Managing Effective Intercultural Communication and Perspectives

“Submission Cover Sheet”
“Learner Name”


“Learner Registration No.”


“Study Centre Name”


“Qualification Title”

“D/617/5000”

“Unit Reference No.”

“Managing Effective Intercultural Communication and Perspectives”

“Unit Title”

“7121”

“Word Count”

“07-02-23”

“Submission Date”

“07-02-23”

“Declaration of authenticity:.”
1 “I declare that the attached submission is my original work. No significant part of it has been submitted for any other assignment, and I have acknowledged in my notes and bibliography all written and electronic sources used.”
2 “I acknowledge that my assignment will be subject to electronic scrutiny for academic honesty.”
3 “I understand that failure to meet these guidelines may instigate the center’s malpractice procedures and risk failure of the unit and qualification.”

_________________
“Assessor signature”
“Date:”



“Assessment Marking Sheet”
“OTHM LEVEL 7 Diploma in Education Management and Leadership”
“Qualification Ref. No.: 603/4248/1”
“The Management of Educational Change (A/617/4999)”
“Learner’s Name”


“Final Result”

(Pass or Fail)

“OTHM Reg. No.”








“LEARNING OUTCOMES”

“ASSESSMENT CRITERIA”

“PASS/ REFER”

“ASSESSOR COMMENTS”

1 “Understand the issues and theoretical constructs surrounding intercultural communication and perspectives.”

1 “Explore how an increasingly globalized and connected world necessitates dynamic communication skills.”
2 “Assess how intercultural communication has become an essential aspect of applied linguistics.”
3 “Critically evaluate the implications this growth has for educators.”



2 “Understand how dimensions of culture can be barriers to successful communication.”

1 “Analyze the influences of culture on communication and perspectives.”
2 “Explain how barriers of stereotyping and ethnocentrism impede effective intercultural communication and perspectives.”
3 “Compare and contrast communication barriers between two national contexts.”
4 “Evaluate the cultural and social impact of barriers to communication in one national context.”



3 “Understand how to lead interaction in unfamiliar settings within academic contexts.”

1 “Define intercultural competence.”
2 “Self-assess your levels of ethnocentrism.”
3 “Examine your cultural assumptions and biases.”
4 “Summarise practical strategies to enhance own and others’ intercultural competence.”
5 “Explore how to utilize positive aspects of own cultural assumptions and biases to lead and promote positive intercultural communication.”



4 “Understand the management of intercultural communication in education.”

1 “Explore the ‘culture shock’ notion about managing intercultural communication in education.”
2 “Examine acceptable behavior and appropriate discourse within educational settings.”
3 “Analyze how to manage the challenges associated with adopting unfamiliar communication focussed” pedagogies concerning learning.
4 “Evaluate strategies for managing the disorientation and stress that can arise from unfamiliarity.”



“Overall Assessor Comments:”

