scholarly journals Teaching the Communication Course: Intercultural Communication

2019 ◽  
Vol 2 ◽  
pp. 53-57
Author(s):  
Nathan Webb ◽  
Mary Vaughn
Keyword(s):  
Intercultural Communication ◽  
Content Areas ◽  
Communication Course ◽  
Globalized World

Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by examining its foundations, content areas, applied assignments, and issues to consider.

Translating Intercultural Creativities in Community Music

2018 ◽  
Author(s):  
Pamela Burnard ◽  
Valerie Ross ◽  
Laura Hassler ◽  
Lis Murphy
Keyword(s):  
Intercultural Communication ◽  
Intercultural Dialogue ◽  
Community Music ◽  
Diverse Communities ◽  
Global World ◽  
Globalized World ◽  
The Voice

The term ‘intercultural’ (as in ‘intercultural creativity’) acknowledges the complexity of locations, identities, and modes of expression in a global world, and the desire to raise awareness, foster intercultural dialogue, and facilitate understanding across and between cultures. In a globalized world faced with unprecedented challenges, intercultural communication and dialogue is considered key to facilitating possibilities that, previously, might not have been available to us. In this chapter, we identify how intercultural creativity can be recognized and evaluated in the practice of community musicians. The notion of ‘translation’ is related to the interrogation, not only of what intercultural creativity is, but also how it is experienced. This chapter features the work of Netherlands-based Musicians without Borders and UK-based Music Action International, and the voice of a Malaysia-based composer working in an intercultural environment. We examine collaboration between diverse communities and musicians. The chapter concludes with implications for educating and developing the community musician.

Theoretical and practical considerations in the design of an intercultural communication course

2019 ◽  
Vol 42 (2) ◽  
pp. 171-191
Author(s):  
Teresa Yi-jung Hsieh
Keyword(s):  
Collaborative Learning ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Course Design ◽  
Communication Course ◽  
Teaching Activities ◽  
Backward Design ◽  
Constructive Alignment ◽  
Active And Collaborative Learning

Abstract The aim of this article is to highlight theoretical and practical considerations in design of an intercultural communication course. The first part of the article considers intercultural competence, and uses Bourdieu’s notions of education to frame the design of an intercultural communication course. This is followed by discussion of general principles of intercultural course design; the concepts of backward design and constructive alignment as they relate to an intercultural communication course; and finally, the importance of including active and collaborative learning/teaching activities within course design. The remainder of the article draws on a case study of an existing Australian undergraduate course in intercultural communication to highlight how this course may be redesigned in line with the pedagogical principles discussed in the first part of the article.

scholarly journals Developing Students’ Intercultural Competence among Moroccan EFL students: Focus on raising their Cross-cultural Awareness

2020 ◽  
Vol 2 (3) ◽  
pp. 43-56
Author(s):  
Driss Benattabou
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Language Learners ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Cross Cultural ◽  
Communication Course ◽  
Foreign Language Learners ◽  
Deep Culture ◽  
Efl Students

         The goal of this paper is to consider alternative ways to incorporate an intercultural communication course as an integral part of the curriculum designed for Moroccan learners of EFL. Some aspects of what comes to be dubbed as ‘deep culture’ should find room in the contents of the EFL course so as to alert Moroccan learners about the potential intercultural barriers they are far more likely to face. It is proposed that for an effective intercultural communication to take place, the English course should help foreign language learners explicitly understand what target linguistic forms might be and how their meanings may differ across cultures. The analysis of some instances of intercultural misunderstandings may surely give more credence to the vital importance of implementing a multicultural approach to education. This paper offers some teaching strategies to assist Moroccan learners of EFL overcome these intercultural barriers.

scholarly journals Investigation on the Intercultural Sensitivity of English Teachers in Chinese Elementary Schools

2021 ◽  
Vol 5 (12) ◽  
pp. 1-6
Author(s):  
Xinglei Jia
Keyword(s):  
Intercultural Communication ◽  
Intercultural Sensitivity ◽  
English Teachers ◽  
Human Beings ◽  
Five Dimensions ◽  
Intercultural Communication Competence ◽  
Efl Teachers ◽  
The Subject ◽  
Globalized World

