Write a 1,050 - word paper about cultural symbols and self.docx

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Write a 1,050 - word paper about cultural symbols and self-identity and their influence on intercultural communication, which includes the following: Description of the four cultural communication practices and their role in intercultural communication with examples of each Two examples of communication mishaps directly related to misunderstanding caused by slang, dialect, or nonverbal communication from your own life or from your research Description of the concepts of culture referenced in "Latin Dancing?" in the Living Culture section on p. 81 (Ch. 4) of your textbook. How is dancing used as a cultural symbol in this narrative? How is this exchange an example of a cultural moment? Think of the cultural symbols affiliated with a group to which you belong, such as a style of dance or a type of music, or another cultural symbol. Do these symbols play a part in the construction of your self-identity? How might self-identification with specific cultural symbols change over time? To which theory of identity do you think you belong: identity management theory or communication theory of identity? Text Book: Lind R. A. (2013). Race/gender/class/media 3.0: Considering diversity across audiences, content, and producers (3rd ed.). Upper Saddle Rock, NJ: Pearson. .

Education

Lind R. A. (2013).
Race/gender/class/media 3.0: Considering diversity across
audiences, content, and producers
(3rd ed.). Upper Saddle Rock, NJ: Pearson.

For EACH of the questions you must offer a 2-3 paragraph response. Be sure to include support for each of your answers from our text, readings page, and discussions. Identify and briefly explain three of the imperatives for studying intercultural communication. Then discuss how each of the imperatives you explained affects our understanding of intercultural communication. Explain at least two ways in which ethnocentrism, stereotyping, prejudice, and discrimination act as barriers to effective intercultural communication. We all belong to various cultural groups. Identify two groups you belong to both voluntary and involuntary. Describe your membership to each group. Then explain how belonging to that group influences your perceptions of others within and outside of your cultural group. Explain the importance of histories and their relationship to cultural identities. Why is it important to discover histories when studying intercultural communication? List and explain the each of the stages in the Minority Identity Development Process. ...

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Freelancer

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Introducting cultural study

Inayatul Chusna

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Culture Triplet

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The document provides vocabulary words to define, including connotes, erupt, marvel, concessions, and aberration. It asks what the root is in "methodically" and what that means. It provides context clues and underlined words to define from two sentences. It poses questions about cultural identity, being from two cultures at once, and characteristics of identified cultures. It asks the reader to analyze how Hyppolite's cultural identity changes and if she shows adapting to two cultures. It asks why the author chose second person point of view and how the essay impacted thoughts on culture. It asks to define Harrison's and Hyppolite's cultures. It provides a picture to analyze in relation to culture, identity, belonging,

Interpersonal communication skills - semiotics and culture in a gang related ...

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This document discusses language and semiotics in a gang-related environment. It aims to understand the significance of language and visible signs to gangs and their members. Key aspects covered include describing language and signs used in a gang environment, and explaining the implications of language, body language, and signs. Examples are given of common gang signs and symbols, such as hand signals and clothing, and how they are used to claim territory, challenge rivals, and advertise power. The relationship between signs, cultural identity, and Geertz's theory of thick descriptions of culture is also briefly discussed.

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Autoethnography is a form of research that involves self-observation and examination in the context of ethnographic fieldwork and writing. It can refer to studying one's own cultural group as a native member or participant, or examining one's own subjective experiences and perspectives. There are three main types of autoethnography: analytic autoethnography, which uses personal experiences to develop broader cultural understandings; subjectivist experiential autoethnography, which focuses on personal stories and experiences; and postmodern/poststructuralist autoethnography, which uses self-representation to negotiate cultural identities and meanings. Autoethnography draws from different research traditions like ethnography, autobiography, and narrative inquiry.

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This poem explores issues of class, language, and power through the speaker's experience in school. In 3 sentences: The speaker recalls being told by teachers that his regional dialect was improper and being forced to adopt Received Pronunciation; however, he later rejects this imposition and reclaims his own voice and identity, using his home language and name. The poem examines how education can shape one's relationship to language and reinforce social hierarchies based on class and accent.

The document discusses discourse analysis and key concepts in analyzing language use and interpretation. It covers the Hallidayan model of language which analyzes context of culture, context of situation (including field, tenor, mode), genre, and register. It also discusses Grice's cooperative principle and maxims of conversation, implicatures, and approaches to discourse analysis including initial analysis, conversation analysis, and critical discourse analysis.

