Intercultural Communication Consulting Training

7/30/2019 Intercultural Communication Consulting Training

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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

www.foroin.com


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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)

nulengua.com


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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.

solidaridad.olx.com.mx


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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.

miami.olx.com


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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.

dailyhaha.com


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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).

tayloredresponse.com


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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.

rickegbert.com


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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.

lainfanteilusion.blogspot.com


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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

es.123rf.com


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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).

roastbrief.com.mx


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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).

smartbloggerz.com


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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.

meetadamchandler.com


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Referencesl Caado,M.(2008).InterviewwithStellaTing-Toomey.LanguageandIntercultural

Communica1on,8(3),209-217.doi10.108014708470802167826.

l Cazden,C.(1979).Languageineduca/onVaria/onintheteacher-talkregister.InJ.Ala/s&G. R.Tucker(Eds.),Georgetownuniversityroundtableonlanguagesandlinguis/cs(pp.144-162).Washington,DCGeorgetownUniversityPress.

l Coates,N.(2004).Thestranger,thesojournerandtheinterna/onalstudent.ExtractfromEduca/oninachangingenvironment,13th-14thSeptember2004conferencenotes.

RetrievedSeptember24,2011,fromh:pwww.edu.salford.ac.ukher.

l Cohen,G.L.,Steele,C.M.,&Ross,L.D.(1999).ThementorsdilemmaProvidingcri/calfeedbackacrosstheracialdivide.PersonalityandSocialPsychologyBulle/n,25,1302-1318.

l Frymier,A.B.,&Thompson,C.A.(1992).Perceivedteacheraffinity-seekinginrela/onshiptoperceivedteachercredibility.Communica/onEduca/on,41,388-399.


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l Ha,P.(2009).Englishasaninterna/onallanguageinterna/onalstudentandiden/tyforma/on.Language&InterculturalCommunica1on,9(3),201-214.doi

10.108014708470902748855.

l Lizzio,A.,&Wilson,K.(2008).FeedbackonassessmentStudentspercep/onsof qualityandeffec/veness.AssessmentandEvalua/oninHigherEduca/on,33,263-275.

l McCroskey,J.C.,&Teven,J.J.(1999).GoodwillAreexamina/onoftheconstructanditsmeasurement.Communica/onMonographs,66,90-103.

l McCroskey,J.C.,&Young,T.J.(1981).EthosandcredibilityTheconstructanditsmeasurementaerthreedecades.CentralStatesSpeechJournal,32,24-34.

l McKeachie,W.J.(2006).Teaching1ps:Strategies,research,andtheoryforcollegeanduniversityteachers(12thed.).BostonHoughtonMifflin.

l Piorkowski,J.L.,&Scheurer,E.(2000).ItsinthewaythattheytalktoyouIncreasingagencyinbasicwritersthroughasocialcontextofcare.JournalofBasicWri/ng,19,72-92.


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l Pi:s,M.(2006).TheroleofeverydaytalkinsojourneradjustmentAnethnographyofcommunica/onamongUSsojourners.ConferencePapers--Interna/onalCommunica/onAssocia/on,1-31.

l Ting-Toomey,S.(1986).Conflictcommunica/onstylesinblackandwhitesubjec/ve cultures.Interna1onalandInterculturalCommunica1onAnnual,0,75-88.

l Trees,A.R.,Kerssen-Griep,J.,&Hess,J.A.(2009).Earninginfluencebycommunica/ngrespectFacework'scontribu/onstoeffec/veinstruc/onalfeedback.Communica1on

Educa1on,58(3),397-416.doi10.108003634520802613419.

l Whorf,B.L.(1940)'ScienceandLinguis/cs',TechnologyReview42(6)229-31,247-8.AlsoinB.L.Whorf(1956)Language,ThoughtandReality(ed.J.B.Carroll).Cambridge,MAMITPress.

l Zamborlin,C.(2007).Goingbeyondpragma/cfailuresDissonanceininterculturalcommunica/on.InterculturalPragma1cs,4(1),21-50.doi10.1515IP.2007.002.

l Zhao,J.J.,&Parks,C.(1995).Therela/onshipbetweencommunica/onbehaviorandinterculturalbusinesssuccess.BusinessCommunica1onQuarterly,58(1),25-26.Retrievedfrom

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Intercultural Communication Consulting Training