Intercultural Communication
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My interest in intercultural communication stems from the understanding that when cultures from diverse backgrounds meet as part of a dialogue in communication at work, at school, and other social settings, there seem to be much space for varied interpretations, which may result in miscommunication among people at multiple levels. The words, culture and diversity, are used as a broad term to include not only nationality, a country that someone may be from, but also many other aspects that make up an individual such as gender, religion, social class, sexuality, etc.
I feel that the discourse generated in this topic may provide an opportunity for individuals to consider one another more deeply in conversation and in understanding. When we have a better understanding of one another, we create more space for peace and harmony.
I feel that the discourse generated in this topic may provide an opportunity for individuals to consider one another more deeply in conversation and in understanding. When we have a better understanding of one another, we create more space for peace and harmony.
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The interconnections in varying themes are shown on the right in the concept map for intercultural communication. The concepts shown in the diagram can be traced back to the root words such as communication and culture, and linked to cultural literacy, transformative learning, and digital literacy.
Since the mid-1960s, interest in intercultural communication related to skills and knowledge have been increasing with the globalization of economies. This interest seems to have been a result of increased need for global communication related to economic, political and social needs as the knowledge-based economy started to emerge. A search for words appearing in publications using an Ngram revealed that the words intercultural/cross-cultural communication emerged at around 1960s and steadily increased over the years. However, the root-words, intercultural/cross-cultural, have gained prominence since 1940s especially after the World War II when United Nations was established to find common ground for peace among nations. A link to the Ngram can be found by clicking on any part of this sentence. The need for more co-operation and peaceful dialogue was an important aspect of the development and growth of intercultural, or cross-cultural communication.
The artifacts as shown below provide information about intercultural communication starting with definitions as detailed in Artifact 1, and moving on to some of the pedagogical aspects of intercultural communication in artifacts 2, 3 and 4. Artifact 5 is a personal narrative related to my own learning and adaptation process as an immigrant in Canada.
Since the mid-1960s, interest in intercultural communication related to skills and knowledge have been increasing with the globalization of economies. This interest seems to have been a result of increased need for global communication related to economic, political and social needs as the knowledge-based economy started to emerge. A search for words appearing in publications using an Ngram revealed that the words intercultural/cross-cultural communication emerged at around 1960s and steadily increased over the years. However, the root-words, intercultural/cross-cultural, have gained prominence since 1940s especially after the World War II when United Nations was established to find common ground for peace among nations. A link to the Ngram can be found by clicking on any part of this sentence. The need for more co-operation and peaceful dialogue was an important aspect of the development and growth of intercultural, or cross-cultural communication.
The artifacts as shown below provide information about intercultural communication starting with definitions as detailed in Artifact 1, and moving on to some of the pedagogical aspects of intercultural communication in artifacts 2, 3 and 4. Artifact 5 is a personal narrative related to my own learning and adaptation process as an immigrant in Canada.
The intercultural communication artifact 1 as shown below is a link to a course wiki created to define key words such as intercultural communication, intercultural competence, and intercultural learning. Please click on the link below to be directed to the course wiki web page.
Intercultural Communication - Artifact 1 - a course wiki on intercultural communication, intercultural competence and intercultural learning in the Principles of Learning course (EDUC 5001G)
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Intercultural Communication - Artifact 2. The analysis and synthesis paper was based on an intensive three-hour workshop on intercultural communication. This was my first introduction to intercultural communication a number of years ago. It seems that the topics covered in the workshop stayed in my subconscious for many years. There were some aspects of the workshop that I found fascinating, and it helped me to put into perspective some of the cultural issues that I was aware of perhaps subconsciously, but didn't acknowledge or express previously (EDUC 5001G).
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Intercultural Communication - Artifact 3. This artifact is a Powerpoint slide on the intercultural communication workshop based on the analysis and synthesis paper as shown in artifact 2 above. The presentation was conducted in-class in Adobe Connect, and more recently, a voice-over Youtube video was recorded with each slide to easily connect the themes from each slide presentation.
This presentation was extracted from the original workshop, which was presented by Kathryn Brillinger as described in the above analysis and synthesis paper. Due to the fact that the presentation was done as a Pecha-Kucha style, only a small part of the original workshop slides were included to meet the short duration of the presentation. However, I feel that you'll be able to grasp intended meanings indicated in each slide and in the recorded voice.
Intercultural Communication - Artifact 4. A literature review on game-based learning, simulations and e-learning on intercultural communication was conducted for the Research Methods course (EDUC 5002G). This review highlights an on-going research and connection established in Europe known as E-MIDIA LAB (Euro-Mediterranean Intercultural Dialogue Laboratory). The technological and social initiatives taken by the research community to foster understanding and harmonious working relationships with one another is inspiring, and this project may provide a foundation for much needed on-going cultural exchanges. The differences, perceptions, and communication of some of the national cultures were part of promoting cultural awareness, and culturally sensitive attitudes among young people. Work and study exchanges are also part of this program to encourage authentic experiences for the interested students. |
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Intercultural Communication - Artifact 5. The "lived experience paper" details some of my reflections on my experiences as an immigrant child, and it reveals a personal recollection of the stages of English language acquisition during my childhood to adolescence. The paper is written in a narrative format (EDUC 5005G). |
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Reflections
The intercultural communication artifacts 1 (course wiki on intercultural communication), 2 (analysis and synthesis paper on intercultural communication workshop), and 3 (Powerpoint presentation on intercultural communication workshop) were generated for the Principles of Learning course (EDUC 5001G). Reflecting upon my learning from this course, I felt that the flexibility and the variety of topics allowed me to connect my previous experiences and learning with the learning theories such as constructivist theory, experiential learning theory, and the associated theorists such as Piaget and Vigotsky. The course was introduced with Milgram's experiment, which was fascinating. It provided a great segue to the historical aspects of the progression of thoughts in behaviorism, cognitivism, and constructivism. Although the topics for each week introduced various aspects of education such as adult learning, early childhood learning, neuroplasticity, and many others, the interconnection among the topics enabled me to connect to an area of learning such as intercultural communication.