1 CommunicationThe feelings, associations, connotations, and .docx

aryan532920

1: Communication “The feelings, associations, connotations, and nuances of language both influence and are influenced by the culture” (Matsumoto & Juang, 2008, p. 227). Cultural differences exist in how people communicate with each other. You may be familiar with lexicons (what people call themselves and others), pragmatics (how language is used and understood), verbal and non-verbal communication styles; encoding; and decoding. Understanding how cultures communicate is important to effectively communicate within a multicultural environment. For example, imagine if you moved to a state or territory of the Middle East. You knew the language, but you were not aware of the cultural influence on nonverbal behaviors, such as hand gestures and interpersonal space. Would you be able to fit in? For this Discussion, review this week’s Learning Resources. Consider cross-cultural communication. With these thoughts in mind: ------- a brief explanation of the influence of culture on communication. Then explain two ways misunderstandings might occur among cultures with different communication styles. Finally, propose two solutions to enhance cross-cultural communication. Provide specific examples and justify your responses with references to the Learning Resources and current literature. Reference: Matsumoto, D., & Juang, L. (2008). Culture and psychology (4th ed.). Belmont, CA: Thomson Wadsworth. Return to top 2: Interpersonal Relations Consider your present working environment or your most recent workplace. Would you consider it a multicultural environment, and if so, were you able to work effectively with your coworkers? In a multicultural environment, one must learn to work in a group whose members are from both collectivistic and individualistic cultures. The meaning and value placed on conformity and cooperation differs between these cultures, which impact how individuals respond to situations and function within a group setting. In addition, differences may exist in the number and type of groups preferred by an individual. For this Discussion, review this week’s Learning Resources. Consider the group dynamics in individualistic and collectivistic cultures. With these thoughts in mind: ------- a brief description of a problem-solving group situation. Then, explain how group dynamics might differ between an individualistic culture and a collectivistic culture. Include in your description how conformity, cooperation, or group relationships might manifest themselves in different cultures. Justify your response with the Learning Resources and current literature. References · Article: Briley, D. A., Morris, M. W., & Simonson, I. (2005). Cultural chameleons: Biculturals, conformity motives, and decision making. Journal of Consumer Psychology, 15(4), 351–362. Retrieved from the Walden Library using the Academic Search Complete database. · Article: Cinnirella, M., & Green, B. (2007). Does ‘cyber-conformity’ vary cross-culturally? Exploring the ef ...

1 .Лингвокультурология.pptx

Muxriddin1

This document provides information about a compulsory linguoculturology course offered at the bachelor's level. It is taught in English by PhD Docent Juraeva Iroda Akhmedovna in the 4th year, 7th module. The course aims to investigate the relationship between language and culture. It will cover definitions of culture and language, as well as the objectives and key topics of linguoculturology. Students will examine how language expresses and transmits culture from various theoretical perspectives. The course also provides an overview of the role of language in representing culture according to prominent scholars in the field.

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This document discusses the importance of culture in language education. It defines culture broadly as patterns of behavior and thinking among groups of people. Culture encompasses both tangible aspects like food and art, as well as intangible aspects like values and social norms. The document encourages educators to incorporate cultural topics into their language lessons to make classes more engaging for students and give them a sense of progress. Educators are asked to reflect on aspects of culture they may want to share from their own experiences and culture based on different dimensions like products, practices, perspectives, communities, and individuals.

5245_Jandt_Final_Pages_Chapter_4.pdf

JustineGalera

This chapter discusses barriers to effective intercultural communication. It examines ethnographic and cultural approaches, as well as anxiety, assuming similarity instead of difference, and ethnocentrism as potential barriers. An example court transcript between a magistrate and Aboriginal defendant in Australia is provided and analyzed from both an ethnographic and cultural perspective. Ethnography and cultural approaches are described as complementary ways to understand breakdowns in intercultural communication. Common barriers like anxiety, assuming cultural similarity, and ethnocentrism are then explored in more detail through examples.

My Favorite Relative Essay.pdf

Heather Lopez

Analysis on spoken discourse of martin luther king's speech in socio-politica...

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10 DEFINING REALITY A Powerful Tool Dale Spender .docx

