Communication Studies 7:
INTERCULTURAL
COMMUNICATIONS
STUDENT SYLLABUS
for
Fall, 2014
to Accompany the Text,
Intercultural Competence:
Intercultural Communication Across Cultures
Instructor: Joan Merriam
INTERCULTURAL COMMUNICATION (Communication Studies 7)
~ Fall, 2014 ~
Sierra College Nevada County Campus: N6-206
Monday-Wednesday 12:30 -1:50 pm
COURSE SYLLABUS
INSTRUCTOR:
Joan Merriam
e-mail: jmerriam@sierracollege.edu
(I recommend you use Canvas rather than MySierra)
TEXTBOOK:
Intercultural Competence (7th Edition) – Lustig, Myron & Jolene Koester
Textbook: ISBN 978-0-20-5912049 E-text: 978-0-20-5250301
DIGITAL DOCS:
Lecture notes and PowerPoint slides are available digitally on my
professional website at www.joanmerriam.com as well as on Canvas
COURSE OUTCOMES:
 Explain a historical, political, professional or family situation in which culturally
nuanced power effected the ability of members to make decisions
 Considering your own cultural representation and principles, explain the characteristics
that often differentiate you from other cultural groups (think critical compare and
contrast)
 Present an artifact that discusses specific cultural differences or diversity after
researching and/or interviewing a person from a culture (e.g. ethnic, international,
religious, etc.)
WHAT I EXPECT OF YOU:
ATTENDANCE & PARTICIPATION
In a class like this, attendance and participation go hand-in hand. Everyone starts with 200
participation points. You are entitled to THREE unexcused absences; beyond this, each missed
class will cost you 20 points. Anyone who falls below 100 points in this area may be dropped
from the course.
If you’re ill or out of town, let me know so I can mark your absence as excused. It’s your
responsibility to sign the daily attendance roll!
RULES OF THE ROAD
WRITTEN WORK: You will lose one-half grade point for each class session the work is turned
in late without an excused absence. Assignments more than three sessions late will not be
accepted, and will receive an automatic “F.”
EXAMS: You will receive an “F” for non-attendance on the day of the exam unless you have
an excused absence.
PRESENTATIONS: Absence on the day of your group presentation will result in a complete
loss of points for the oral portion of your grade. Unfortunately, there can be NO exceptions to
this, as I cannot assign a grade for something which has not been done.
NO TEXTING OR WEB-SURFING IN CLASS IS ALLOWED!
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WHAT YOU CAN EXPECT OF ME:
OPEN ACADEMIC ATMOSPHERE
My goal is to provide an environment of mutual respect and tolerance in which free and
open exchange of ideas and opinions can take place. There are no “off-limits” questions or
subjects—although I expect everyone to stay within the bounds of decency and be respectful of
racial, ethnic, cultural, religious, and sexual diversity.
FAIR AND EQUITABLE GRADING PRACTICES
I do not grade students on test results alone, or use a grading “curve.” Your grade is based
on your speeches, completion of assignments, class participation, and exams. But be warned:
ANYONE WHO CHEATS ON AN EXAM, SUBMITS WORK THAT IS NOT HIS OR HER OWN,
OR PLAGIARIZES ALL OR PART OF AN ASSIGNMENT, WILL RECEIVE AN “F” ON THE
ASSIGNMENT AND MAY BE DROPPED FROM THE COURSE.
EMAILING ASSIGNMENTS
You may email me your written assignments if you wish, but I must receive them by
midnight on the due date. Emailed assignments will be graded and returned to you by email in
order to save paper.
DISABLED STUDENTS
Students with disabilities who need assistance or accommodation should advise me, and
make arrangements with Disabled Student Services as soon as possible.
POINT BREAKDOWN FOR GRADING (1,000 POINTS POSSIBLE):
Quizzes .................................................................... 100 points (50 each x 2 = 100 total)
Your cultural background paper .......................... 50 points
Intercultural film or story analysis ...................... 150 points
Intercultural events papers ................................... 100 points (50 each x 2 = 100 total)
Group project ........................................................... 200 points
Midterm Exam ......................................................... 100 points
Final Exam................................................................ 100 points
Participation & Attendance .................................. 200 points
Optional extra credit assignment – choose one:
Fun with idioms paper ........................................... 100 points
Three views of meaning paper .............................. 100 points
Here are the total points you will need to earn the grade of your choice in the course:
A = 900 - 1000 points (90-100% of total points)
B = 800 - 899 points (80-89% of total points)
C = 700 - 799 points (70-79% of total points)
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CLASS SCHEDULE
DAY & DATE
(subject to change)
DISCUSSION TOPIC OR ACTIVITY
Mon., Aug. 25
Orientation to the Class: Getting to Know You
Wed., Aug. 27
The Importance of Intercultural Competence
Mon., Sept. 1
LABOR DAY HOLIDAY
FOR NEXT CLASS:
Read Chapter 1
Read Chapter 2
Wed., Sept. 3
What is Culture?
