Monochronic or polychronic? - continued
11. Deadlines are an approximation.
12. To be late is to be late.
13. Focus is on the internal clock.
14. Plans are always changing.
15. Having to wait is an insult.
16. People are never too busy.
17. Interruptions are bad.
18. People stand in line.
Concluding remarks: Intercultural competence in business/medical English
• Basic facts about the country your interlocutor comes from.
• Dress code in the workplace
• Culinary practices
• Punctuality and attitudes to time, especially when making appointments and setting / meeting deadlines in contracts
• Decision-making in the workplace (seniority, empowerment)
• Non-verbal communication
• Verbal communication
• Relationship building
• The role of family
• Forms of address
• Significance of business cards
• Significance of ‘face’, i.e. sense of dignity or prestige in social contexts
• The role of a team leader
• Accepting and giving gifts
• Religious and spiritual beliefs
• Greetings and saying goodbye
• End-of-life issues
• Ascribed vs achieved status
• The difference between high and low context cultures
