Intercultural Communication
Speech
230
Spring 2005
Instructor: Dr. Alan E. Yabui
Phone: 425-564-3083
Email: ayabui@bcc.ctc.edu
Office Hrs: 9:30-10:20 AM, Monday thru Thursday, other times TBA
Textbook: Ting-Toomey, Stella. (1999) Communicating
Across Cultures. New York: The Guilford Press.
Wu, Frank. (Reprint 2003) Yellow. New York: Basic Books.
This is a Humanities Distribution course. (May be used as either
Humanities or Social Sciences if transferring to UW.)
This course is designed to be a “hands-on intercultural communication
learning class” as there are students enrolled from multiple cultural
backgrounds. For pre-nursing and nursing
students, this course is a mandatory course for the BCC Nursing Program.
In order to competently learn Intercultural Communication, one must
collaboratively participate in all classroom activities and small group
projects. In order to earn an “A,” students must successfully complete three
group projects, all nine email learning journals and the comprehensive review,
and actively participate in classroom discussions and exercises.
Course Objectives:
1.
To learn intercultural communication techniques
using the identity negotiation perspective described by Stella Ting-Toomey in
her book, Communicating Across Cultures.
2. To learn intercultural
communication concepts such as mindfulness, identity negotiation perspective,
cultural orientation, cultural patterns, high and low context communication
styles, verbal and nonverbal coding, in-group/out-group influences in intercultural
communication, intercultural interpersonal communication, and intercultural
conflict management.
3. To create a better
understanding how cultural variables impact Interpersonal and Intercultural
Communication through classroom dialog and collaborative exercises.
4. To demonstrate intercultural group
communication skills by collaboratively working in intercultural
groups to organize and present three group oral classroom presentations.
5. To analyze assigned readings,
and to self-monitor “individual learning” by archiving learning results in nine
email learning journal.
6. To follow the intercultural communication
recommendations listed by
Ting-Toomey in Chapters 3 to 8.
7. To demonstrate basic academic research and interview skills by completing and presenting a group “interview” and group analysis of the interview data research project.
8.
To discuss and analyze in classroom seminars the various cultural
issues addressed by Frank Wu in his book, Yellow.
9.
To actively communicate with other members of the class.
10. To work on
learning strategies to become a self-directed learner.
Evaluations:
Group Cultural (first) project presentation 600 points
Group Movie Analysis 600
points
Group Final Research Project 600
points
Book Review of Yellow 600 points
Classroom review of Yellow 200
points
E-mail learning journals (1--8) 1600 points
Concept review email (Journal 9) 300 points
Class participation 500
points
Total 5000 points
Course Grading:
A 100-93 Percent (minimum
points=4650)
B 85.6-79 Percent (minimum points=3800)
C 78.9-70 Percent (minimum points=3500)
D 69-60 Percent (minimum points=3200)
F Less that 60 Percent (less than 3199 points)
Learning Journals: Eight of the learning journals
are based on the first eight chapters of the textbook. The ninth journal is your assessment of your
intercultural learning in this course. Each
journal should be about a page or two pages in length. The journal format should be as follows: Journal
are due on the first day of each academic week, and must be
submitted by the end of the week that the journal is due.
No late journals will be accepted!!
1600 points
Journal 1 Chapter 1
Journal 2 Chapter 2
Journal 3 Chapter 3
Journal 4 Chapter 4
Journal 5 Chapter 5
Journal 6 Chapter 6
Journal 7 Chapter 7
Journal 8 Chapter 8
Journal 9 Self- Assessment
of your Intercultural Communication
Learning (three pages—this journal should be a reflective journal based
on you citing your specific Intercultural Communication learning. Use the questions listed
below as a guide.) You do not have to
address this question in your journal, if you choose not to do so.
1. Define Intercultural
communication? What are
the five
core assumptions
of intercultural
communication for
the identity
negotiation perspective
used by Ting-Toomey?
(Chapter 1)
2. Define cultural
and how would
you use your
definition of
culture to define
intercultural, cross-cultural,
and bicultural?
(Chapter 1)
3. Define
mindfulness? How does
it differ from
mindlessness? (Chapter
1)
4. Why
is self-image
important in
the social
identity perspective?
(Chapter 2)
5.
What are
the five
basic assumptions
of the
Strodtbeck and
Klucklohn model?
6.
Describe each
assumption within
the contest
of the
definition of
culture. (Chapter
3)
7.
Describe the
four major components
of the Hofstede’s
value orientation
model? How does
Hofstede approximate
the spatial significance
of culture? (Chapter
3)
8.
Describe the
E.T. Hall’s Context
of Meaning Model
and how it
is used to
explain communication
styles in chapter
4. What is
the significance
concept of this
model and how
is it used
in Intercultural
communication? (Chapter
4)
9.
What are
the relationship
between Hofstede,
Hall, and Strodtbeck
and Kluckholn’s
models? Explain. (Chapters
3 and 4)
10.
List four
communication styles
listed in chapter
4 of Ting-Toomey.
Explain
each communication
style within
the context of
the continuum
of individualism
and collectivism.
(Chapter 4)
11.
Why are
non-verbal cues
important in
intercultural communication?
Use
the Hall Context
of Meaning model
to explain your
answer. (Chapters 4
and 5)
12.
Why is
inter-group attribution
theory important
in explaining
concept of social
comparison and
racial discrimination?
(Chapter 6)
13.
Describe the
four Identity-
relational interpersonal
intercultural based
themes described
by Ting-Toomey.
Why
are they important
themes in interpersonal
intercultural relationships?
(Chapter 7)
14.
How does
power distance
affect intercultural
conflict management?
In
writing your
response uses
a specific example
to support your
response. (Chapter
8)
15.