Mon., Sept. 8
Intercultural Communication
Wed., Sept. 10
Culture in the U.S. and the Issue of Diversity
Mon., Sept. 15
Improving Intercultural Competence
Read Chapter 4
Wed., Sept. 17
Cultural Patterns: Components
Study for Quiz
Mon., Sept. 22
Quiz #1: Chapters 1-3
Cultural Patterns: Characteristics
Read Chapter 5
Wed., Sept. 24
Taxonomies…What Are They? (They’re NOT taxidermy!)
Mon., Sept. 29
Further Discussion of Cultural Taxonomies
Wed., Oct. 1
Cultural Identity: Who Am I?
Mon., Oct. 6
Cultural Biases
Wed., Oct. 8
Read Chapter 3
Midterm Review
Mon., Oct. 13
MIDTERM EXAM: Chapters 1 – 6
Wed., Oct. 15
Verbal Codes
Mon., Oct. 20
Language, Thought, and Culture
Wed., Oct. 22
Nonverbal Codes and Messages
Wed., Oct. 29
Organizing Messages
Mon., Nov. 3
Read Chapter 9
Read Chapter 10
Culture and Interpersonal Relationships
VETERAN’S DAY HOLIDAY
Wed., Nov. 12
Quiz #2: Chapters 7-9
The Issue of “Face” in Intercultural Relationships
Mon., Nov. 17
Social Episodes
Wed., Nov. 19
Study for Quiz
Read Chapter 11
Rehearsal for Group Presentation
Mon., Nov. 24
 GROUP PRESENTATIONS
Wed., Nov. 26
Intercultural Contexts: Health, Education, and Business
Mon., Dec. 1
Intercultural Contact
Wed., Dec. 3
Ethics and Intercultural Competence
Wed., Dec. 10
Read Chapter 7
Read Chapter 8
Group Meetings
Mon., Nov.10
Mon., Dec. 8
Study for Midterm
Group Meetings
Mon., Oct. 27
Wed., Nov. 5
Read Chapter 6
Final Exam Review
FINAL EXAM: Chapters 7-12
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Read Chapter 12
Study for Final
DATES and DEADLINES
September 15
“Your Cultural Background” paper DUE
September 22
Quiz #1: Chapters 1-3
October 13
Midterm Exam: Chapters 1-6
October 29
Intercultural Film or Story Analysis paper DUE
November 12
Quiz #2: Chapters 7-9
November 24
Group Presentations
December 1
Intercultural Events papers DUE
December 8
Extra credit paper DUE
December 10
Final Exam: Chapters 7-12
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INDIVIDUAL PROJECTS
1. “Your Cultural Background”
Due: September 15
Length: 2-3 pages, typed, double-spaced
Description: Describe your cultural background (even if you consider yourself 100%
“American”). How do you think it affects your communication with others (both
people from the same culture as you and those from other cultures)? Think of
this as a chance to explore who you are and what some of your core beliefs and
principles are as relates to your culture. You might want to talk with other family
members before writing this assignment.
2. Intercultural Film or Story Analysis
Due: October 29
Length: 5-6 pages, typed, double-spaced
Description: see below
Option 1: Intercultural Film Analysis
Select a feature-length film or television series about a culture other than your
own. Preferably, the action of the story should be set in that culture as well.
Study the communication that occurs between the characters in the film and
identify the effects of cultural patterns, perception, verbal codes, nonverbal
codes, social episodes, and roles on interpersonal communication.
Some questions that you should answer:
1. What is the major story of the film/series? (that is, provide a brief summary
2.
3.
4.
5.
6.
7.
of the film/series)
What does the film/series indicate about the cultural patterns of this culture?
How do these cultural patterns affect interpersonal communication?
What events are presented in the film/series that describe the culture’s
nonverbal communication?
Are there any special features to the verbal codes used by the characters?
Are there any distinct social episodes that seem to be governed by specific
cultural rules?
What differences do you notice between the interpersonal communication
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portrayed in this film/series and what you might find in a similar setting in
your culture?
8. What is your overall evaluation of the film? Favorable? Unfavorable? Would
you recommend the film to others who want to learn about intercultural
communication? Why or why not?
Some cautions in selecting a film to watch:
 Choose a film that portrays the members of a culture fairly and accurately
(i.e., no “culture-bashing” films such as Mr. Baseball, The Last Samurai).
 Avoid “pseudo-cultural” films (e.g., Mulan, Borat) that only pretend to be
about a culture.