Signature:
Print Name:
Date:
Important Notes:
1 “You are encouraged to use images, graphs, tables, and statistics in your response. Make sure to reference everything using the Harvard referencing system.”
2 “Make sure you understand the task before starting to write. Please refer to the Guide for completing tasks in the Downloads Section.”
3 “The books provided as part of the list of resources should be your main reference point. However, you are welcome to buy other books. Amazon.co.uk is an excellent point to purchase books. Kindle editions are also available to instantly download onto your Kindle device or smartphone/desktop app if you do not own a Kindle.”
4 “There are no word limits. However, it would be best to address the assessment criteria sufficiently.”
5 “Learners must complete their assigned tasks in the boxes next to the functions.”
“Task 1: Research and Analysis”
“For this assignment, you must write an essay on issues and theoretical constructs surrounding intercultural communication and perspectives in your education setting.”
“Your response should:.”
* “Explore international communication skills in your education setting (1.1).”
* “Assess and evaluate the implications of the growth of intercultural communication and why this has become an essential aspect of applied linguistics (1.2. 1.3).”
* “Analyze the influences of culture on communication and perspectives (2.1).”
* “Explain the barriers of stereotyping and ethnocentrism and their effect on intercultural communication and perspectives (2.2).”
* Compare and contrast communication barriers between two national contexts (2.3).
* “Evaluate the cultural and social impact of barriers to communication in one national context (2.4).”
“Please use the box below to write your response. A rough suggested word count is 3,500-4,000 words.”
The current global environment has seen globalization occur virtually everywhere and affect almost every facet of society. People are now moving freely from one end of the world to another for education, adventure, or work. Notably, this means that cultural integration is now at an all-time high, as new ideas and practices are shared amongst the people within a given society or locality. There is also the need for these associations and relations to create specific shared meanings within the respective contexts. Notably, this is especially so in education, where shared meanings from the intercultural setup help disseminate knowledge amongst the learners (AlTaher, 2019). Communication between individuals or groups from various cultural origins is called intercultural communication. It is essential in today’s increasingly multicultural society, as individuals from different cultural roots mingle in multiple contexts, including educational institutions (María & Constanza, 2016). The education field is one of the greatest beneficiaries of an intercultural communication since education is now a global experience and not something localized as it once was a few years back.
In my setting, I have experienced the potential risks of miscommunication, conflict, discrimination, and the perpetuation of inequality when learners from diverse backgrounds interact. However, I have learned that being mindful of my ethnocentrism and biases can help mitigate some of these problems. As a teacher, I inevitably transmit certain cultural norms, so I carefully consider the values I intentionally and unintentionally promote or reject. As noted earlier, intercultural communication is essential in education, especially in a globalized world where students from all over the world converge in various educational settings. Inclusivity is becoming more critical, promoting harmony and inclusiveness in a diverse learning environment. Communicating effectively across cultures fosters respect and understanding diverse perspectives (Wenzel, 2019). Inclusivity breeds open-mindedness, allowing individuals to embrace new ideas worldwide and expand their thought processes. Through cross-cultural encounters, individuals can appreciate the differences and similarities among their classmates, potentially leading to new friendships or future professional partnerships. Open-minded and sensitive individuals with cross-cultural communication experience are better prepared to handle these encounters in their personal and professional lives.
The target culture is the culture that is going to receive all the elements of intercultural communication. It acts as the reference point for the application of the same. Understanding the norms and values of the target culture, which shape how people interact, is crucial for intercultural communication. Relationships between people from various cultural origins might suffer from misconceptions and communication breakdowns brought on by a lack of knowledge of these conventions. It is essential to understand the target culture to ensure good intercultural communication “(National Academies of Sciences, Engineering, and Medicine, 2018)”. Notably, it’s crucial to familiarize oneself with the linguistic patterns and slang of the target culture. Sometimes the target culture determines how one is to relate or behave, and therefore helps in ‘customizing’ general conduct. Understanding the target culture is an essential element of cultural awareness. Cultural awareness helps to ensure that individuals communicate more effectively. In this case, communication goes beyond words; it captures even the nonverbal aspects, such as general conduct and interpersonal relations. In short, this can be a lifelong skill, especially for educators in any learning or teaching environment. Cultural awareness ensures that one can forge long-lasting ties with people in a new environment.