After completing
the readings
from chapters
1 to 8,
and your reading
of “Yellow”,
what is your
assessment of
your own intercultural
learning? Be specific
in your response.
(Summary
of course)
Journal Format
230 Journal __ (Subject
heading on your email)
Summary: Summarize in your own words, the
major concepts of the chapter. Please
review the
questions listed
above to ensure
that you at
least address
the questions
listed for each
chapter. (You do not
have to address the questions in your
journal.)
Analysis: Provide specific
examples for each of the major concepts you covered in your summary. (You
may use your own experiential examples.)
Lessons learned: Provide feedback to yourself in this section
by reporting in the first person, what you
learned in completing the chapter summary and
your analysis of your own summary. (This paragraph should state “What I
learned…”) This is the
most critical part of the journal, as it is a
report on what you stated you learned.
Email journal
that do no
follow this format
may be returned
or not graded
and sent back
to the
sender. Unless otherwise
noted, all journals
will receive
maximum points
when I send
a reply back
to you. If you
do not receive
a reply back
with five days,
resend your email
journal. All weekly journals are required to be turned-in by 12:00 midnight, on the first academic day of each week
and no later than the end of the academic week that the journal is due.
No late journals will be accepted!!
The email course review must be turned in the last day of class!! To receive points for journal writing all journals must be submitted as stated above. In other words, to receive 1900 points for journals all nine journals must be submitted. Partial grades will not be awarded if all journals are not submitted by the last day of class.
Class
Participation: There are several unannounced
classroom exercises built into the curriculum of this course, therefore,
attendance at all lectures is highly recommended. Days when student
presentations are scheduled, attendance is mandatory. There are no-make-ups for class participation
points. Points: the Instructor subjectively awards Quizzes may be used as part of the
participation points.
Yellow. On Seminar days for Yellow, write seminar talking points on the assigned readings
before class. The seminar talking points
will be turned in at the end of each discussion period and will be used for
attendance credit. (200 points) Class attendance is a major factor in the assignment of class participation points. Write a five page review of the book “Yellow” which is to be turned in by the end of the third week of class. You may use your talking points as an outline for your book review. (Book
reviews are due on April 22. No Late
reports will be accepted.) 600 points
Seattle
International District Project: This is the first of three
intercultural group projects for this course, therefore, the student’s
intercultural experiences in this project, sets the learning attitude
for the rest of the course. Form
intercultural groups of four or five students and report on a topic of academic
interest related to the Settle
International District. Groups should
plan a project excursion to the International
District. Presentations will be presented during the week of
April 25--29. The group report will be on PowerPoint.
The presentation will be a 15-minute
presentation. The presentation should have a title
slide, a major theme slide, content slides, and a group
lessons learned slide. A paper
copy of the Power Point presentation will be submitted
on the day of the group’s presentation. Groups will be culturally diverse. 600
Points
Movie analysis: Presentations
will be in the week of Feb 14--18.
The movie must have an intercultural/interpersonal theme. Use concepts from the textbook and
analyze the intercultural/interpersonal relationship and communication styles of two major
characters in the move. The oral
presentations will be 15-minutes. The last section of the analysis should be
a summary of the "lessons learned from this exercise.”
Groups must be cultural diverse and different from group assignment
1. (Use only two movie scenarios for
this project.) A written outline of the
movie scenarios and Intercultural communication concepts used to analyze the
movie will be turned in at the time of presentation. 600 points
Final Group
Interview Presentation Project. Presentations will start on
Mar 10. The oral presentation will be on
PowerPoint. Maximum group size
is five students. Select one or more
major concept(s) covered in the textbook, do your research and prepare a
15-minute digital media presentation. Include
in your presentation, five references from the Internet
sources, journals, etc., digital images, videos (optional) and an analysis of
the cumulative personal interviews (interviews are mandatory). Grading
will be focused on group’s interpretation and presentation of the interview
data and not the descriptive statistics of the interview sample group. NOTE:
A written document of all references and interview participants cited and a
copy of the group’s Power point presentation must be turned in at time of the
group’s oral presentation. This document
will be used to grade the group’s final presentation. The presentation will be graded on the
quality of the content and the depth of the research. 600
points
Schedule:
April 4--8 Chapter 1, Cultural Self-concept email (April
7, form Seattle ID project groups. Evening and TTH classes, form ID Groups on April
6, 7)
April 11--15 Chapter 2, form Project 1 groups, (Apr 11
Yellow, Chapters 1 and 2, Apr
12 Chapters 3 – 4, Apr 13 Chapters 5 and 6, Apr 14, Chapters 7 – 8, epilogue, Evening
and TTH classes, Chapter 1-4 (Apr 11, 12), Chapters
5-8 (Apr 13, 14)
April 18-22 Chapter 3, Journal 2
April 25-29 Chapter 4, 9:30 class, Group Reports on Seattle
ID, Journal 3, Seattle ID reports on April
25-27, April 25 for the Evening class,
and April 26
for the TTH class), form movie groups.
May 2--6 Chapter 5, Journal 4
May 9--13 Chapter 6, Journal 5
May 10 No class
May 16--22 Chapter 7, Journal 6, Movie Analysis Presentations,
(Evening class May 16, TTH class May 17.)
May 23--27 Chapter 8, Journal 7
May 30 No class
May 31--Jun 3 Chapter 8, Journal
7
Jun 6--10 Chapter 8, Journal 8, Project 3 Reports
(Jun 9, 10, 13, 14)
Jun 13, 14 Group Presentations, Project 3, Evening
class, Jun 13, TTH, Jun 14
Jun 15--17 Final Examination, as posted in the BCC Class Schedule,
winter 2005