Intercultural or cross-cultural communication is an interdisciplinary field of research that studies
how people understand each other across group boundaries of various sorts: national, geographical,
ethnic, occupational, class or gender. In the United States it has traditionally been related
to the behavioural sciences, psychology and professional business training; in Europe it is mostly
associated with anthropology and the language sciences. Researchers generally view intercultural
communication as a problem created by differences in behaviours and world views among people
who speak different languages and who belong to different cultures. However, these problems may
not be very different from those encountered in communication among people who share the same
national language and culture.
Culture is defined as the set of learned behaviors, beliefs, attitudes, values and ideas that characterize a society. Language is the primary means of preserving and transmitting culture between generations. There is a close relationship between language and culture - they influence each other. Language reflects the physical and social environment of its culture through vocabulary related to areas like climate, occupations, and kinship terms. Different cultures categorize family relationships differently, and this is reflected in their language.
Robert Phillipson argues that linguistic imperialism persists in the form of English language dominance promoted through education systems globally. He defines linguistic imperialism as the process by which some languages are used and promoted more than others due to power structures and ideologies. Phillipson examines the "hidden past" of English language teaching and its role in perpetuating linguistic hierarchies that privilege English and disadvantage local languages. He contends that developed countries exert outsized influence over language policies and pedagogies in developing countries through educational aid programs.
Fairclough et al, critical discourse analysisSamira Rahmdel
Critical discourse analysis (CDA) is an interdisciplinary approach to analyzing written, spoken, and signed texts that seeks to make relationships between language, power, and ideology more visible. CDA views discourse as a form of social practice and sees a dialectical relationship between discourse and other social elements. Discourse both shapes and is shaped by power relations and ideologies in situations. CDA aims to critically analyze often opaque aspects of discourse and make relationships between power and language use more apparent. It takes a problem-oriented approach and draws on various theories and methods depending on the topic being investigated.
This document compares Pakistani English and British English. It outlines the background and history of how English came to be used in Pakistan through British colonization. It then describes some of the key phonological, semantic, and lexical differences between the two varieties. Phonologically, Pakistani English differs from British English in the pronunciation of words like "heart", "when", and "school". Semantically, words can have different meanings, like "China" referring to dividing up land plots. Lexically, Pakistani English incorporates words from Pakistani languages and culture, like "mujahiden" and "Sajan Sain", as well as innovations like "peon".
Lesson 1. linguistics and applied linguistics 2Prisci Jara
Applied linguistics is the interdisciplinary study of language and its applications in the real world. It uses theories and findings from linguistics and applies them to practical problems involving language. Some key areas applied linguistics addresses include second language acquisition, language teaching methodology, language assessment, clinical linguistics concerning language disorders, and sociolinguistics regarding the relationship between language and society. The goal of applied linguistics is to understand and solve language-related issues in various contexts such as education, healthcare, law, and technology.
1) Applied linguistics has historically studied language and culture separately but since the 1970s has incorporated a discourse approach that views culture as constructed through language use.
2) This shift was driven by developments in fields like conversation analysis, cross-cultural pragmatics, and intercultural communication.
3) While the discourse approach challenges essentialist views of culture, debates continue between structuralist and post-structuralist perspectives in research and practice.
Aspects of Critical discourse analysis by Ruth WodakHusnat Ahmed
This document provides an overview of critical discourse analysis (CDA). It discusses key terms like discourse, ideology, and power. It outlines the historical development of CDA from the 1970s onward. The document also examines the main research agenda of CDA, including its aims to investigate social inequality and power relations as expressed through language. Open questions are noted about operationalizing theories and the need for more explicit linguistic theories.
Ecolinguistics is the study of language is relevant to many other fields of inquiry. Ecolinguistics is the study of language according to the environment it is used in (Derni, 2008).
Language is part of the environment where we live, it is to be speculated in accordance with this environment. And as language enters into almost every aspect of human life, many disciplines dealing with various aspects of human life can be used in correspondence with linguistic study.
Ecolinguistics also investigates the role of language in the development and possible solution of ecological and environmental problems (Fill, 1993 in Al-Gayoni, 2012:28). In the other words ecolinguistics is a study of preservation of linguistic diversity.
Culture is defined as the set of learned behaviors, beliefs, attitudes, values and ideas that characterize a society. Language is the primary means of preserving and transmitting culture between generations. There is a close relationship between language and culture - they influence each other. Language reflects the physical and social environment of its culture through vocabulary related to areas like climate, occupations, and kinship terms. Different cultures categorize family relationships differently, and this is reflected in their language.
Robert Phillipson argues that linguistic imperialism persists in the form of English language dominance promoted through education systems globally. He defines linguistic imperialism as the process by which some languages are used and promoted more than others due to power structures and ideologies. Phillipson examines the "hidden past" of English language teaching and its role in perpetuating linguistic hierarchies that privilege English and disadvantage local languages. He contends that developed countries exert outsized influence over language policies and pedagogies in developing countries through educational aid programs.
Fairclough et al, critical discourse analysisSamira Rahmdel
Critical discourse analysis (CDA) is an interdisciplinary approach to analyzing written, spoken, and signed texts that seeks to make relationships between language, power, and ideology more visible. CDA views discourse as a form of social practice and sees a dialectical relationship between discourse and other social elements. Discourse both shapes and is shaped by power relations and ideologies in situations. CDA aims to critically analyze often opaque aspects of discourse and make relationships between power and language use more apparent. It takes a problem-oriented approach and draws on various theories and methods depending on the topic being investigated.
This document compares Pakistani English and British English. It outlines the background and history of how English came to be used in Pakistan through British colonization. It then describes some of the key phonological, semantic, and lexical differences between the two varieties. Phonologically, Pakistani English differs from British English in the pronunciation of words like "heart", "when", and "school". Semantically, words can have different meanings, like "China" referring to dividing up land plots. Lexically, Pakistani English incorporates words from Pakistani languages and culture, like "mujahiden" and "Sajan Sain", as well as innovations like "peon".
Lesson 1. linguistics and applied linguistics 2Prisci Jara
Applied linguistics is the interdisciplinary study of language and its applications in the real world. It uses theories and findings from linguistics and applies them to practical problems involving language. Some key areas applied linguistics addresses include second language acquisition, language teaching methodology, language assessment, clinical linguistics concerning language disorders, and sociolinguistics regarding the relationship between language and society. The goal of applied linguistics is to understand and solve language-related issues in various contexts such as education, healthcare, law, and technology.
1) Applied linguistics has historically studied language and culture separately but since the 1970s has incorporated a discourse approach that views culture as constructed through language use.
2) This shift was driven by developments in fields like conversation analysis, cross-cultural pragmatics, and intercultural communication.
3) While the discourse approach challenges essentialist views of culture, debates continue between structuralist and post-structuralist perspectives in research and practice.
Aspects of Critical discourse analysis by Ruth WodakHusnat Ahmed
This document provides an overview of critical discourse analysis (CDA). It discusses key terms like discourse, ideology, and power. It outlines the historical development of CDA from the 1970s onward. The document also examines the main research agenda of CDA, including its aims to investigate social inequality and power relations as expressed through language. Open questions are noted about operationalizing theories and the need for more explicit linguistic theories.