Understanding the language norms and style of the target culture is necessary for efficient cross-cultural communication since language is a vital communication instrument. Language conventions and styles vary among cultures, affecting how people communicate and understand messages. For example, while direct eye contact can be forceful and confrontational in some cultures, it can also signify respect and honesty in others “(National Academies of Sciences, Engineering, and Medicine, 2018)”. Communication can be improved, and misunderstandings can be avoided when people know these cultural differences. As earlier noted, understanding the language norms and styles still constitutes cultural awareness. One can easily and quickly identify the salient features of a particular group’s communication style and effectively assess how to fit in.
Understanding gender dynamics is essential for effective communication since they significantly influence cross-cultural interactions. In a particular culture, male or female duties, expectations, and behaviors are referred to as having specific gender dynamics (Apriyanto, 2019). Due to these dynamics’ potential to affect how people interact and communicate, failing to comprehend them can lead to misunderstandings and communication breakdowns. In an educational setup, gender dynamics are quite complex and delicate due to new developments as far as the definition of gender goes. I would, therefore, need to be quite careful when it comes to handling these dynamics while at the same time exercising inclusivity when dealing with it. Learning experiences usually differ between the various genders of learners (María & Constanza, 2016). It is through understanding gender dynamics that a teacher can draw up a teaching plan that suits all the learners in a classroom setup.
Students, in general, usually thrive and perform better when they grow in an environment that favors them. Cultural biases and stereotypes generally hamper such growth. Individuals must also be adaptable when promoting their culture to engage in intercultural dialogue. Flexibility in promoting one’s own culture entails changing one’s behaviors and beliefs to fit the target culture and adjusting to new cultural norms and values (Alvesson, 2012). Effective intercultural communication requires flexibility because it prevents cultural misunderstandings and fosters tolerance and understanding among people from various cultural backgrounds. Flexibility ensures balance in learning and that people perform better in the process. Espousing one culture contributes towards cultural integration. When this happens, the learner and the educator will not suffer from the horrors of culture shock.
A complicated and multifaceted issue, intercultural communication has been examined from several meta- and theoretical vantage points. The theoretical underpinnings and practical concerns of intercultural communication in a learning environment are interpretive, dialectical, critical, and social science. The social science approach, also known as the functionalist approach, is based on the fact that human behavior can be predictable (Alvesson, 2012). To this end, the theory aims to predict intercultural communication as a product of culture and an individual’s traits. A person’s behavior is a direct determinant of intercultural communication.
On the other hand, the interpretive approach focuses on difficult-to-predict human conduct. Crisply, this is primarily a result of personal conduct (María & Constanza, 2016). The theory focuses on interpersonal relationships between members of a given cultural group or society, such as friendship, and tries to establish specific communication patterns therein.
As the name suggests, the critical approach views these elements of intercultural communication as subjective; each instance of intercultural communication is analyzed based on certain underlying factors affecting it. This approach looks at the other determinants of intercultural communication, such as power struggles and other social imbalances. The media is also analyzed to a great extent to try and identify these dynamics, which might impact intercultural communication (Wenzel, 2019). The dialectical approach advocates for accepting and embracing all three approaches above.
The dialectical approach further addresses the individual differences that affect intercultural communication, such as their background, personalities, dynamics that change their perceptions, and their respective contexts. All these theoretical underpinnings are essential in an educational or classroom setup, as they come into play in one way or another. These viewpoints offer several lenses to comprehend cross-cultural communication, including social psychological, cultural, linguistic, and critical views (Alvesson, 2012). These theories can provide insightful explanations of the methods and results of intercultural communication, assisting people in understanding and honing their intercultural communication abilities.
As a field, education is still growing and incorporating new ideas. This reality happens mainly through research and changes in society. Research on cross-cultural communication is done in a variety of contexts. Analysis can be used to understand better the multicultural communication strategy and experience (Alvesson, 2012). The study findings can be utilized to pinpoint issues and enhance communication skills.
People must adjust to evolving cultural conventions and beliefs due to the ongoing changes in intercultural communication. Intercultural solid communication abilities and familiarity with its theories and concepts are required. It affects our perspectives and interactions with people from various cultural origins. Education must prioritize cultural sensitivity and foster a varied and respectful learning environment (María & Constanza, 2016). Understanding the effects of intercultural communication can make learning more enjoyable and peaceful for everyone involved.