Option 2: Intercultural Story Analysis
Select a novel, novel excerpt, or short story by an author from a culture other
than your own. Preferably, the action of the novel or short story should be set in
that culture as well.
Study the communication that occurs between the characters and identify the
effects of cultural patterns, perception, verbal codes, nonverbal codes, social
episodes, and roles on interpersonal communication.
Some questions that you should answer:
1. What is the full citation of the article or story?
2. What culture(s) does the story depict?
3. What are the major events of the story? (that is, provide a brief synopsis of the
4.
5.
6.
7.
8.
9.
story)
What does the writer indicate about the cultural patterns of this culture?
How do the cultural patterns affect interpersonal communication?
Are there any special features to the verbal codes used by the characters?
What clues and descriptions are presented in the story that describe the
culture’s nonverbal communication?
Are there any distinct social episodes that seem to be governed by specific
cultural rules?
What differences do you notice between the interpersonal communication
portrayed in this piece of fiction and what you might find in a similar setting
in your culture?
Caution: be sure to select a novel or story that includes a fair amount of interaction
between the characters, or you’ll have trouble examining the communication.
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3. Intercultural Events
Due: December 1
Length: 6-8 pages total, typed, double-spaced (3-4 pages for each event)
Description: This assignment consists of two separate short papers written in
response to your attendance at two different intercultural events in the area.
These can be festivals, cultural events such as music or theater performances,
craft demonstrations, or perhaps even a lecture.
DO NOT WAIT until two or three weeks prior to the due date to find these
events! Begin searching now for events that will be suitable. You’ll need to search
your local newspaper and any other sources you can find in order to locate these
intercultural events. Part of the purpose of the assignment is to make you aware
of what is offered in this area that is intercultural!
The report should demonstrate your knowledge of the course concepts as you
address each of the following topics:
1. Describe the event, its purpose, the cultural group originating the event, when
2.
3.
4.
5.
6.
7.
it occurred, where it occurred, and how you learned of the event.
Are there similar events in your culture? (Or are there events in your culture
for similar purposes as this one?)
What did you see and experience at this event that you feel was
understandable to you? (In other words, was the intercultural communication
fairly accurate and competent?)
What did you notice that was culturally puzzling to you? (In other words,
what did you not understand or where was the intercultural communication
not as competent or accurate?)
After participating in this event, what do you think might be the major
difficulties in intercultural communication between people from the cultural
group sponsoring the event and people from your cultural group?
How did you feel or respond personally to being in a different cultural
situation that was not as predictable as communication in your own culture?
In one sentence, describe an important conclusion about intercultural
communication due to your participation in this event.
Be sure to use applicable course concepts and theories when answering these
questions.
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GROUP PROJECT
Due: November 24
Length: 10 minutes for oral presentation
Description: Class members will be divided into groups and will be required to
simulate an intercultural experience. Each group will investigate two different
cultures, and research the five questions listed below for these cultures. Some of
your information can come from your group members’ own experiences. Be specific
in answering each question.
The final product of this assignment will be a written script and a skit/presentation
for the class. You will be responsible for turning in your written scripts, and they will
be graded. Each group will demonstrate—not just discuss—at least three behaviors
that your research has turned up in answering the questions. (Remember, much
communication takes place using nonverbal codes.) The more specific the
information you can unearth regarding each question, the easier it should be to
demonstrate it.
I have allowed class time for you to plan the presentation, but you may also need to
meet outside of class. Be sure to exchange phone numbers, email addresses, etc. so
that group members can communicate with one another.
Questions to address in the group presentation:
1. What behaviors are appropriate for the initial face-to-face meetings with
individuals from these cultures?
2. What behaviors that someone from one culture is likely to exhibit might make
the individuals from the other culture feel uncomfortable?
3. How can you let this individual know that you are uncomfortable?
4. How can you determine this individual’s initial feelings about you and your
behavior?
5. How can you become better acquainted with this individual?
Note that this is a graded assignment, and it is expected that all
students will participate actively in their group. I reserve the right to
lower the grade of any individual who does not participate fully in
his/her group’s efforts.
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EXTRA CREDIT OPTIONS (choose one)
Due: December 8
Length: 4 pages, typed, double-spaced
Description: see below
Option 1: “Fun With Idioms” paper
Idioms are a form of jargon (see chapter 7) that can sometimes create problems in
intercultural communication. Idioms are a group of words that, when used together,
mean something very different from what the individual words literally suggest
(e.g., it’s raining cats and dogs; it blew my mind; he kicked the bucket).
There are three parts to this assignment:
1. Identify five idioms in your native language. Describe what each means and try
to determine how or where the idioms originated or might have originated. For
example, it’s been said that the well-known English idiom of “It’s raining cats
and dogs” originated in 18th century Europe and referred to the multitudes of
stray cats and dogs that would pour out of the sewers when severe rainstorms
pelted major cities like Paris. Check library reference materials and dictionaries
for assistance.