Ecolinguistics is the study of language is relevant to many other fields of inquiry. Ecolinguistics is the study of language according to the environment it is used in (Derni, 2008).
Language is part of the environment where we live, it is to be speculated in accordance with this environment. And as language enters into almost every aspect of human life, many disciplines dealing with various aspects of human life can be used in correspondence with linguistic study.
Ecolinguistics also investigates the role of language in the development and possible solution of ecological and environmental problems (Fill, 1993 in Al-Gayoni, 2012:28). In the other words ecolinguistics is a study of preservation of linguistic diversity.
Languages are dying at an alarming rate, with approximately half of the world's 6,500 languages endangered or extinct. A language dies when no one speaks it anymore. As a language's domains of use shrink and its speakers become less proficient, the language gradually dies, as seen in the case of Annie and her Aboriginal language Dyirbal. When the current generation of speakers passes away, the language will likely become extinct if not revitalized. Gradual language loss and death occurs as communities shift to majority languages in more social contexts over time.
This document provides an overview of discourse analysis and different approaches to analyzing discourse. It discusses how discourse analysis examines both spoken and written language in their social contexts. Several key approaches are described, including conversation analysis, variation theory, systemic functional linguistics, and critical discourse analysis. The document also compares differences between spoken and written language at the levels of grammar and vocabulary choice.
Applied linguistics is the scientific study of language in real world contexts. It involves applying theories of linguistics to understand and solve language-related problems. Applied linguistics draws from fields like linguistics, psycholinguistics, and sociolinguistics. It focuses on areas such as second language teaching and language testing. Applied linguistics aims to investigate language learning and teaching issues and find practical solutions. It has played an important role in addressing language problems faced by people around the world.
A language teacher is considered an applied linguist as they put linguistic theories into practice through language pedagogy and teaching. Other applied linguists include speech language pathologists and translators who also apply linguistic knowledge to solve real world problems in areas like communication disorders, language teaching, and translation. While language teachers draw on aspects of different roles, they are primarily scientists who systematically study and apply knowledge of language acquisition and teaching methods based on linguistic and educational research.
The document provides an overview of applied linguistics, including:
- Its origins in the 1940s through efforts to ally language teaching with linguistics.
- Definitions that describe it as concerned with investigating and solving real-world problems involving language.
- Its problem-based and interdisciplinary nature in drawing on linguistics and other fields like psychology to address issues in areas like language teaching, literacy, and language policy.
- Key topics it addresses including language learning, teaching, assessment, use, and pathology.
- Its focus on applying linguistic knowledge to resolve language problems people face in various contexts.
This document provides an introduction to critical discourse analysis (CDA). It defines CDA as going beyond describing discourse to explain how and why particular discourses are produced. The document outlines some of the key principles of CDA, including that discourse constructs and reflects social issues and power relations. It then gives a brief historical background on the development of CDA out of critical linguistics in the 1970s. The document also discusses some of the main approaches to CDA developed by scholars like Fairclough, Van Dijk, and Wodak. It provides examples of "toolkits" used for CDA analysis and discusses some common criticisms of CDA, such as claims that analyses can be too complex or focus on obvious prejudices
1) The document discusses English as a modern lingua franca, or common language, for global communication.
2) A lingua franca is a language commonly understood between people who do not share a first language, with English currently serving this role internationally.
3) The term originally referred to a combination of French and Italian developed by Crusaders and traders in the Mediterranean, and English now plays an important bridging role between countries, cultures, and ideas globally.
The document discusses several approaches to studying discourse, including conversation analysis, variationist analysis, speech act theory, ethnography of communication, interactional sociolinguistics, and pragmatics. Conversation analysis focuses on the sequencing of utterances in conversation. Variationist analysis examines structural categories within spoken texts. Speech act theory analyzes the communicative acts performed through language. Ethnography of communication considers how communication reflects different cultures. Interactional sociolinguistics studies the social and linguistic meanings created during interaction. Pragmatics analyzes what speakers mean through their utterances.
The document repeatedly lists the "Department of English Language and Literature, MUL" without providing any additional context or information. It is unclear what the purpose or content of the document is, as only the department name is repeated over 15 times.
This document discusses English as a lingua franca. It begins by defining lingua franca as a common language used for communication between speakers of different native languages. It then discusses how English has become the main global lingua franca due to factors like globalization and the internet. The document covers attitudes towards English as a lingua franca, how it is taught, and issues related to its use replacing native languages in some countries like difficulties becoming literate in either the native language or English. It concludes that the use of English as a lingua franca will likely continue increasing as a tool for global communication.
Communicative Language Teaching (CLT) originated from criticisms of Situational Language Teaching in the late 1960s. CLT focuses on developing students' communicative competence through meaningful use and practice of language in various contexts. Proponents of CLT argued that traditional approaches did not prepare students for real-world language use. CLT is based on the idea that language learning involves using language pragmatically and functionally to allow interaction and exchange of information.
Applied linguistics is an interdisciplinary field that applies linguistic theory and methods to real-world problems. The term was first used in the 1940s but applications of linguistics occurred prior. Definitions of applied linguistics have varied over time, from focusing on foreign language teaching to having a broader scope that draws on multiple disciplines. While not all applied linguistics is practical, the field addresses real-world issues and aims to advance fields like education. Recent discussions emphasize that the scope of applied linguistics is wide-ranging and involves analyzing language problems.
This document defines and explains various sociolinguistic terms related to language, dialects, and language varieties. It provides definitions for 50 terms, including language, dialect, patois, standardization, standard English, vitality, historicity, autonomy, reduction, mixture, de facto norm, regional dialect, received pronunciation, dialect geography, dialect boundary, isogloss, accent, style, register, competence, performance, non-standard variety, variety, sociolect, creole, lingua franca, pidgin, norms, class, prestige, caste, ethnicity, vernacular, idiolect, social dialect, social network, homogeneous, bilingual, and multilingual. The document was created by students and
Discourse analysis involves studying language beyond the sentence level, including conversations and written texts. There are various approaches to discourse analysis from different fields like sociology, linguistics, and philosophy. Sociological approaches include conversational analysis which examines turn-taking, openings/closings of conversations. Systemic functional linguistics views language as evolving based on its social functions and analyzes texts in relation to social contexts. Critical discourse analysis considers how power and social domination are reproduced through language.
Language deth, language shift, marker, micro/macro sociolinguisticsIqramushtaq1142
This document discusses key topics in sociolinguistics including language shift, language death, markers, and micro/macrosociolinguistics. It provides definitions and examples of language shift, where a community gradually abandons its original language for another, often occurring over 3-4 generations through a stage of bilingualism. Language death is the end point of shift when a language has no remaining native speakers. Markers are linguistic variables that correlate with social groups and speech styles. Microsociolinguistics examines language in relation to society at a small scale while macrosociolinguistics looks at larger societal behaviors and impacts on language.