Applied linguistics is a field of study that has become increasingly important due to the need for effective intercultural communication. Theoretical principles of communicative language serve as the foundation for intercultural communication. In a globalized world where languages and cultures exist in context with one another, effective communication requires an understanding of how language works within different cultural contexts (Wenzel, 2019). Therefore, language competence is essential, and bilingualism and multilingualism are increasingly important in global contexts. As a result, in educational settings, classrooms need to be flexible enough to accommodate diverse languages and dialects to promote effective intercultural communication (Abrams, 2020). In conclusion, the theoretical principles of applied linguistics play a vital role in intercultural communication, and it is essential to promote bilingualism and multilingualism in educational settings to foster effective communication in a globalized world.
Since bilingualism is rising, studying it is crucial to intercultural communication. Bilingual people can flip between languages, which is a valuable skill for intercultural communication (Abrams, 2020). Additionally, bilingualism can foster cross-cultural understanding and assist in lowering communication obstacles.
An additional category of intercultural communication is teaching and learning. Students can study many cultures and hone their intercultural communication abilities in the classroom (Abrams, 2020). Additionally, this can be accomplished through educating students about various cultures and giving them first-hand experience with intercultural communication.
People from different cultures have diverse views, values, and communication styles, so persuasive and negotiating skills are essential in intercultural communication (Abrams, 2020). Effective negotiation and persuasion skills are necessary for intercultural communication, as well as the ability to modify one’s communication style to fit the demands of others.
Learning is a matter of relaying information and receiving feedback from both parties. It is through feedback that one can determine whether knowledge is being disseminated or not. Feedback abilities are also essential for intercultural communication since they enable people to comprehend how communication affects others (Abrams, 2020). Feedback abilities can be applied to offer constructive feedback and aid people in developing their communication abilities.
Communication between cultures has far-reaching effects, both positive and bad. It promotes cultural interchange, boosts global knowledge, and deepens cross-cultural interactions on the one hand. Conversely, it offers various hurdles, such as miscommunications, language problems, and cultural differences. To properly comprehend the value of intercultural communication, weighing its advantages and disadvantages is necessary. Intercultural contact can increase innovation, enhance problem-solving, and higher creativity (Alvesson, 2012). Also, it can help dismantle preconceptions and prejudices and promote more inclusive cultures.
Nonetheless, it is necessary to acknowledge that intercultural communication is not always simple or clear. Differences in cultural standards, attitudes, and expectations can lead to misunderstandings, and language limitations can hinder efficient communication. Individuals must be ready to identify the underlying reasons for their difficulties, grasp them, and develop viable solutions to overcome these obstacles. In essence, this may need nonverbal communication, interpreters, or expert aid (Alvesson, 2012). In the end, the benefits of intercultural communication exceed the difficulties, but it is essential to be cognizant of the hurdles and strive to overcome them.
People’s cultural backgrounds and degrees of trust in one another significantly impact cross-cultural communication’s effectiveness. For instance, in some cultures, people may be more guarded while speaking with strangers, whereas others may be more outspoken and open. Furthermore, one’s confidence level in their communication partner can significantly impact how well they communicate (Halualani, 2019). For instance, a partner who lacks trust may be more reserved in their responses, resulting in inefficient communication.
Cultural similarities in thought and behavior also impact communication. For instance, people from the same culture could hold comparable opinions and values, making the discussion more accessible. The impact of culture on communication is a complicated and varied topic that has been thoroughly investigated in the literature. Halualani (2019) highlights fear as a primary difficulty with high power distance. Fear of authority is an emotional condition in which individuals fear how perceived authority and power are. In a cultural setting where power distance is greater, learners may be reluctant to express their ideas or opinions, ask questions, or engage in conversations, not because they are content with the learning environment but because they are self-conscious or fear mockery. This dread might result in communication failures and misunderstandings.
Moreover, cultural differences in communication methods and customs might be substantial. Certain cultures may emphasize formal parts of communication, such as the usage of titles and specific forms of address. Others, however, may choose casual modes of communication. These communication styles and standards disparities may result in misconceptions and difficulties, especially in cross-cultural relationships. It is essential to notice and comprehend these differences to avoid misunderstandings and promote good cross-cultural communication(Alvesson, 2012). Ultimately, culture plays an important part in communication, and it is crucial to be aware of cultural influences and viewpoints to allow good cross-cultural communication.
