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Instructor’s Resource Manual
for
Samovar, Porter, and McDaniel’s
Communication Between Cultures
Seventh Edition
Alan D. Heisel
University of Missouri, St. Louis
Wadsworth
Cengage Learning
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
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TABLE OF CONTENTS
INTRODUCTION 1
PART I PREPARING TO TEACH 3
Description of Chapter Resources 4
Facilitating Discussion of Activities 7
Sample Course Schedules 8
Sample Lesson Plan 11
References 15
PART II CHAPTER RESOURCES 17
Chapter 1 Communication and Culture:
The Voice and Echo 18
Chapter 2 The Deep Structure of Culture:
Roots of Reality 43
Chapter 3 Worldview: Cultural Explanations of
Life and Death 58
Chapter 4 Culture and the Individual:
Cultural Identity 75
Chapter 5 Alternative Views of Reality:
Cultural Values 89
Chapter 6 Words and Meaning:
Language and Culture 102
Chapter 7 Nonverbal Communication: The Messages of
Action, Space, Time and Silence 129
Chapter 8 Cultural Influences on Context:
The Business Setting 151
Chapter 9 Cultural Influences on Context:
The Educational Setting 171
Chapter 10 Cultural Influences on Context:
The Health Care Setting 187
Chapter 11 Becoming Competent:
Improving Intercultural Communication 199
PART III INTERNET RESOURCES AND ACTIVITIES 216
INTRODUCTION
Never before has the interconnectedness between cultures, nations, and economies been so salient. Never before have the challenges been so great; or the opportunities so palpable. Intercultural communication is perhaps the single-most import link in an increasingly complex web of global interaction. Less than two decades ago, it was not uncommon to find intercultural communication absent from the core requirements of baccalaureate degrees in Communication. Today, such a lack is the exception rather than the rule. Although there is general acceptance among scholars regarding the implicit value of competence in intercultural communication, there are often great differences in the way that academics approach the material. In the classroom, some choose to explore a small number of cultures in great depth, while others choose a more representative selection of cultures but do so with at the loss of some depth. Ultimately, the approach you take should be based on your individual skillset and in the context of the curriculum offered by your department, college, or university. In most cases, if only one intercultural course is offered by your department, students would probably benefit from a more general approach. Indeed, Communication Between Cultures, the textbook this resource manual accompanies, is best suited for just such an approach. Even so, the range of content allows instructors to focus on components consistent with the intent of the course (thereby creating a more culture-specific design).
This instructor’s resource manual is designed to coordinate with the seventh edition of Communication Between Cultures by Larry Samovor, Richard Porter, and Edwin McDaniel. Continuing the tradition, the seventh edition of Samovar and Porter’s textbook offers a clear and engaging overview of critical concepts associated with intercultural communication.
This manual offers a variety of supplemental materials to assist you in preparing for and teaching a course in intercultural communication. Instructors are encouraged to select those aspects of the manual that best fit with his or her teaching style and the curriculum of his or her department. While you may not use all of the material included in this manual, we hope that you will find much of it useful in developing and delivering your course.
The manual is divided into three parts: Preparing to Teach, Chapter Resources, and Internet Resources. Part I addresses the preparation necessary to teach an undergraduate course in intercultural communication. It also includes a description of the chapter resources, suggestions for post-exercise discussions, three sample course schedules, a sample lesson plan, and a list of references used to prepare this manual. Part II provides materials to simplify and enhance your use of the textbook including an overview, outline, activities, supplemental films, and examination questions for each chapter. Finally, Part III provides a list of Internet sites and exercises that are useful for learning about and teaching intercultural communication.