Applied linguistics is an interdisciplinary field that identifies and solves real-world language problems. It applies the knowledge of linguistics to improve practical tasks involving language. Some related fields are education, psychology, communication research, anthropology, and sociology. Applied linguistics investigates language learning and teaching problems, the role of language in culture and society, and finds solutions to language issues linguistics cannot solve alone. It covers domains like computational linguistics, sociolinguistics, psycholinguistics, neurolinguistics, and others.
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
Language both reflects and creates culture through linguistic practices that generate meaning. It serves several cultural functions, including shaping cultural worldviews and cognitive processes, directing attention to important social realities, fostering group identity, and enabling social change. While language reinforces cultural norms, it also allows for code-switching and the flexible expression of new meanings over time. Overall, the document discusses the close relationship between language and culture, and how language socializes individuals and transmits cultural values.
Discourse analysis examines how sentences form coherent units like paragraphs and conversations. Cohesion refers to grammatical and lexical relationships between discourse elements, created through devices like reference, substitution, ellipsis, and conjunction. However, coherence depends on how people interpret a discourse based on their background knowledge and expectations. While cohesive devices link utterances, coherence involves constructing a meaningful interpretation in line with one's experience of the world.
Genealogical Relationship of Language and Culture of South Halmahera LanguagesLegaya Jamulia
Language and culture are closely intertwined. Culture shapes language use and form, while language expresses cultural identity. The relationship between language and culture can be studied both synchronically and diachronically, as languages and cultures evolve over time through historical development. Comparative methods can also be used to study cultural relationships by comparing languages. The document discusses establishing the genealogical relationship between the languages and cultures of South Halmahera through reconstructing their proto-language and subgroupings to determine linguistic evidence of their shared origins and evolution over time.
COMPLETE GUIDE ON HOW TO PREPARE A PROJECT ON THE RELATIONSHIP BETWEEN A LANG...Lauren Bradshaw
This document provides guidance on writing a project on the relationship between language and culture. It discusses defining a topic that interests the reader, organizing an engaging presentation with examples and visuals, and concluding effectively. Potential topics, thesis statements, and interesting facts about the connection between language and culture are also presented.
Languages are dying at an alarming rate, with approximately half of the world's 6,500 languages endangered or extinct. A language dies when no one speaks it anymore. As a language's domains of use shrink and its speakers become less proficient, the language gradually dies, as seen in the case of Annie and her Aboriginal language Dyirbal. When the current generation of speakers passes away, the language will likely become extinct if not revitalized. Gradual language loss and death occurs as communities shift to majority languages in more social contexts over time.
This document provides an overview of discourse analysis and different approaches to analyzing discourse. It discusses how discourse analysis examines both spoken and written language in their social contexts. Several key approaches are described, including conversation analysis, variation theory, systemic functional linguistics, and critical discourse analysis. The document also compares differences between spoken and written language at the levels of grammar and vocabulary choice.
Applied linguistics is the scientific study of language in real world contexts. It involves applying theories of linguistics to understand and solve language-related problems. Applied linguistics draws from fields like linguistics, psycholinguistics, and sociolinguistics. It focuses on areas such as second language teaching and language testing. Applied linguistics aims to investigate language learning and teaching issues and find practical solutions. It has played an important role in addressing language problems faced by people around the world.
A language teacher is considered an applied linguist as they put linguistic theories into practice through language pedagogy and teaching. Other applied linguists include speech language pathologists and translators who also apply linguistic knowledge to solve real world problems in areas like communication disorders, language teaching, and translation. While language teachers draw on aspects of different roles, they are primarily scientists who systematically study and apply knowledge of language acquisition and teaching methods based on linguistic and educational research.
The document provides an overview of applied linguistics, including:
- Its origins in the 1940s through efforts to ally language teaching with linguistics.
- Definitions that describe it as concerned with investigating and solving real-world problems involving language.
- Its problem-based and interdisciplinary nature in drawing on linguistics and other fields like psychology to address issues in areas like language teaching, literacy, and language policy.
- Key topics it addresses including language learning, teaching, assessment, use, and pathology.
- Its focus on applying linguistic knowledge to resolve language problems people face in various contexts.
This document provides an introduction to critical discourse analysis (CDA). It defines CDA as going beyond describing discourse to explain how and why particular discourses are produced. The document outlines some of the key principles of CDA, including that discourse constructs and reflects social issues and power relations. It then gives a brief historical background on the development of CDA out of critical linguistics in the 1970s. The document also discusses some of the main approaches to CDA developed by scholars like Fairclough, Van Dijk, and Wodak. It provides examples of "toolkits" used for CDA analysis and discusses some common criticisms of CDA, such as claims that analyses can be too complex or focus on obvious prejudices
1) The document discusses English as a modern lingua franca, or common language, for global communication.
2) A lingua franca is a language commonly understood between people who do not share a first language, with English currently serving this role internationally.
3) The term originally referred to a combination of French and Italian developed by Crusaders and traders in the Mediterranean, and English now plays an important bridging role between countries, cultures, and ideas globally.
The document discusses several approaches to studying discourse, including conversation analysis, variationist analysis, speech act theory, ethnography of communication, interactional sociolinguistics, and pragmatics. Conversation analysis focuses on the sequencing of utterances in conversation. Variationist analysis examines structural categories within spoken texts. Speech act theory analyzes the communicative acts performed through language. Ethnography of communication considers how communication reflects different cultures. Interactional sociolinguistics studies the social and linguistic meanings created during interaction. Pragmatics analyzes what speakers mean through their utterances.
The document repeatedly lists the "Department of English Language and Literature, MUL" without providing any additional context or information. It is unclear what the purpose or content of the document is, as only the department name is repeated over 15 times.
This document discusses English as a lingua franca. It begins by defining lingua franca as a common language used for communication between speakers of different native languages. It then discusses how English has become the main global lingua franca due to factors like globalization and the internet. The document covers attitudes towards English as a lingua franca, how it is taught, and issues related to its use replacing native languages in some countries like difficulties becoming literate in either the native language or English. It concludes that the use of English as a lingua franca will likely continue increasing as a tool for global communication.
Communicative Language Teaching (CLT) originated from criticisms of Situational Language Teaching in the late 1960s. CLT focuses on developing students' communicative competence through meaningful use and practice of language in various contexts. Proponents of CLT argued that traditional approaches did not prepare students for real-world language use. CLT is based on the idea that language learning involves using language pragmatically and functionally to allow interaction and exchange of information.
Applied linguistics is an interdisciplinary field that applies linguistic theory and methods to real-world problems. The term was first used in the 1940s but applications of linguistics occurred prior. Definitions of applied linguistics have varied over time, from focusing on foreign language teaching to having a broader scope that draws on multiple disciplines. While not all applied linguistics is practical, the field addresses real-world issues and aims to advance fields like education. Recent discussions emphasize that the scope of applied linguistics is wide-ranging and involves analyzing language problems.