paynetawnya

10 DEFINING REALITY A Powerful Tool Dale Spender FOR REASONS I EXPLORE in this essay, too little attenti on has been paid to the role of language in the construction of inequality. This reluctance on the part of many to consider language and power issues is itself worth attention. As evidenced by the essays in this collection, there are many ways of approaching the topic of language and power; the one I am going to use is that of sketching my own route to the in- tersection of language and power . It is an idiosyncratic route, but one that helps map out the terrain, and leads to some of the reasons for the long tradition of separating questions about language from questions about power-a separation that has implications for every speaker in every conversation. To attempt to itemize the properties of language in terms that would be satisfactory to all those who focus on language as an area of research would be to take on an impossible task; to attempt to categorize definitively the properties of power would be to assume an equally impossible task; at the very least this makes language and power an area of debate and contention. However, despite the many differences of opinion that may exist about the nature of language and the nature of power, it may be possible to arrive at a consensus that will help formulate the parameters and permit discussion . For example, it is likely that, regardless of one's background or in- terest, there would be little disagreement with the statement that language is a means of organizing and structuring the world. It is also likely that most people would accept both Suzanne Langer's thesis (1942, 1976) that language is a means of symbolizing and representing experience, and Peter Berger and Thomas Luckman's thesis (1972) that it is the vehicle for constructing reality. And perhaps there would be little quarrel with a broad definition of power as the capacity of some persons to produce effects on others, effects sometimes contrary 194 Dale Spender 195 to their interests. If these claims can be accepted, then there is a basis for bringing language and power together and for formulating the focus of this chapter: I will consider how some people affect others through the means of organizing and structuring the world, through symbolizing and representing experience, through the construction of reality. To begin, I am going to address myself to the issue of men having the capacity to have effects on women, through language. I am going to discuss the negation of women's experience in a male-dominated society fro m inside that framework, from within the context of male domination. As a woman, I am going to describe the experience of women in a society where women's experience is frequently denied or dismissed . If I were a man, speaking for women, or if I were describing men 's experience, then my case would probably be seen as representative, but-because I am a w ...

REFERENCE PAPER 1 and 2All readings are required unless noted as.docx

sodhi3

REFERENCE PAPER 1 and 2 All readings are required unless noted as “Optional” or “Not Required.” After reading the introductory material on the home page, delve more deeply into three different typologies—or ways of classifying cultures. The module starts with a simple dichotomous typology—individualism/collectivism—expands to Hofstede’s six dimensions of culture, and rounds out with a more impressionistic framework—that of Gannon’s cultural metaphors. Individualism/Collectivism Perhaps the oldest construct in thinking about dimensions of culture is the dichotomy of individualism and collectivism. It is a good place to start in understanding cultural dimensions, because it represents one of the more readily apparent characteristics of a culture—the degree to which members of a society think of themselves as individuals separate and distinct from their fellows or as a part of a group that is greater and more significant than the self. Social scientists have studied the distinction between societies that value obligations to the group over the individual (or vice versa) for nearly 100 years. Beginning with the work of Emile Durkeim, the construct of individualism/collectivism was popularized in modern cross-cultural study largely by the work of Harry Triandis and colleagues. What follows is an extensive review of the topic that will give you a thorough understanding of the characteristics of individualistic and collectivistic cultures and help you understand how leadership styles and practices vary between the two. In addition, the article discusses how these two orientations can disparately affect economic development, organizational culture, group dynamics, job design and rewards, conflict, and communication. Later parts of the article cover research and methodological concerns—this section is optional. Note: Although this article was published in 1998, it still constitutes a solid review of a foundational construct in the field of cross-cultural studies. If you have trouble finding it in the library, check the Business Source Complete database after clicking on “Additional Library Resources.” Earley, P., & Gibson, C. B. (1998). Taking Stock in Our Progress on Individualism-Collectivism: 100 Years of Solidarity and Community. Journal Of Management, 24(3): 265–304. Hofstede’s Dimensions of Culture Currently, the most widely used framework for classifying types of cultures is Geert Hofstede’s dimensions of culture. Hofstede, a Dutch social psychologist, once worked with IBM International, where he became interested in cross-cultural influences on work behavior. In 1980, Hofstede published his groundbreaking work, Culture’s Consequences. In this work, Hofstede proposed four cultural dimensions, each forming a bipolar continuum. He argued that cultures can be measured along these dimensions, and that differences in behavior and customs can be explained by mapping these dimensions. The original dimensions were: · Individualism/collectivism · Power ...

So far you have learned about the fundamentals of intercultural.docx

4934bk

This document discusses how culture impacts communication patterns based on seven cultural value orientations. It asks the reader to reflect on how their own culture influences their communication in private and public spheres, engaging with at least four of the seven cultural dimensions: individualism-collectivism, high-low context, high-low power distance, masculine-feminine, monochronic-polychronic, and high-low uncertainty avoidance. The reader is asked to write a 2-3 page reflection using APA style.

So far you have learned about the fundamentals of intercultural.docx

sdfghj21

Language and thought relationship

Mohsan Raza

This document discusses language and its various aspects. It begins by defining language as a system of symbols used for thinking and communication. It then explores different types of word meanings, including semantic, perceptual, syntactic, and pragmatic meanings. The document also discusses how language is used as a tool for clarification, social communication, and influence. It provides examples of how the English language has evolved over time. Overall, the document provides a high-level overview of key concepts regarding language and its functions.

presentationoncda-160530093449.pptx

umarashaheen2

Critical Discourse Analysis emerged from critical linguistics and examines how power and dominance are maintained through language. It analyzes both written and spoken texts within their social contexts. CDA explores opaque relationships between language use and wider social structures and power relations. Theorists like Fairclough see CDA as having three stages: description of textual features, interpretation of the relationship between text and interaction, and explanation of the social context. Fairclough's model analyzes the text itself, the discursive practices of text production/consumption, and the broader social practices. This brief example shows how CDA can take an in-depth look at language to expose underlying ideologies.

