CROSS-CULTURAL COMMUNICATION
TMAC 4423-56
W 5:30 -9:00 pm
Spring I 2006 Jan 9 - Mar 3
Instructor
Kristin Shamas
E.mail KShamas@ou.edu
Course Description
Never before did our world resemble so closely what Marshall McLuhan called "the
global village." The economy functions around transnational corporations and
international markets; people from different parts of the world migrate--for different
reasons--to other parts of the world; the work-force has become diverse in many different
ways: people of different ages, genders, ethnicity, race, religions, languages, have to live
and work together. All this means that never before has effective crosscultural/intercultural communication been so valuable. But what exactly is crosscultural/intercultural communication?
This course has been designed to introduce you to the field of cross-cultural/intercultural
communication, or the systematic study of communication processes between people from
different cultures. We will explore this field at three different levels: (a) cognitive; (b)
affective; (c) behavioral. The cognitive level implies becoming familiar with concepts,
ideas, and research on the subject. The affective level implies enhancing your sensitivity
toward other cultures as well as your own culture. The behavioral level will provide you
with skills to become a successful cross-cultural communicator.
Specific Objectives
1) To explore the history of cross-cultural/intercultural communication as a field.
2) To study the main approaches, concepts, and theories developed within the field of
cross-cultural/intercultural communication.
3) To examine the main research findings developed by cross-cultural/intercultural
communication scholars.
4) To explore and analyze specific cases of communication processes between people of
different ethnicities, races, nations, etc.
Goals
* To develop respect for others' cultures and values as well as one's own;
* To learn to solve real-world problems in multicultural, multiracial situations;
* To understand and remember the main theories and concepts in the field of crosscultural/intercultural communication;
* To experience and reflect on cultural differences and commonalties among all human
experiences.
* To become a better student and a self-directing learner (which includes learning how to
read theory, how to ask questions, how to analyze using conceptual tools).
Method
The basis for this class will be active learning. Active learning means that you will be
expected to USE theories and concepts to analyze real-life situations or solve problems.
During the semester you will be working individually and as a member of a group. You
are expected to read and to maximize your level of understanding of course materials.
Individual and group Readiness Assesment Tests (RATs) will assess your level of
readiness. Your contribution to group projects and RATs will be essential; your peers
will evaluate your performance at the end of the semester. Each student will write a
response paper to the readings by Conover and Fadiman. Each student will also write a
response paper and give an individual 10-15 minute presentation on a cross-cultural
reading assigned to that individual student by the instructor.
RESPONSE PAPERS to Conover and Fadiman
The main goal for the response papers is to reflect on what you are learning in this class.
Format
The paper should be between two and three pages long, typed, double-spaced, 12 font,
and stapled. Please proof-read your paper. Recommendation: write a final version of
your paper and let it sit for a day or two. Read it again, preferably out loud (many
grammatical and composition errors become apparent when we listen to what we have
written), and make revisions and corrections. Your grade will suffer with each
grammatical, composition, and spelling error.
Guidelines
At the beginning of the paper state three different lessons you learned from the book in
question. Try to integrate as many intercultural communication concepts as you can.
For example, instead of writing “I learned that living with people helps one understand
their culture better,” write “I learned how valuable interpretive approaches and
ethnographic methods can be when trying to understand another culture;” (elements in
bold are intercultural comm. concepts).
Develop each of your lessons. Reflect on how you are learning, what you are learning,
and how you may be able to use what you have learned here in five years.
INDIVIDUAL RESPONSE PAPERS/CLASS PRESENTATIONS
Each paper should include an introduction, body and conclusion. The body should
include a summary of your article/reading, including the author's thesis and main points;
and an analysis of the article in terms of three cross-cultural/intercultural communication
concepts. Papers should be 4-5 pages long, typed, double spaced, 12 font, and stapled.
10-15 m. presentations of the papers should be extemporaneous (conversational-style
from an outline, not formally read from a manuscript), and the presenter should provide
to the class a ONE-PAGE handout that includes a brief outline of the students' paper (i.e.
both summary and analysis), and three discussion questions. DO NOT MERELY
DISTRIBUTE TO THE CLASS A COPY OF YOUR PAPER. Failure to provide class a
handout will result in 50% reduction of assignment grade.
Readings
Martin, Judith and Nakayama, Thomas. 2000. Intercultural Communication in Contexts.
Mountain View, CA: Mayfield Publishing Co.
Anne Fadiman. 1997. The Spirit Catches You and You Fall Down. New York: The
Noonday Press.
Ted Conover. 1987. Coyotes. New York: Vintage.
Cross-cultural readings to be distributed by the instructor.
Grades
Individual quizzes
Group quizzes
Group exercises
Peer evaluations
Response papers
Paper/presentation
25%
15%
15%
10%
20%
15%
Attendance Policy
You are responsible for everything discussed during class including lectures, videos,
discussions, group exercises, individual and group RATs or guest-lectures. Make-up
tests will only be given in exceptional cases (i.e., a death in the immediate family, or
hospitalization). EACH UNEXCUSED ABSENCE WILL RESULT IN THE
REDUCTION OF STUDENT'S FINAL GRADE BY ONE LETTER. Absences due to
severe illness, official university functions and dire emergencies will be excused only if a student
submits verifiable documentation from an authority to the instructor within one week of the
absence. Absences due to work and household problems are not excusable.
Academic Conduct
Copying from others or using notes during a test is cheating. Submitting a paper that is
not entirely the student's work IS CHEATING. FAILURE TO APPROPRIATELY CITE
SOURCES OF MATERIAL USED IN YOUR PAPER IS PLAGIARISM. The minimal
penalty for cheating or plagiarism is zero for the test or paper involved.
Email
Your instructor may contact you via your OCU email account. Therefore, it is important that you
check your OCU email regularly.
Schedule
Week 1
January 11
What to expect from this course
Information on group work and peer evals
Formation of groups
1, 2, 3,4 in Martin &Nakayama
Week 2
January 18
Readiness Assessment Test Chapters 1,2,3,4
Group RAT Chapters 1,2,3,4
Group exercise Chapters 1,2,3,4
Assignments/Readings
Chapters 1, 2, 3,4 in Martin &Nakayama
Chapters 1, 2, 3,4 in Martin &Nakayama
5, 6, 7 in Martin & Nakayama
Individual presentations
Week 3
January 25
Individual RAT Chapters 5,6,7
Group RAT Chapters 5,6,7
Group exercises Chapters 5, 6, 7
Individual presentations
Week 4
February 1
Individual RAT Conover
Group RAT Conover
Group exercises Conover
Martin & Nakayama, Ch. 8, 9, 10
Individual presentations
Week 5
February 8
Individual RAT Ch. 8, 9, 10
Group RAT Ch. 8, 9, 10
Group exercises Ch. 8, 9, 10
Week 6
February 15
Individual RAT on first half of Fadiman (Pages
1-153)
Group RAT on first half of Fadiman
Group exercises on first half of Fadiman
Individual presentations
Week 7
February 22
Individual RAT on second half of Fadiman
(Pages 153-329)
Group RAT on second half of Fadiman
Group exercises on second half of Fadiman
Individual presentations
Week 8
March 1
Individual RAT on Ch. 11, 12
Group RAT on Ch. 11, 12
Group exercises on Ch. 11, 12
Chapters 5,6,7 in Martin &Nakayama
Conover
Response paper on Conover due
Chapters 8,9,10 in Martin &Nakayama
Fadiman vii - 153
Fadiman 153-329
Response paper on Fadiman due
Martin & Nakayama 11, 12