This document defines and explains various sociolinguistic terms related to language, dialects, and language varieties. It provides definitions for 50 terms, including language, dialect, patois, standardization, standard English, vitality, historicity, autonomy, reduction, mixture, de facto norm, regional dialect, received pronunciation, dialect geography, dialect boundary, isogloss, accent, style, register, competence, performance, non-standard variety, variety, sociolect, creole, lingua franca, pidgin, norms, class, prestige, caste, ethnicity, vernacular, idiolect, social dialect, social network, homogeneous, bilingual, and multilingual. The document was created by students and
Discourse analysis involves studying language beyond the sentence level, including conversations and written texts. There are various approaches to discourse analysis from different fields like sociology, linguistics, and philosophy. Sociological approaches include conversational analysis which examines turn-taking, openings/closings of conversations. Systemic functional linguistics views language as evolving based on its social functions and analyzes texts in relation to social contexts. Critical discourse analysis considers how power and social domination are reproduced through language.
Language deth, language shift, marker, micro/macro sociolinguisticsIqramushtaq1142
This document discusses key topics in sociolinguistics including language shift, language death, markers, and micro/macrosociolinguistics. It provides definitions and examples of language shift, where a community gradually abandons its original language for another, often occurring over 3-4 generations through a stage of bilingualism. Language death is the end point of shift when a language has no remaining native speakers. Markers are linguistic variables that correlate with social groups and speech styles. Microsociolinguistics examines language in relation to society at a small scale while macrosociolinguistics looks at larger societal behaviors and impacts on language.
Applied linguistics is an interdisciplinary field that identifies and solves real-world language problems. It applies the knowledge of linguistics to improve practical tasks involving language. Some related fields are education, psychology, communication research, anthropology, and sociology. Applied linguistics investigates language learning and teaching problems, the role of language in culture and society, and finds solutions to language issues linguistics cannot solve alone. It covers domains like computational linguistics, sociolinguistics, psycholinguistics, neurolinguistics, and others.
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
Language both reflects and creates culture through linguistic practices that generate meaning. It serves several cultural functions, including shaping cultural worldviews and cognitive processes, directing attention to important social realities, fostering group identity, and enabling social change. While language reinforces cultural norms, it also allows for code-switching and the flexible expression of new meanings over time. Overall, the document discusses the close relationship between language and culture, and how language socializes individuals and transmits cultural values.
Discourse analysis examines how sentences form coherent units like paragraphs and conversations. Cohesion refers to grammatical and lexical relationships between discourse elements, created through devices like reference, substitution, ellipsis, and conjunction. However, coherence depends on how people interpret a discourse based on their background knowledge and expectations. While cohesive devices link utterances, coherence involves constructing a meaningful interpretation in line with one's experience of the world.
Genealogical Relationship of Language and Culture of South Halmahera LanguagesLegaya Jamulia
Language and culture are closely intertwined. Culture shapes language use and form, while language expresses cultural identity. The relationship between language and culture can be studied both synchronically and diachronically, as languages and cultures evolve over time through historical development. Comparative methods can also be used to study cultural relationships by comparing languages. The document discusses establishing the genealogical relationship between the languages and cultures of South Halmahera through reconstructing their proto-language and subgroupings to determine linguistic evidence of their shared origins and evolution over time.
COMPLETE GUIDE ON HOW TO PREPARE A PROJECT ON THE RELATIONSHIP BETWEEN A LANG...Lauren Bradshaw
This document provides guidance on writing a project on the relationship between language and culture. It discusses defining a topic that interests the reader, organizing an engaging presentation with examples and visuals, and concluding effectively. Potential topics, thesis statements, and interesting facts about the connection between language and culture are also presented.
This document provides tips for teaching culture and language. It discusses the relationship between culture, language and thought. Some key points made are that language expresses, embodies and symbolizes cultural reality. It also discusses identifying different speech communities, the influence of gender on language, differences between spoken and written language, understanding meaning in context, identifying speech acts, understanding the concept of "face", and recognizing communication styles and registers. The document provides research and suggestions for what teachers can do to help students understand these concepts.
Culture refers to what has been grown and groomed by humanity, in contrast to nature which refers to what grows organically. Language, culture, and humanity's relationship with nature are inextricably linked. As human cranial capacity increased over 200,000 years ago, it allowed for greater developments in technology, language, and social organization. Language was a crucial development that enabled humans to conceptualize, acquire knowledge, develop meaning, and express ideas, which in turn fed the development of culture through learning and transmission between individuals and groups. Culture represents humanity's way of constructing meaning and reality through our relationship with the natural world.
1) There are two subcategories of culture - "little c" culture, which refers to everyday patterns and habits, and "big C" culture, which refers to institutions and historical figures. Intercultural learning is best achieved through understanding both, but especially "little c" culture.
2) In language learning, students should aim to appropriate, rather than adopt, the target culture in a way that promotes language proficiency and openness to other cultures.
3) The document discusses including culture in ESP (English for Specific Purposes) classes through a comparative-contrastive approach to help students understand cultural differences and relate other perspectives to their own.
1. The document discusses the Sapir-Whorf Hypothesis, which claims that the structure of a language influences how its speakers think and experience reality.
2. It presents the hypothesis as having both a strong version of linguistic determinism, where language completely determines thought, and a weaker version of linguistic relativity, where language influences but does not determine thought.
3. While widely criticized, the hypothesis highlights the complex relationship between language, thought, and culture, and that speakers of different languages may experience the world in different ways.
This document discusses semantic cohesion in language. It explains that words relate to other words and signs through their meanings. The meaning of a word depends on the particular culture, as metaphors are closely linked to a group's experiences, feelings, and thoughts. Metaphors allow groups to understand and engage with the world in a non-arbitrary way.
The document discusses the evolution of information and communication technology (ICT) in education from the 1970s to today. It explores how ICT has progressed from drill-based computer-assisted language learning to more communicative, collaborative, and authentic approaches that empower student agency. Key aspects of ICT discussed include computer-mediated communication, multimedia publishing, and the potential of virtual learning environments.
Relationship between language, culture, and identityCool Chaandni
This document discusses the relationship between language, culture, and identity. It argues that language and culture influence each other mutually - language is shaped by culture but also shapes culture. Membership in a cultural group influences one's identity. The levels of identification conveyed through language include nationality, social class, gender, generation, and profession. Language determines ways of thinking through influencing cognition as proposed in the Sapir-Whorf hypothesis. Overall, the document presents language, culture and identity as intricately interconnected and constantly evolving.
This document discusses the relationship between language, mind, and culture. It defines language as a means of communication that occurs within a social context. The mind is described as enabling consciousness, perception, thinking, and memory. Culture is defined as shared meanings, values, and beliefs that characterize groups and guide their behavior. The document argues that language transfers a speaker's purpose to the mind, which then processes it and can turn it into a culture if many people assume it as a truth, according to the Sapir-Whorf hypothesis of linguistic relativity.
This document discusses meaning as it relates to signs in linguistics. It covers several key topics:
1) Words establish semantic relationships like denotation and connotation that give meaning to the world.
2) A sign is the relationship between a signifier (word) and signified (object/idea), which is mediated by codes and symbols. There is an arbitrary nature to this relationship.
3) Cultural communities encode their experience in language differently, leading to differences in meanings across languages and cultures.
SOCIOLINGUISTIC about LANGUAGE AND CULTUREAnisa Asharie
The document discusses the relationship between language and culture in three main points:
1) Language is closely tied to the culture of its speech community, as a community's culture consists of what members have to know to operate acceptably.