When considering intercultural communication, I was reflecting on the "ideas, models or theories of purposes and intentions and the means to their successful execution" (Greenwood, 1993, p. 1183). The communication aspects associated with the current recognized theories and theorists were applicable ways to connect my previous experiences and knowledge with new learning. The cultural focus on intercultural communication relates to the theories of learning with sociocultural views of Lev Vygotsky. Vygotsky's view that learning is more than "a cognitive function" and that "cognition itself is cultural, that learning and intelligence were both specific to a given culture" was a concept that I learned and connected with in the Principles of Learning course (Meade, 2010, p. 32).
In the Research Methods course (EDUC 5002G), the literature review on game-based learning (Artifact 4) relates to the pedagogical aspect of intercultural communication using technology. The popularity of games to engage and motivate learners have been growing rapidly. Jones and Hafner (2012) illustrates many ways that "video games provide a range of ways of making meaning" ( p. 134). Harnessing part of this technology to engage learners in intercultural communication may be one of many ways to make learning more accessible and widely available anywhere in the world. It seems that there is a general lack of comprehensive model to guide game designers in the design of simulations for intercultural literacy. Also, the lack of inclusion of theoretical learning strategies make the games ineffective (Wiggins, 2012). Consequently, there's a need for a model or simulation that relies on an experiential, performative, and problem-based framework, which incorporates synthetic and national cultures to provide additional support in learning intercultural literacy and intercultural communication.
The Social and Cultural Context of Education course (EDUC 5005G) identified with the social identity aspects mentioned by Vygotsky. This course helped me to build a foundation for understanding the association of culture and learning in various historical, social contexts and events. By reflecting on my own cultural and historical background, I was able to construct my own historical identity and to relate it to my current cultural identity. As mentioned by Toh and DeNisi (2007), "cultural identities play a far-reaching role in determining one's cognitive, affective, and behavioral responses to cultural stimuli in intercultural encounters" (as cited in Lee, 2010, p. 57). In the process of constructing part of my lived experiences as an immigrant child (Artifact 5), I was developing an understanding of the effects of my cultural identity formation stages during my acculturation experience in Canada.
My reflections on the cause and effects of some of the changes in my previous experiences associated with the immigrant experience helped me to recollect vital pieces of my experience. My learning is affected by and associated with these experiences. Moreover, my sense of identity and reality is influenced and reaffirmed by these experiences.
When considering intercultural communication, I was reflecting on the "ideas, models or theories of purposes and intentions and the means to their successful execution" (Greenwood, 1993, p. 1183). The communication aspects associated with the current recognized theories and theorists were applicable ways to connect my previous experiences and knowledge with new learning. The cultural focus on intercultural communication relates to the theories of learning with sociocultural views of Lev Vygotsky. Vygotsky's view that learning is more than "a cognitive function" and that "cognition itself is cultural, that learning and intelligence were both specific to a given culture" was a concept that I learned and connected with in the Principles of Learning course (Meade, 2010, p. 32).
In the Research Methods course (EDUC 5002G), the literature review on game-based learning (Artifact 4) relates to the pedagogical aspect of intercultural communication using technology. The popularity of games to engage and motivate learners have been growing rapidly. Jones and Hafner (2012) illustrates many ways that "video games provide a range of ways of making meaning" ( p. 134). Harnessing part of this technology to engage learners in intercultural communication may be one of many ways to make learning more accessible and widely available anywhere in the world. It seems that there is a general lack of comprehensive model to guide game designers in the design of simulations for intercultural literacy. Also, the lack of inclusion of theoretical learning strategies make the games ineffective (Wiggins, 2012). Consequently, there's a need for a model or simulation that relies on an experiential, performative, and problem-based framework, which incorporates synthetic and national cultures to provide additional support in learning intercultural literacy and intercultural communication.
The Social and Cultural Context of Education course (EDUC 5005G) identified with the social identity aspects mentioned by Vygotsky. This course helped me to build a foundation for understanding the association of culture and learning in various historical, social contexts and events. By reflecting on my own cultural and historical background, I was able to construct my own historical identity and to relate it to my current cultural identity. As mentioned by Toh and DeNisi (2007), "cultural identities play a far-reaching role in determining one's cognitive, affective, and behavioral responses to cultural stimuli in intercultural encounters" (as cited in Lee, 2010, p. 57). In the process of constructing part of my lived experiences as an immigrant child (Artifact 5), I was developing an understanding of the effects of my cultural identity formation stages during my acculturation experience in Canada.
My reflections on the cause and effects of some of the changes in my previous experiences associated with the immigrant experience helped me to recollect vital pieces of my experience. My learning is affected by and associated with these experiences. Moreover, my sense of identity and reality is influenced and reaffirmed by these experiences.