Intercultural resource pack,
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Resource Pack
Intercultural communication resources for language teachers
Derek Utley
Intercultural
PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE
The Pitt Building, Trumpington Street, Cambridge, United Kingdom
CAMBRIDGE UNIVERSITY PRESS
The Edinburgh Building, Cambridge CB2 2RU, UK
40 West 20th Street, New York, NY 10011–4211, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
Ruiz de Alarcón 13, 28014 Madrid, Spain
Dock House, The Waterfront, Cape Town 8001, South Africa
© Cambridge University Press 2004
It is normally necessary for written permission for copying to be obtained in advance
from a publisher. The activities in this book are designed to be copied and distributed in
class. The normal requirements are waived here and it is not necessary to write to
Cambridge University Press for permission for an individual teacher to make copies for
use within his or her classroom. Only those pages which carry the wording
‘© Cambridge University Press’ may be copied.
First published 2004
Printed in Italy by G. Canale & C.
S.p.A.
Typeface
Lexicon (The Enshedé Font Foundry) 9/13pt.
System
QuarkXpress® [
UPH
]
A catalogue record for this book is available from the British Library
ISBN 0 521 53340 6
Contents
Thanks and acknowledgements
5
About this pack
6
An Introduction to Intercultural Studies
by James R. Chamberlain
7
Recommended reading
9
Language reference
10
Teacher’s notes and activities
1
Why does culture matter?
12
1.1
Brainstorming: What is culture for you?
12
1.2
Defining the word ‘culture’
14
1.3
The culture iceberg
16
1.4
Cultural briefing
18
1.5
Cultural briefing: The Swedes
20
1.6
The global dimension
22
1.7
The effects of global business
24
1.8
Expectations
26
1.9
Case study: One person’s experience
28
1.10
Case study: Combining global and local
30
2
Types and stereotypes
32
2.1
The culture onion
32
2.2
Sport and teams
34
2.3
Gender
36
2.4
Gender and communication
38
2.5
Stereotyping
40
2.6
Evaluating attitudes
42
2.7
The bell-jar graph
44
2.8
Where do stereotypes come from?
46
3
Profiling national cultures
48
3.1
Cultural influences
48
3.2
Body language
50
3.3
Time capsule
52
3.4
Family briefing
54
3
4
Profiling corporate cultures
56
4.1
Company dimensions
56
4.2
Brand, image and culture
58
4.3
Case study: Telephone language
60
4.4
The Hofstede model
62
4.5
The Trompenaars model
64
4.6
The Mole model
66
4.7
The Hall model
68
4.8
Diversity or conformity?
70
4.9
Case study: A takeover
72
5
Profiling group cultures
74
5.1
Group characteristics
74
5.2
Case study: Troubleshooting
76
5.3
SWOT analysis
78
5.4
Group perceptions
80
5.5
Observing conventions
82
5.6
Cultural dilemmas
84
6
Culture and communication
86
6.1
Individual characteristics
86
6.2
Work types
88
6.3
Communication styles
90
6.4
Where do you come from?
92
6.5
Meetings
94
6.6
Following the rules
96
6.7
Which language?
98
6.8
The native and the non-native speaker
100
6.9
Positive communication
102
6.10
Multi-channelling
104
6.11
Developing intercultural competence
106
6.12
Dos and don’ts
108
6.13
Learning styles
110
4
1.1
Brainstorming: What is culture for you?
Aims
•To collect as many ideas as possible on the many different components of culture.
•To show how the concept of culture, and its components, can be interpreted differently by different
individuals or groups.
Procedure
1
If your students are not familiar with mind maps,
spend a few minutes developing a simple mind
map on the board or overhead projector. Choose
a subject you know well, based on the mind map
in this activity. For example:
Central topic: media; branching topics:
television, radio, newspapers, magazines. Extend
if necessary (for example, newspapers can be
morning or evening, national or local). Make
sure they understand that the idea of a mind
map is to loosely link together different ideas
and thoughts around a central theme.
Introduce the concept of culture by asking
questions like:
• What is culture for you?
• What does it involve?
• What shapes culture?
Invite the students to express their ideas as freely
as possible, without too much discussion at this
stage.
2
Ask the students to look at the mind map, and
check that the words are understood and the
links clear. Explain that the elements given are
not intended to be a complete list, but simply a
selection. If necessary, go through a branch such
as ‘Social life’, showing the links through to the
final column. Ask individuals for examples of
how such aspects as ‘gender’ (the differing social
and work roles of male and female) are viewed in
their own cultures.
3
Form pairs or groups to do task 1: find suitable
words to fit in the spaces numbered 1 to 6. The
words should be relatively easy to find, but allow
time for discussion, and accept anything which
students can explain satisfactorily. Compare and
discuss results.
4
Do the same for task 2, either in groups as
before, or in an open session, asking for ideas on
ways of continuing some of the lines outwards.
For example, the line Physical – body language –
gestures could be continued with ‘hands, body,
feet’, with students then giving examples of how
gestures can differ from culture to culture.
Outcomes
Suggestions for the missing words are:
1
traffic
2
independence
3
spoken
4
work times
5
home
6
speed
Development
Continuation of the lines could be extensively
developed by students who are particularly
interested. Some may wish to restructure and add
new elements to the mind map as well as extend it.
Many of the topics can lead to discussion of emotive
or abstract topics such as driving habits (‘traffic’),
fashion (‘dress’), bluntness (‘directness of speech’).
Discussion could also centre around the origin of
the word ‘culture’. It is based on the Latin word
‘cultus’, meaning growing or cultivating a crop or a
plant. This illustrates one important aspect of
culture, which is that it is something which has
always and will always be changing and modifying
itself in both large and small ways.
Encourage students to be open in their definition
of culture. It is a very flexible concept, and they
should be encouraged to be open and tolerant.
Although this mind map attempts to divide up
culture into different parts, students will realise
that there is a large amount of overlap, because of
the complexity of the subject.
To begin with, students may suggest some obvious
differences between cultures such as food, dress
and language. Acknowledge that these are indeed
differences, at the same time encouraging them to
bring out less easily perceived differences such as
attitudes to authority or family.
Linked activities
1.2, 1.3
Further reading
For examples of dividing up culture into seen and
unseen, implicit and explicit, etc., see chapter 2
(‘What is Culture?’) of
The Silent Language
, by E. T. Hall, 1997, New York:
Anchor Books
as well as chapter 4 (‘Hidden Culture’) of the book
Beyond Culture
, by E.T. Hall, 1997, New York:
Anchor Books.
112
12
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