The development of technology has driven human beings into a globalized world, which requires intercultural communication competence (ICC). As its affective aspect, the subject of intercultural sensitivity (IS) is being heatedly discussed nowadays. This study focuses on the importance of intercultural sensitivity (IS) among Chinese EFL teachers and attempts to explore their current level and the possible reasons for it. For this purpose, questionnaires were distributed to 29 Chinese elementary school English teachers, and the results from the questionnaire showed that the IS level of these teachers is satisfactory, scoring high in five dimensions: interaction engagement, respect for cultural differences, interaction confidence, interaction attentiveness, and interaction enjoyment. The follow-up interview suggested that the high IS level may be a result from intercultural communication training. Moreover, this research found that Chinese teachers were more engaged and enjoyed less in view of scarce opportunities for communication in authentic cross-cultural contexts. Several suggestions and implications for further research have also been included in this article.

scholarly journals Perspectives on Teaching the Family Communication Course

2019 ◽  
Vol 2 ◽  
pp. 3-6
Author(s):  
Tiffany Wang ◽  
Jeffery Child
Keyword(s):  
Undergraduate Students ◽  
Family Communication ◽  
General Direction ◽  
Content Areas ◽  
Communication Course ◽  
The Family

This article discusses what undergraduate students enrolled in a family communication course should learn. It is intended to provide readers with a general direction on how to design or teach a family communication course so that students understand a communication-centered approach to family. This article highlightssome of the foundational theories and concepts grounding most family communication courses, content areas typically addressed when considering the family communication course, possible assignments that might be useful in teaching the course, and relevant issues related to teaching family communication. If instructors thoughtfully consider content and assignment decisions in the family communication course, they have the potential to help students think about family communication in more nuanced and informed ways as they navigate family bonds as scholars and practitioners.

scholarly journals A Pedagogical Guide to Teaching an Interpersonal Communication Course

2019 ◽  
Vol 2 ◽  
pp. 27-32
Author(s):  
Jordan Atkinson ◽  
David McMahan
Keyword(s):  
Interpersonal Communication ◽  
Student Development ◽  
Content Areas ◽  
Communication Course ◽  
Pedagogical Guide

This forum article focuses on the instruction of an interpersonal communication course. Interpersonal communication courses are widely included in undergraduate communication curriculum and can be fundamental to student development. The authors provide foundational material and various content areas generally included in such a course. The authors also provide various applied assignments and issues to consider when teaching an interpersonal communication course.

scholarly journals Effects of an Intercultural Communication Course in Developing Intercultural Sensitivity

2018 ◽  
Vol 7 (6) ◽  
pp. 198
Author(s):  
İbrahim Tuncel ◽  
Turan Paker
Keyword(s):  
Intercultural Communication ◽  
Teacher Candidates ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Language Teaching ◽  
English Language Teaching ◽  
Communication Course ◽  
Elective Course ◽  
Explanatory Sequential Design ◽  
Senior Students

The purpose of the study is to see whether intercultural communication, an elective course, taught through case analyses in the department of English language teaching is effective on the level of students’ intercultural sensitivity. For this purpose, we conducted the study based on the explanatory sequential design. The participants were senior students (teacher candidates) in English Language teaching department in Pamukkale University in Turkey. The participants were in two elective courses: intercultural communication and sociolinguistics. The data were collected through intercultural sensitivity scale quantitatively and group focused interviews with students and instructors qualitatively. The quantitative data were analyzed by means of ANOVA for mixed measures to compare the means of two groups. In addition, qualitative data were analyzed through content analysis in terms of emerging codes and themes. Our results indicated that the contribution of intercultural communication course to the development of intercultural sensitivity among students was significant. Both the students and the instructor revealed in the interviews that the activities carried out throughout the semester contributed a lot to increase their awareness towards intercultural communication components and to the development of their intercultural sensitivity.

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