2) While communities can share similar cultures but different languages, the close relationship between language and culture has long been studied. A language reflects the values of its speakers' culture.
3) Approaching foreign language teaching with an understanding of the target culture can help address issues of misunderstanding that may arise from cultural differences in word meanings.
Language allows people to communicate with others to meet their needs. It is one of the most significant inventions of culture and is used to learn culture. Human culture cannot exist without language as language shapes cognition and ways of thinking depend on language.
This document discusses the relationship between language and culture. It makes three key points:
1) Language is the primary means of transmitting culture from one generation to the next and helps establish shared cultural identities.
2) The structure of a language influences how its speakers view and categorize the world, as demonstrated by the Sapir-Whorf hypothesis. Different languages encourage different conceptualizations.
3) Culture strongly influences language acquisition and use, affecting vocabulary, social conventions around self-reference, and high- versus low-context communication styles. Language both shapes and is shaped by the cultures of its speakers.
Language and culture are integrally related, as language allows for the sharing and transmission of a group's experiences, norms, values and ideas. While culture can shape the structure and content of its language, linguistic diversity also stems from cultural diversity. In reality, language and culture influence each other reciprocally. As societies become more diverse, understanding differences in culture will be important for fostering harmonious relationships, especially in classroom settings, as culture represents the learned traits that characterize a particular group.
Sociolinguistics is the study of the relationship between language and society. Key aspects studied include languages in contact, language variation, and language and gender. [1] Language varies based on social factors like gender, age, social class, and ethnicity. [2] Men and women tend to use language differently, with women generally using more questions, self-disclosure, and minimal responses while men tend toward verbal aggression and changing conversation topics. [3] The study of language variation according to social factors provides insights into membership in social groups and cultural norms.
This document discusses the relationship between language and culture through several lenses. It explores how nonverbal communication like gestures and facial expressions vary across cultures. Ethnolinguistics examines how language and culture influence each other, with some arguing that language structures thought and others that culture structures language. The document also compares features of human language like arbitrariness, productivity, and displacement to communication systems in other species like bees, finding both similarities and differences.
The History of the Study of Intercultural Communication
General Understanding of Culture
Attributes and Character of Culture
Directions and Goals of Culture
This document discusses intercultural communication. It defines intercultural communication as studying how people understand each other across group boundaries like nationality, ethnicity, gender, etc. Some key aspects of human interaction that intercultural communication examines are the communication situation, nonverbal behavior, how discourse structures goals, and how different groups perform speech acts. Intercultural communication aims to improve understanding across cultural differences but faces challenges from differing message interpretations and finding shared understanding.
Intercultural communication is an interdisciplinary field that studies how people from different groups understand each other across boundaries like nationality, ethnicity, occupation, and gender. It draws from behavioral sciences, psychology, and business training. Researchers see intercultural communication as a problem caused by differences in behaviors and worldviews between people who speak different languages and belong to different cultures. The document discusses how language teachers can learn about intercultural communication through fields like applied pragmatics, discourse analysis, linguistic anthropology, and cultural studies.
This document discusses intercultural communication and cultural differences. It begins by defining intercultural communication as understanding one another without sharing a common culture. It then discusses how historically, cultures have dealt with differences by avoiding, converting, or killing those unlike themselves. The document emphasizes that understanding subjective culture, or shared patterns of thinking and behavior, is key to developing intercultural competence. It also discusses how stereotypes can arise from cultural generalizations but can be avoided by recognizing that all cultures contain diversity and no generalization applies to all individuals.
This document provides an overview of the relationships between language, thought, and culture from an applied linguistics perspective. It discusses key concepts like the Sapir-Whorf hypothesis, which suggests that the structure of a language influences the worldview of its speakers. While the strong version of linguistic relativity has been rejected, the document notes there is still an influence of language on thought. Research problems in applied linguistics are also examined, such as balancing description with prescription and addressing linguistic and educational concerns.
Nowadays, we need to learn how to communicate all over again, just like when we were children. This requires learning language as well as learning behavioral norms for good communication. However, this will be a bit different since we're adults learning how to communicate in someone else's culture, not our own.
Intercultural communication is the verbal and nonverbal interaction between people from different cultural backgrounds. Basically, 'inter-' is a prefix that means 'between' and cultural means… well, from a culture, so intercultural communication is the communication between cultures. Sometimes, this is used to describe a single person trying to interact in a foreign environment but more often, it is a two-way street, where people from both cultures are trying to improve their communication.
Exercising Eco-Linguistic Approach in Teaching English: Proposed Conventions for TESOL/TEFL Pedagogy
Dr. Elena Shelestyuk, Chelyabinsk State University, Russia
The linguistic ecology approach to teaching a language entails the preservation of linguistic and cultural diversity. To be legitimized as an international auxiliary language (IAL) for world communication, English should …
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Call for Papers/Ahwaz Conference
Academics and university lecturers are cordially invited to present their research in English, Arabic or Persian:
The Fourth Annual International Conference on Languages, Linguistics, Translation and Literature
Ahwaz, Iran
1-2 February 2020
For more information, please visit the conference website:
WWW.LLLD.IR
The document discusses several topics related to globalization and language teaching:
1) The rise of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) as approaches that have spread globally over the past few decades.
2) How CLT/TBLT have become global phenomena through the flows of ideas, technologies, and people described by globalization theories. However, they have also been adapted locally through processes of "glocalization".
3) How global English language textbooks aim to give learners commodified identities as cosmopolitan consumers, but this risks overlooking local contexts and power dynamics. The document questions how teachers can critically reflect on textbooks and materials.
41503117 Intercultural Communication Annotated Resource ListJen W
This annotated resource list summarizes resources for intercultural communication across various professions. It includes 1) resources on general culture and communication, 2) resources tailored for specific professions like law, healthcare, and domestic violence work, and 3) web resources and cross-cultural training organizations. One of the most highly recommended resources is a guidebook on designing intercultural communication training programs that outlines assessing needs, developing content, and evaluating programs.
The document discusses several key points about the nature of signs and language:
- Signs have no natural connection to the real world and are arbitrary, which allows them to be appropriated by discourse communities. Native speakers may feel signs have natural meanings due to cultural immersion.
- Political and historical symbols take on simplified meanings through repeated use over time, shaping users' memories and conferring mythical weight. Cultural stereotypes also become frozen signs that affect both users and subjects.
- Signs establish semantic and pragmatic relationships with other signs based on direct exchanges and broader discourse contexts. Coherence is created through inferences between speakers rather than being inherent.
- The arbitrariness of signs gives language its power as
This document discusses language, culture and identity. It defines culture and lists some cultural parameters like individualism, power distance, uncertainty avoidance, gender roles, time orientation and tightness. It discusses stereotypes and how language shapes thought and frames our conceptual universe. It also discusses communities of practice, identity and language learning, linguistic relativity, acculturation, culture shock, social distance, attitudes, ideology, language policy, English as a lingua franca, linguistic imperialism and teaching intercultural competence.
1. The document discusses concepts used in oral literature such as popular culture, discourse, oral testimony, text, and narrative/narration.