343 week 3

lisyaseloni

This document contains the agenda and notes for an English class discussing identity and culture. It includes reminders about assignments, an overview of concepts from last week's readings, and a discussion of key terms and concepts from the readings for this week, including Holliday et al.'s views on essentialist vs non-essentialist perspectives of culture, and Pavlenko's work on identity narratives. The class will analyze identity narratives in small groups and discuss how language and narratives relate to notions of identity.

Media texts in the classroom

Mariana Ferrarelli

The document discusses how media texts can be analyzed and used in the English language classroom. It provides theories on how the media constructs messages and representations, not reality. Tools for analysis include semiotics, studying denotation and connotation, and exploring ideological meanings. The document also provides examples of dissecting images from advertisements and discussing the literal and symbolic meanings conveyed. It suggests having students critically analyze media texts to develop independent thinking skills.

RajpootBhatti5

Engaging in Critical Language and Cultural Studies Approaches for an Examinat...

The Annual International Conference on Languages, Linguistics, Translation and Literature

Engaging in Critical Language and Cultural Studies Approaches for an Examination of Racism and Migration in the British Public Space Rasha Ali Dheyab, Ph.D. Student, Department of English, Faculty of Letters, Ovidius University of Constanța, Constanța, Romania This article focuses on the relevance of Critical Discourse Analysis and of cultural studies approaches to an examination of racism and migration in the British public space. Critical Discourse Analysis as an active engagement with discourse in the social space is one of these critical approaches. The article is based on Halliday’s systematic functional grammar in terms of transitivity and modality. The main goal of this study is to investigate transitivity and modality about migration as it appears in a number of British tabloids. The focus is on aspects of racism in western countries, where there is a majority of white people and on issues related to patterns of access to the public and issues of inequality, racism and discrimination in the public space. Racism's reproduction and promotion by certain segments of the media is not a simple or straightforward process. It is important to see how the media plays a role in the reproduction of racism. Keywords: Cultural Studies, Critical Language, Media, Migration, Racism The Sixth International Conference on Languages, Linguistics, Translation and Literature 9-10 October 2021 , Ahwaz For more information, please visit the conference website: WWW.LLLD.IR

Chapter 2 : Culture & Comm

Corinne Weisgerber

Culture influences the meaning of symbols and communication is influenced by culture. Symbols don't have inherent meanings and can refer to different concepts across cultures. The meaning of communication comes from the people involved, not just the words themselves. Different cultures can use different symbols to refer to the same thing, and the same symbol can have different meanings in different cultures. Communication and understanding can break down due to these cultural differences in symbolic meaning.

Write a 1,400- to 1,750-word paper that demonstrates an examp

jameywaughj

Write a 1,400- to 1,750-word paper that demonstrates an example of poor intercultural communication that significantly affected international commerce or foreign policy. Illustrate the lack of intercultural communication by clearly defining cultural patterns (theories, identity, and bias, for example) and communication devices (such as communication foundations and taxonomies) between two cultures. Select one or two intercultural communication theories needed to address and possibly resolve the example you have given. Include answers to the following questions in your paper: How do the two countries differ in their cultural patterns? How does communication play a role in each culture? What communication devices were used by both parties in this example? How did these devices work or not work in this particular intercultural communication example? What key intercultural communication theorist would you enlist to help solve this intercultural communication problem? Summarize the position of your selected theorist and explain how their ideas might apply to the situation. What approaches or theories may work to resolve your poor intercultural communication example? ...

M1A1 Reflective EssayReflective EssayIn the text you have r.docx

BetseyCalderon89

M1A1: Reflective Essay Reflective Essay In the text you have read in chapter 1 and 2 in Martin / Nakayama text about the way changing demographic patterns and increasing diversity affect intercultural communication. In an essay of at least 250 words, reflect on your own experiences with diversity and communication. Reflect on your own experiences with diversity and communication. Consider the following questions: Where have you encountered diversity in your daily life? Have you experienced any communication challenges in these encounters? Have your experiences with diversity mirrored the changes in society described in the text, or have your experiences been different? Your research should be documented by citing one or more credible sources, such as a newspaper, a bibliographic article, book, or website. The references are: Martin, J. & Nakyama, T. (2014). Experiencing intercultural communication: AN introduction (5th ed.). McGraw-Hill Publishing Orbe, M. & Harris, T. (2015). Interracial communication: Theory intopractice (3rd ed.). Sage Publishing. Your essay should be 250—300 words in length, single-spaced and in APA format. .

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