Intercultural Communication

Chapter 3Intercultural Communication Competence

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The United States is Intercultural

• Metaphors that describe the United States:–Melting Pot– Tributaries– Tapestry– Garden Salad

Metaphors of US Diversity

• Melting Pot– Implies a fusing of cultural elements– Cultural elements lose their distinction– Cultures lose their individual identity

Metaphors of US Diversity

• Tributary– Identities are maintained in the short-

term– Assumes all will blend into one– Tributaries are less important than the

mainstream

Metaphors of US Diversity

• Tapestry– Each thread can be different–Weaving patterns vary by location– But, tapestries are static while cultures

are not

Metaphors of US Diversity

• Garden Salad– Each culture is distinct– The cultures are mixed and contribute

to make a unique whole– But, implies a lack of stability– Cultures don’t always mix easily

What to Call us?

• American?• North American?• United Statians? United Staters?• U. S. Americans?

Negative Terms to Describe us

• Dominant culture• Majority culture/minority culture• White/caucasian

Terms for Cultural Groups

• African-American• Hispanic, Chicano, Mexican-

American, Latino• Native-American, Asian-American,

Pacific Islander

African-American

• Recognizes African cultural influences

• Acknowledges differences in African-American and European-American culture

Hispanic, Chicano, Mexican-American, Latino

• Hispanic • Chicano • Mexican-American • Latino

Native-American, Asian-American, Pacific Islander

• Native-American• Asian-American • Pacific Islander

Competence and Intercultural Communication• Intercultural communication

competence• Components of intercultural

competence

Intercultural Communication Competence

• Competent communication is an interaction that is perceived as effective in fulfilling certain rewarding objectives in a way that is also appropriate to the context in which the interaction occurs.

Intercultural Communication Competence

• Competence must be:– Perceived– Appropriate– Effective

Components of Intercultural Competence

• Context• Appropriate and effective behaviors• Knowledge, motivations, and actions

Context

• Not an individual attribute• Based on cultural expectations– Setting helps define acceptable

behavior– Acceptable behavior in one culture may

not be in others

Appropriate Behaviors

• Behaviors regarded as:– proper and suitable given-• the expectations generated in a given

culture, • the constraints of the specific situations, • and the nature of the relationship between

interactants.

Effective Behaviors

• Behaviors that lead to the achievement of desired outcomes

Sufficient Knowledge

• Culture-generated information• Culture-specific information• Knowledge of your own culture

Suitable Motivations

• Feelings and intentions– Feelings refer to emotional or affective states

• Feelings are not thoughts• Feelings are reactions to thoughts and

experiences• Feelings involve sensitivity and attitudes

• Intentions are what guides our choices– Goals, plans, objectives, desires, used to

focus – Can be affected by stereotypes

Skilled Actions

• The actual performance of appropriate and effective behaviors–Must be able to do what is needed– Can have right info, feelings, and

intentions but lack behavioral skills

BASIC

• Behavioral Assessment Scale for Intercultural Competence

8 BASIC Behaviors

• Displays of Respect• Orientation to Knowledge• Empathy• Interaction Management• Task Role Behavior• Relational Role Behavior• Tolerance for Ambiguity• Interaction Posture

Displays of Respect

• What is respectful in one culture may be different in others

• Verbal and nonverbal components

Orientation to Knowledge

• When our language and actions show a focus on individuality rather than universal group traits

• Must move beyond the perspective of our own personal cultural framework

Empathy

• Verbal and nonverbal behaviors that are complimentary to the thoughts, feelings and experiences of others

• Behaving as if we understand the world as someone else does

Interaction Management

• How to talk to others appropriately and effectively

• Initiation, turn taking, etc.

Task Role Behavior

• Group problem solving skills• Understanding that other cultures

accomplish tasks differently• Entwined with cultural expectations• Different cultures can call the same

thing a social activity or a task

Relational Role Behavior

• Efforts to build and maintain personal relationships that support ithers and solidify feelings of participation

Tolerance for Ambiguity

• If we do not tolerate ambiguity well we can respond with hostility and anger

• Competent communication requires a higher tolerance level

Interaction Posture

• Responding in a nonjudgmental way• Avoid behaviors that state or imply

right/wrong• Use description rather than

interpretation or evaluation

Description, Interpretation, and evaluation (D-I-E)

• Tool used to control the meaning attributed to verbal and nonverbal symbols that others use

• Most people are not aware when the interpret or evaluate the symbols of others

Description

• Identify the sensory information that will form the basis for interpretation

• Descriptive statement allow us to consider alternative interpretations

Interpretation

• Our interpretations are linked to our evaluation of our perceptions

• Descriptions can have multiple interpretations

• Don’t choose your first interpretation

• Test alternative interpretations

Evaluation

• Emotional or affective judgment• We make judgments without being

aware• Be cognizant of descriptors and

interpretations to avoid inaccurate conclusions