2. Popular culture refers to customs, beliefs, and material possessions that are widely accepted by most people in a society. It emerged after WWII due to industrialization and mass media. Discourse involves how people communicate and use language to structure their lives and society. Oral testimony provides verbal statements about past events.
3. These concepts are important for understanding oral literature and the cultures that produce it. Researchers must consider the context and language use within a society to best analyze oral traditions.
This document is a thesis written in English that examines multilingualism in South Tyrol, Italy as both a separating and unifying factor. It provides background on the history of South Tyrol, including the German and Italian minority populations. It discusses theories of language, identity, and communication as they relate to South Tyrol. The thesis also analyzes the politics and autonomy status of South Tyrol and considers the relationship between cultural protectionism and globalization in the region. The author conducted research including literature reviews, interviews, and consultation with experts to inform both the theoretical and conceptual aspects of the thesis.
The document discusses the power and politics of the English language in the Philippines. It summarizes Braj Kachru's model of concentric circles of English and applies it to analyze the role and impact of English in Philippine society and education. Key points include: (1) English provides social mobility but access is unequal and benefits the elite, (2) Schools promote neoliberal ideals and support economic development policies, (3) English proficiency determines educational and career opportunities, perpetuating class divides. While Kachru's model is useful, it fails to capture how postcolonial countries now share interests in global capitalism and cosmopolitan lifestyles. Overall, the document examines the interplay between English, politics,
This document discusses intercultural communication research and how it can provide tools to help professionals working in multicultural societies. It makes two main points:
1) Globalization has increased cultural diversity, creating a new target group of professionals who need practical tools for intercultural communication in their work as nurses, social workers, teachers, etc.
2) A poststructuralist approach is needed to address the complexity of multicultural societies and develop analytical tools grounded in practitioners' real-world experiences. It proposes a model using four such tools - positions of experiences, cultural presuppositions, cultural stereotypes, and cultural identity - to analyze intercultural interactions.
Integrating global issues in genre based approachTitik Winarti
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
Promoting and Applying Intercultural Education through Literary Textbooks in ...paperpublications3
Abstract: Until recently Greece was a migration sender rather than a host country. But, over the last 20 years, things have changed and, according to the National Statistical Authority (2011), the percentage of aliens residing permanently in Greece is 8.34%, of which 52.7% come from Albania. Thus, the student population is significantly heterogeneous, and the demand for new curriculums and textbooks which are in accordance with universal agreements and conventions that promote equality, mutual respect and human rights was intense.
However, how can we create a cohesive and democratic society while at the same time allowing citizens to maintain their ethnic culture and identity? These two concepts, interculturalism, on the one hand and nationality on the other, were the motive forces for writing this paper.
In particular, this paper aims at examining, through content analysis of the texts and the activities and by following the summary method, how potential it is to implement intercultural education through literary textbooks, which are used in the Greek primary schools over the last years (since 2001 and 2006). The results showed that the references to high interculturalism prevail. There are a few references to the additive or to the contributions approach, while the presence of strong national elements is not intense. The references to mild nationalism are increased.
TESOL 2010 Luminary Session
Ulla Connor, PhD
Indiana Center for Intercultural Communication
Indiana University-Purdue University Indianapolis
Bill Eggington, PhD
Professor and Chair, Linguistics and English Language Department,
Brigham Young University, Provo, Utah
Post Brexit EU and the position of English - Robert Phillipsonrceluoa
The distinguished scholarship of Bessie Dendrinos builds on analysis of the politics of education that often constrains social and linguistic justice. English as a hegemonic language in many societies, and in education, nationally and internationally, serves to open doors of capitalist opportunity and privilege for some but closes them for many. Whether a language policy is linguicist (or linguo-racist, to use Bessie’s term) or not is an empirical question. European integration activities since 1945 – ending wars, creating a common market, the euro, etc. – all depend on language policies, supported by translation and interpretation. Prior to 1973, when the UK, Ireland, and Denmark joined the EU, no use was made of English, and French was primus inter pares. In 2016 English is indisputably the dominant language in the internal affairs of EU institutions and of many of its funded ‘actions’. The privileging of English (in finance, research, the Bologna process, etc.) is precisely what Winston Churchill sought to achieve, the entrenchment of Anglo-American power by linguicist and other means, economic, political, and military. The role of language in relation to the many crises of the EU, among them Brexit and the disastrous financial austerity policies imposed on Greece, needs analysis. This is a major challenge for scholars in language policy and language in education policy. For analysis of some of the complexity of the issue, see my article ‘Myths and realities of “global” English’ in the journal Language Policy, on-line from June 2016.
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Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher learners (Kennedy 1991).
MA Sem 3, Elt 1: Course Content DivisionParth Bhatt
This document outlines the course content for ELT 1 divided into 5 units. Unit 1 covers English for academic purposes and English for specific purposes. Unit 2 focuses on second language acquisition and bilingualism. Unit 3 does not specify any content. Unit 4 includes chapters on second language teacher education, classroom interaction, syllabus design, language awareness, and language learning strategies. Unit 5 covers grammar, vocabulary, discourse, and sociolinguistics.
Bingualism refers to the phenomenon of competence and communication in two languages. A bilingual individual is someone who has the ability to communicate in two languages alternately. Such an ability or psychological state in the individual has been referred to as bilinguality (Hamers and Blanc 2000). A bilingual society is one in which two languages are used for communication. In a bilingual society, it is possible to have a large number of monolinguals (those who speak only one of the two languages used in that society), provided that there are enough bilinguals to perform the functions requiring bilingual competence in that society. There is therefore a distinction between individual bilingualism and societal bilingualism.
Second Language Acquisition by David NunanParth Bhatt
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
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English for specific purposes (ESP) has for about 30 years been a separate branch of English
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ESP has always seen itself as materials-driven and as a classroom-based activity concerned
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production and text analysis rather than with the development of a theory of ESP.
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
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2. Introduction
• Intercultural or cross-cultural communication is an
interdisciplinary field of research that studies how people
understand each other across group boundaries of various
sorts: national, geographical, ethnic, occupational, class or
gender. In the United States it has traditionally been
related to the behavioural sciences, psychology and
professional business training; in Europe it is mostly
associated with anthropology and the language sciences.
• Researchers generally view intercultural communication as
a problem created by differences in behaviours and world
views among people who speak different languages and
who belong to different cultures. However, these problems
may not be very different from those encountered in
communication among people who share the same
national language and culture.
3. Background
• TESOL has always had as its goal the facilitation
of communication among people who do not
share the same language and national culture.
But before the Second World War, the term
'culture' meant knowledge about great works of
literature, social institutions and historical
events, acquired through the translation of
written texts. The rise of linguistics and of the
social sciences after the Second World War, and
the demands of market economies, gave
prominence to spoken language and to
communication across cultures in situations of
everyday life.
4. • While the term 'intercultural communication' became
prominent in TESOL only in the 1980s, as the necessary
supplement to communicative language teaching first
developed in Europe in the early 1970s, the field itself can
be traced to the work in the 1950s of Georgetown
University linguist Robert Lado and of anthropologist and
US Foreign Service Institute (FSI) officer Edward T. Hall.