2. Next, find five idioms and their definitions from a language you do not speak.
Gather these by interviewing people or consulting language textbooks and
dictionaries. See if any of these idioms have equivalence in your native language.
3. Make up your own idiom. Remember that an idiom is an expression that has a
meaning contrary to the usual meaning of the words. Your idiom should be novel
and reflect careful thought.
Option 2: “Three Views of Meaning” paper
Your assignment is to choose one aspect of culture (religion, personal space, time,
status of women, individuality, silence, history, etc.) and discuss how your culture
and two other cultures view this characteristic. (The assignment asks you to focus
on three cultures—your own and two others—to avoid the common trap of thinking
about cultural differences as a single dimension: us and them.)
Gather information through library research, attending cultural events, interviewing
individuals, viewing documentaries, reading novels, or using your own cultural
experiences. But you must use at least two different kinds of sources (e.g., library
references, interviews, events, personal experience, novels, and documentaries).
You MUST include a page listing the sources you used (this is in addition to the
4-page length requirement.)
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Tips, Hints,
And
A Little Laughter
BEING A BETTER INTERCULTURAL COMMUNICATOR
In today’s technologically-savvy world, we have the ability to communicate at lighting
speed with people all over the globe. While this creates incredible opportunities to learn
from people of other cultures, it can also create problems if the parties involved are
unfamiliar with intercultural interaction.
The next time you find yourself in a situation like this, keep these tips in mind.
 Be open-minded. When we hear about traditions, foods, clothing, etc., that are
different from ours, we tend to jump to conclusions about how weird “their” life is.
Keep an open mind. Our customs are probably just as strange to them.
 Avoid judging. Find out about the other person’s culture before rushing to
judgment. Without understanding their cultural background, we can’t understand
why they do things a certain way.
 Focus on the content. It can be difficult to understand some people with heavy
accents. Help the person out. Listen carefully but focus your attention on the
content. You’ll be surprised how much more you’ll understand if you listen beyond
the accent.
 Be patient. Intercultural communication requires patience. Messages may be
misunderstood, offenses may be taken, but these things can be resolved with
patience and sensitivity. Allow the person a chance to explain.
 Keep practicing. Developing effective intercultural communication skills doesn’t
happen overnight. If at first you don’t succeed, keep trying. Stay positive and don’t
give up.
 Make mistakes. People don’t often encourage us to make mistakes, but that’s one
of the key elements of becoming effective at intercultural communication. Making
mistakes helps us learn. We’re all guilty of making cultural goofs, so learn to laugh
at mistakes and file the experience away for the next time you find yourself in that
situation.
Overall, be considerate, polite, and open to learning from others.
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CROSS-CULTURAL BUSINESS BLUNDERS
 When Kentucky Fried Chicken entered the Chinese market, they discovered that
their slogan “Finger Lickin' Good” translated to “Eat Your Fingers Off.”
 Internet search engine Bing experienced a slight problem after they launched in
China, because “Bing” in Mandarin Chinese sound like either “illness” or
“pancake,” depending on what Chinese dialect is used.
 When Coca-Cola launched in China in 1927, it found that some local shopkeepers
had produced homemade signs using Chinese characters to replicate the sound of
the words “Coca-Cola,” without noticing that the characters in combination could be
read as “female horse fastened with wax” or “bite the wax tadpole.”
 Things weren't much easier for Pepsi. When they entered the Chinese market, the
translation of their slogan “Pepsi Brings you Back to Life” meant, “Pepsi Brings
Your Ancestors Back from the Grave.”
 In Italy, a campaign for “Schweppes Tonic Water” translated the name into
“Schweppes Toilet Water.”
 Parker Pen’s ads for a ballpoint pen in Mexico were supposed to say, “It won't leak
in your pocket and embarrass you.” However, the company mistakenly thought the
Spanish word embarazar meant embarrass. Instead the ads said “It won't leak in your
pocket and make you pregnant.”
 Coors’ slogan, “Turn It Loose,” translated into Spanish as “Suffer From Diarrhea.”
 The Dairy Association's huge success with the campaign “Got Milk?” prompted
them to expand advertising to Mexico. It was soon brought to their attention the
Spanish translation read, “Are you lactating?”
 Scandinavian vacuum manufacturer Electrolux used the following in an American
campaign: “Nothing sucks like an Electrolux.”
 An American T-shirt maker in Miami printed shirts for the Spanish market which
promoted the Pope's visit. Instead of “I Saw the Pope” (el Papa), the shirts read
“I Saw the Potato” (la papa).
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