Cultures can influence opinions on communication conflicts. Different strategies include direct, conflict-free, and confrontational ones. Better communication strategies result from understanding these attitudes (Halualani, 2019). While some cultures value openness to debate, others value diplomatic resolution of inequalities.
The way that different cultures view knowledge and education varies. While some value formal education, others embrace hands-on learning. Communication across cultures requires an understanding of these differences. Arguments can be made through tales or anecdotes in societies where the value of personal experience is high (Halualani, 2019). Statements can be supported by facts or research in communities that place a high priority on formal education.
Edward T. Hall first discussed “high-context and low-context” cultures in his research on cross-cultural communication. Asian high-context societies value interpersonal relationships and nonverbal communication. In Western low-context civilizations, interpersonal interactions are scarce and verbal communication is the norm (Halualani, 2019). Intercultural communication can also be enhanced by comprehending the contrasts between “high-context and low-context cultures”.
The five facets of traditional values identified by Geert Hofstede are crucial for cross-cultural communication. Individualism vs collectivism, power differentials, fear of the unknown, masculinity versus femininity, and long-term orientation are a few of them. Cultural communication is more accessible when understanding these values (Hofstede & Hofstede, 2001). In some nations, individualism is prized, whereas collectivism is more commonplace in other areas.
Stereotyping is the oversimplification or generalization of a group of people based on attributes like ethnicity, nationality, or culture. Contrarily, “ethnocentrism” is the view that one’s culture is greater than the rest and that the same cultural criteria should judge other civilizations as one’s own (Nishishiba, 2017). Both ideas significantly impact intercultural communication and viewpoints in a learning environment.
Stereotyping and ethnocentrism can obstruct efficient cross-cultural communication by fostering prejudices and preconceived ideas. Because of these preconceived notions, people may be unable to listen to and comprehend people from other cultures, leading to misinterpretations and poor communication (Nishishiba, 2017). Additionally, ethnocentrism might prevent someone from assimilating into the host culture, which results in a lack of cultural sensitivity and understanding.
People with ethnocentric beliefs may struggle to adapt to the native culture’s cultural practices and values, resulting in a lack of cultural sensitivity and understanding (Nishishiba, 2017). As a result, this may also lead to a lack of respect for the host culture, which would be detrimental to the individual’s experience.
Misunderstandings can also result from stereotypes and ethnocentrism, as people may believe that people from other cultures behave and think in particular ways. Additionally, this may result in a breakdown in effective communication and may cause cultural conflicts (Nishishiba, 2017). For instance, in a multicultural classroom, students might not comprehend why classmates from various cultures behave in particular ways and might misunderstand this as disrespectful or improper.
Stereotyping and ethnocentrism’s impacts can affect both academic and personal experiences. For instance, students with ethnocentric attitudes can have a poor grasp of various cultures, which could harm their academic performance (Nishishiba, 2017). Additionally, stereotyped people may face emotional and psychological stress, severely affecting their personal and educational lives.
The effects of stereotypes and ethnocentrism on psychological and emotional health can be profound. For instance, people subjected to stereotypes may go through emotional and psychological stress, which can negatively affect their self-esteem and general well-being (Chen, 2017). Ethnocentrism can also result in cultural insensitivity, injuring people from other cultures and creating emotional anguish.
Building bridges between people from various cultural origins depends on intercultural communication. The communication difficulties between two national settings will be compared and contrasted in this essay using examples from two nationalities (Nishishiba, 2017). The main discussion points will be the hurdles related to avoidance and Confucian dynamism, competing ideals, physical distance, linguistic barriers, psychological barriers, stereotyping, and ethnocentrism.
The Americans and Japanese people are examples of two different ethnicities (Nishishiba, 2017). The cultural backgrounds of Americans and Japanese people significantly impact their communication patterns and styles.
Communication issues arise because Americans and Japanese approach conflict resolution differently. Americans are blunt, whereas Japanese people seek peace and avoid conflict. The Japanese adhere to Confucian dynamism, prioritizing the group’s needs over personal desires (Nishishiba, 2017). Communication issues arise when Americans find it challenging to comprehend the Japanese strategy.
The contrasting values between Americans and Japanese people is a considerable communication hurdle. While Japanese culture emphasizes social cohesion, obedience, and collectivism, American culture emphasizes individuals, freedom, and independence (Chen, 2017). When two groups are supposed to collaborate during decision-making processes, these contrasting ideals can lead to misunderstandings and disputes.
The geographical barrier between Americans and Japanese people can m...