Lado's Linguistics Across Cultures (1957) was the first
attempt to link language and culture in an educationally
relevant way; Lado had an enormous influence on the
teaching of English around the world. In The Silent
Language (1959), Hall showed the complex ways in which
'culture is communication and communication is culture'
(1959: 191)
5. • The principles of intercultural communication
developed by Hall and his colleagues in the
Foreign Service were used by the Peace Corps,
founded in the early 1960s. They gave rise to
simulation games, studies of 'critical incidents'
where miscommunication occurred, and
comparative studies of Asian and American
cultures, especially Japan (see, e.g., Brislin 1981;
Hofstede 1983; Brislin et al. 1986; Thiagarajan
and Steinwachs 1990). In the 1970s these studies
were employed by the international business
6. community and applied to the training of
salespeople and corporate executives. In the
1980s, following the Civil Rights Movement and
the demands for cultural recognition by ethnic
groups and minorities, intercultural
communication became relevant also to
ethnically diverse groups within one and the
same country and was used by social workers
and educators.
7. • In sum, the field of intercultural communication
grew out of the practical, competitive needs of
post-Second World War American international
diplomacy and business, and was only later
applied to interethnic conflicts within the United
States. Influenced by research in areal linguistics
during the Second World War, and in business
organisational management after the Second
World War, its foundational disciplines were,
besides linguistics, the behavioural sciences,
especially psychology and social psychology.
8. • By contrast, the field of intercultural communication in
Europe was a direct outcome of the social and political
upheavals created by the large scale immigrations into
the industrialised countries. It has therefore been
much more closely linked to fields such as
anthropology, sociolinguistics, pragmatics and
discourse analysis (see, e.g., Barth 1969; Blommaert
and Verschueren 1991; Dahl 1995) even though
behavioural training is also part of the field in Europe.
• It is worth noting that intercultural communication
studies have not drawn to any notable extent on
humanistic disciplines like semiotics, hermeneutics or
cultural studies (see, however, Byram 1989).
9. • Some of the major facets of human interaction that intercultural
communication has helped to define are:
• the situation of communication itself; e.g. the socially
conventionalised roles adopted by participants, their expected
norms of interaction and interpretation, the way they construct
a shared sense of reality;
• the stereotypes they entertain of each other, as individuals and
as members of a social group;
• their non-verbal and paraverbal behaviour;
• the way they save their own and each other's face;
• the way they structure their discourse to meet their
communicative goals;
• the attitudes, values and beliefs (called also 'discourses') they
share with the social group they belong to;
• the way their language reflects these deeper discourses;
• the way members of different groups realise various speech acts
(like making compliments, requests or apologies).
10. • Intercultural communication training and
research takes place in the US at centres such as
the East-West Center in Honolulu, Hawai'i which
was founded in the early 1960s to ameliorate
deteriorating East-West relations. Other centres
include: the Intercultural Communication
Institute in Portland, Oregon and three National
Foreign Language Centers with specialisation in
some aspect of intercultural communication at
the University of Hawai'i at Manoa, at San Diego
State University and at the University of
Minnesota.
11. • The need to co-ordinate the business, governmental,
private consulting and training, religious and academic
organisations involved in intercultural education led in
1974 to the creation of the Society for Intercultural
Education, Training and Research (SIETAR), which now
has affiliates in France, Germany, the Netherlands and
Japan, among others. In Europe, towards the end of
the 1970s, a project on intercultural education
initiated by the Council of Europe led to the founding
of the International Association of Intercultural
Education within the larger International
Communication Association (ICA).
12. • Major journals in the field are: International Journal of
Intercultural Relations; Journal of Cross-Cultural
Psychology; Multilingua: Journal of Cross-Cultural and
Inter language Communication; Journal of Multilingual
and Multicultural Development; Language, Culture and
Curriculum; Cross-Cultural Research.
• Teachers of English are, however, encouraged to look
beyond professional organisations and research
journals explicitly dedicated to 'intercultural
communication' and to acquaint themselves with
academic research conducted within a cross-cultural
framework in the general fields of applied linguistics,
pragmatics, discourse analysis, linguistic anthropology,
ethnography and cultural studies.
13. Research• One of the major concerns in the beginnings of the field was how to
help FSI officers interact with people in the foreign countries to which
they were dispatched. Thus, in The Silent Language (1959), Hall studied
particularly the 'out-of-awareness' aspects of communication - the
paralanguage of pitch, rhythm and intonation, the 'silent language' of
gestures and movements (kinesics), and the use of time (chronemics).
• In his next book, The Hidden Dimension (Hall 1966), he studied the use
of space (proxemics) and found, e.g., that Anglo-Americans establish a
greater distance between face-to-face interlocutors than, say, Japanese
or Arabs. In Beyond Culture (Hall 1981), he discussed the concepts of
'high-context communication', where most of the information is implicit
because it is located in the physical context or part of a shared world
view, and 'low-context communication', where the bulk of the
information is to be found in the words uttered. The latter, he claimed,
is more typical of Northern European style communication, whereas
high-context communication is particularly characteristic of Chinese
speakers.
14. • Many intercultural researchers were influenced by work in cross-
cultural psychology: Segall (1979) identified human universals in
visual perception and cognitive processing of which each culture
showed specific variations. Triandis (1995) - drawing on Hofstede
(1983) - propagated the concepts of individualistic vs. collectivist
cultures (e.g. American or Germany vs. Brazil or Japan). Some
attempted to build an intercultural communication theory with a
broad interdisciplinary base (Kroeber and Kluckhohn 1952; Condon
and Yousef 1975; Gudykunst 1983). Because studies in intercultural
communication are often spurred by a perceived sense of
inferiority vis-a-vis a foreign country or by a desire to open up that
country's markets, there has been a flurry of comparative studies of
American and Japanese interactional practices (e.g. Barnlund 1975;
Gudykunst 1993). Today, many studies in cross-cultural psychology
seem simplistic because they ignore the cultural diversity within a
given nation-state and the increasing potential for change within a
global economy.
15. • Besides these psychological studies, linguistics entered the
field with Kaplan's (1966) contrastive study of the various
rhetorical patterns found in the writing of ESL learners. This
• study illustrated the different ways various cultures have of
expressing themselves. 'Westerners‘ were claimed to
prefer a direct mode of expression; 'Semitics' and 'Latin-
Americans' to use a more loop-like way of argumentation,
and 'Orientals' were said to favour digression and 'beating
around the bush'. Today, such characterisations sound
dangerously ethnocentric. They show the difficulty of
expressing one culture in terms of another without
sounding critical or condescending.
16. • Since the 1980s, the field has been broadened to include
sociolinguistics and linguistic anthropology. The most prominent
work here is that of Ron and Suzanne Scollon. In their first book
Narrative, Literacy and Face in Interethnic Communication (Scollon
and Scollon 1981) they document the different nature and value
attributed to literacy and orality practices among Anglo- Americans
and Athabaskans. In the way they told stories, their own three-
year-old daughter, Rachel, and her ten-year-old Athabaskan friend,
Big Sister, were differentially literate. Even before she could read
and write, Rachel told stories she made up according to a tripartite
pattern (orientation-complication-resolution) familiar to her from
the English bedtime stories she was read by her parents. By
contrast, Big Sister's spoken and written stories conformed to a
four-part, repetitive pattern favoured by members of her culture.