ABOUT THE AUTHOR
Alan D. Heisel is Associate Professor and Chairperson of the Department of Communication at the University of Missouri – St. Louis. He has authored or co-authored dozens of journal articles, book chapters, and conference papers on topics ranging from communication apprehension, dogmatism, ethnocentrism, self-concept/self-esteem, theory of mind, and verbal aggression. For the author’s complete Curriculum Vita, visit:
http://www.umsl.edu/divisions/artscience/communication/
ACKNOWLEDGEMENTS
The vast majority of the content in this edition of the IRM has been updated to reflect the modifications and new material in the 7th edition of Communicating Between Cultures. However, there are numerous aspects of this edition that integrates and builds upon the work of the authors of prior editions. As a result, I hope that readers will join me in recognizing and acknowledging the hard work of these individuals. There are a number of other people that I’d like to acknowlege as well. First, I’d thank Rebekkah Matthews and Cengage Higher Education/Wadsworth Publishing for the opportunity to revise this manual a second time. I certainly hope it was worth the wait! Second, I would like to thank Leighanne Heisel for providing feedback, suggestions, and edits without which this manual would not be what it is. Third, I’d like to thank my parents, Richard and Barbara Heisel, for not leaving me and my sister behind when they travelled, instead exposing us to so many cultures and providing me with the opportunity to see the tapestry that is the people and places of this world. Finally, I’d like to thank Joshua and Alysia for always reminding me what it is like to see something for the first time.
PART I
PREPARING TO TEACH
DESCRIPTION OF CHAPTER RESOURCES
Overview
Each chapter overview identifies the central themes addressed in the chapter.
Outline
Each chapter outline traces the major topics discussed within that chapter.
Activities
This chapter resource provides a wide variety of activities aimed at stimulating students’ learning of intercultural communication in general and each chapter’s primary concepts in particular. Activities can be particularly engaging for students in an intercultural communication course. They offer a change from the traditional lecture by allowing students to demonstrate and experience concepts discussed by the instructor and/or within the course textbook. Additionally, using activities in the classroom is a powerful way to engage students in the course and in their own learning. Probably most important in the intercultural communication course is that activities transcend the classroom with real life situations and challenges. Below are descriptions of the different types of activities included within this manual, as well as each activity type’s accompanying benefits.
Role play. Role-playing is a training activity in which two or more participants take on the characteristics of people other than themselves in order to attain a clearly defined objective. These “other people”—or roles—are usually fictitious, although they should be believable in order for the role-play to work. Participants who are not actively involved in the role-play function as observers and look for certain things related to the overall objectives as the role-play unfolds. Benefits include:
· Participants get a clear sense of identifiable skills in intercultural situations, how they work, and the impact of things done effectively and ineffectively.
· Participants have an opportunity to feel what it is like to try out new or enhanced skills in real situations.
· Participants also get a chance to feel what it is like to be in another role. (McCaffery, 1995, p. 24)
Simulations. Simulations provide interactive opportunities to practice new behaviors and experiment with new attitudes and points of view in a nonthreatening, nonjudgmental environment. They are particularly useful for intercultural training, since simulations can stimulate cognitive and affective understanding and broaden participants’ perspectives in a short amount of time (Sisk, 1995, p. 82). Benefits include:
· Simulations promote critical thinking as participants analyze possible moves and probable consequences of those moves. Participants must also rationally plan and think through countermoves.
· Because chance is introduced, simulations demonstrate that life is not always affected by logical plans or even by intuitive solutions.
· Students learn on three levels: information, process, and strategies.
· Simulations teach social values, such as competition, cooperation, and empathy.
· Simulations increase participants’ knowledge and skills.
· Simulations establish a sense of group dynamics and self-awareness among participants. (Sisk, 1995, p. 89)
Critical Incidents. Critical incidents are brief descriptions of situations in which there is a misunderstanding, problem, or conflict arising from cultural differences between interacting parties or where there is a problem of cross-cultural adaptation. Each incident gives only enough information to set the stage, describe what happened, and possibly provide the feelings and reactions of the parties involved. It does not explain the cultural differences that the parties bring to the situation. These are discovered or revealed as students engage in the exercise (Wright, 1995, p. 128). Benefits include:
· Increases participants’ awareness of their own typical, idiosyncratic, or culturally determined interpretations and explanations of others’ behavior and their own attitudes and responses in situations such as the ones described.