17. • In their second book Intercultural Communication (Scollon and
Scollon 1995), the Scollons focus on the professional discourse
between Americans and East Asians, especially Chinese. Theydraw
on classical work in sociolinguistics and linguistic anthropology:
Hymes' (1974) work on the ethnography of communication,
Gumperz' (1982) investigation of the link between discourse and
social identity, Tannen's (1984a) exploration of cultural differences
in conversation, Brown and Levinson's (1987) pioneering study on
politeness and face and Blum-Kulka et al.'s (1989) studies in cross-
cultural pragmatics. The Scollons pass in review the parameters of
intercultural speech situations, the strategies of politeness and
power, the conversational inferences, topics and face systems that
regulate cross-cultural communication, and the realisation of
speech acts across cultures. They also extend the usual boundaries
of intercultural communication by discussing the discourse systems
(or discourses, ideologies and stereotypes) that underlie the way
people talk and interact with one another; examples of such
systems are corporate discourses, professional discourses,
generational discourses and gender discourses.
18. • As intercultural communication moves into a critical
examination of systems of thought, the work of linguists
like Gee and Pennycook have yielded important insights
into intercultural communication in recent years. Cultural
differences are often of political importance and are linked
to issues of power and control. For example, Gee (1990)
shows how our autonomous concept of literacy is a
Western construct, favouring the academic-essay type of
literacy and the individual literate performance over more
creative and community-based uses of the written
language. Gee's work has far-reaching implications for the
teaching of English reading and writing to members of
cultures that have a view of literacy different from Western
ones.
19. • Pennycook (1994) adds an important dimension to
intercultural communication by problematising the field
itself. He debunks the idea that the spread of English
around the world is a natural, culturally neutral and
necessarily beneficial phenomenon. Like Phillipson (1992)
he argues that it is the result of a complex conjuncture of
historical circumstances (e.g. the colonial legacy of the
British Commonwealth, the victory of the English-speaking
allies in the Second World War), American advances made
in information technologies, purposeful language policies
by government agencies like the United States Information
Service (USIS) and the British Council, worldwide
immigration patterns and the globalisation of the world
economy.
20. • Certain uses of the English language bear traces
of a colonial past that teachers of English should
be critically aware of. Moreover, the spread of
English and the concomitant globalisation of a
certain kind of consumer culture are raising fears
that they might displace local languages and
cultures, or reinforce the gap between the
international culture of the upwardly mobile,
internet-connected elite and the geographically
rooted, traditional local cultures.
21. Practice
• The insights gained by research in intercultural
communication have made English teachers
aware of the cultural dimensions of language as
social interaction. While literature and 'high'
culture waned in importance, the small 'c' culture
of attitudes and mind-sets, lifestyles and
interactional styles became crucially important to
successful communication in EFL. Success in
business transactions and diplomatic
negotiations is not dependent on grammar alone;
one has to know how to say what to whom at the
right time in the right place.
22. • Thus, many cross-cultural simulation games, case
studies of miscommunication, culture capsules
and handbooks of cross-cultural communication
flooded the professional market in the 1970s and
1980s. They were mostly directed at English
speakers learning about foreign cultures, but
TESOL textbooks also focused explicitly on
pragmatic strategies for effective behavioural
training and on the realisation of speech
functions in authentic situations with the help of
role play and videotape observation.
23. • With the end of the Cold War a flurry of
educational materials advocating the teaching of
language and culture and the teaching of
language as culture were introduced in the late
1980s and the 1990s (Valdes 1986; Byram 1989;
Harrison 1990; Kramsch 1993; Heusinkveld 1996;
Fantini 1997). TESOL now has a Special Interest
Group in Intercultural Communication and an
Intercultural Communication column editor in
TESOL Matters.
24. Until recently, teaching intercultural communication in a
TESOL class has been pretty much a one-way street, i.e.
transmitting information about English-speaking
countries and training non- English speakers to adopt the
behaviours of English speakers. Because the student
body in most ESL classes is multilingual and multicultural,
any comparison between the target English-speaking
culture and any one native culture has seemed futile.
However, the pedagogy of intercultural communication is
currently shifting from teaching accurate facts and
culturally appropriate behaviours to teaching the social
and historical contexts that have given present cultural
phenomena their meaning within larger cross-cultural
networks.
25. • In this regard, authentic texts lend themselves
to being put in relation to other texts of
various kinds - visual, musical, oral or written -
in order to identify the social position of the
non-native speaker vis-a-vis native speakers
(see, e.g., Rampton 1990; Kramsch and Lam
1998), or to explore what a non-native
perspective can add to the international
culture of English as an international language
(Widdowson 1990; Kramsch 1993).
26. • Thus, the notion of linguistic rights - officially
proclaimed in the Universal Declaration of
Linguistic Rights at an international
conference in Barcelona in 1996 (Skutnabb-
Kangas and Phillipson 1994) – has recently
been joined by that of 'intercultural rights' and
'intercultural linguistics' (Gomes de Matos
1997) as a way of integrating a human rights'
philosophy into the research and practice of
language teaching
27. Current and future trends and
directions
The field of intercultural communication in the US has traditionally
been a relatively apolitical field of research, grounded primarily in
psychology and the behavioural sciences. With the increased
importance it has gained in recent years because of world-scale
geopolitical, economic and demographic changes, European and
American research efforts in intercultural communication are
converging to include other disciplines that pay more attention to the
sociological, anthropological, discursive and symbolic dimensions of
language and culture (see, e.g., Geertz 1973; Bourdieu 1991; Shore
1996). In addition, the rise of cultural studies and critical pedagogy has
brought issues of conflict, power and control within the scope of
intercultural communication as a field of research (see Kramsch 1998).
For example, the spread of English as the world's lingua franca is often
seen as displacing other national or regional languages and cultures.
28. • For the English teacher, new directions
include looking at the social and historical
conditions of teaching intercultural
communication through English. New
questions will be asked; not only 'How can I
teach English more effectively, so that the
people of the world can be "empowered" by
knowing English?', but also:
29. • How does the teaching of English change the balance of the
haves and the have-nots in local cultures around the
world?
• What kinds of identities does the teaching of English create
and promote in an international playing field that will never
be level?
• How does our enabling individuals to speak English and
pass TOEFL tests enhance world peace and harmony?; and,
finally
• How can we train those who move back and forth over
cross-cultural borders - i.e. diplomats, lawyers and English
teachers - to foster intercultural rights and responsibilities?
These are momentous questions which the field of
intercultural communication is only starting to address.
30. Key readings
• Barth (1969) The Social Organization of Cultural Differences
• Byram (1989) Cultural Studies and Foreign Language Education
• Geertz (1973) The Interpretation of Cultures
• Gumperz (1982) Language and Social Identity
• Hall (1959) The Silent Language
• Kramsch (1998) Language and Culture
• Lado (1957) Linguistics Across Cultures
• Pennycook (1994) The Cultural Politics of English as an International
Language
• Scollon and Scollon (1995) Intercultural Communication
• Shore (1996) Cognition, Culture, and the Problem of Meaning