· Draws out for comparison and analysis of various interpretations and perceptions of participants.
· Clarifies the cultural differences in the incidents that might have contributed to the misunderstandings, problems, and conflicts.
· Helps students behave more appropriately and effectively in similar situations. (Wright, 1995, p. 129)
Culture Assimilator/Intercultural Sensitizer. This type of activity is “specifically constructed to sensitize persons from one cultural group to the assumptions, behaviors, norms, perceptions, interpretations, attitudes, and values--in short, the subjective culture--of persons from another cultural group” (Triandis as cited in Albert 1995, p. 165). Benefits include:
· Imparts knowledge of the target group’s subjective culture.
· Helps participants develop more accurate expectations in intercultural interactions.
· Helps participants interact more effectively with persons from the target culture.
· Improves knowledge and application of cross-cultural communication concepts.
· Increases participants’ intercultural sensitivity. (Triandis as cited in Albert, 1995, p. 165)
Case Studies. Case studies are realistic examples of intercultural situations that include “sufficient detail to make it possible for the participants in a training program to analyze the problems involved and to determine possible solutions” (Nadler as cited in Lacey & Trowbridge, 1995, p. 187). Benefits include:
· Reflects the actual complexities of cross-cultural interaction and illustrates that such situations are rarely as simple as they seem.
· Encourages participants to question the notion that there is one right way or one correct answer.
· Helps participants learn to weigh carefully the many factors that affect cross-cultural interaction and to avoid snap judgments that may have negative consequences for everyone involved in the interaction.
· Encourages students to learn from each other and to appreciate different opinions and is thus particularly effective in a group representing different cultures. (Nadler as cited in Lacey & Trowbridge, 1995, p. 193)
Field Exercises. Field exercises take the students outside the classroom to examine or experience the specified intercultural communication topic in real life. Benefits include:
· Increases students’ knowledge and behavior by experiencing the actual event outside the classroom.
· Allow students to experience members of other cultures.
· Allows students the opportunity to practice the intercultural communication skills that they have learned in the classroom and from the textbook.
· Helps students interact more effectively with members of other cultures.
Media Searches. Media searches take students through all forms of media (papers, films, magazines, television, the arts, etc.) in order to find examples of the specific concept. Accompanying the text is a valuable media research tool, the Infotrac College Edition. Students can access the Infotrac web page at <http://www.infotrac-college.com>. In order to register, students will need to type in the password that was included on the free subscription card with their textbook. After registering, students will automatically enter the EasyTrac search option and be asked to enter a search term. Alternatively, students can use the PowerTrac search option to locate articles. Benefits include:
· Students can more fully explore cultural diversity and related course concepts.
· Students can gain more in-depth knowledge about a particular topic.
· Students have a ready research tool that utilizes technology to access credible, timely, and relevant literature.
Supplemental Films and Videos
Each chapter resource includes brief descriptions of instructional videos and dramatic films relevant to that chapter’s primary concepts.
Test Items
Each chapter includes a host of multiple choice, true/false, and short answer/essay questions. The content and question types allow for a variety of testing configurations.
Facilitating Discussion of Activities
Activities often serve as illustrative catalysts for the more illuminating discussion session that takes place afterwards. It is during these classroom discussions where students come to grips with the concepts illustrated in the activity by verbalizing and sorting through their experience. The post-activity discussion is not merely a quick overview of what happened, with a few substantive comments made only by the teacher. As Nyquist (1979) has stated, an instructional discussion is a developmental process in which the “purpose is to move students toward new understanding and appreciation” (p. 7). Students should be talking to each other with the instructor acting as question poser, clarifier, and/or summarizer.