Just edit the doc for a little bit.
LisaIntercultural Communication 1
Intercultural Communication
Student’s Name:
Institutional Affiliation:
Intercultural Communication
Ever since the beginning of time, living beings have been communicating with one another. However, it is said that humans are quite unique from other creatures when it comes to communication as they possess language (Appiah, 2006). Communication is considered the essence of human learning as well as interaction. It can be defined as a process where information is transferred from a sender to a receiver using a medium in which the communicated information in understood by both parties (Orbe & Harris, 2008). The reason as to why human beings communicate is to socially connect, share feelings, relate to others, tease, express an opinion, share information, comment, argue, provide feedback, show humor, discuss interest, among others (Hutcheson, 2006). People also communicate in two main ways that is verbally or non-verbally. Verbal communication involves relaying of messages or information by speaking while non-verbal communication mostly incorporates body language and physical characteristics and appearance (Schneider & Barsoux, 2003).
Globalization has in the recent past brought about a number of changes all around the world, including the fact that individuals from one nation can migrate to another nation or continent in search of work. Such individuals are required to learn about the foreign culture and language of the foreign country in order to effectively communicate with them. Intercultural communication is whereby exchange of information is done between two cultures (Appiah, 2006). Intercultural communication is a tool that is becoming increasingly vital as a result of presence of multicultural work environments (Orbe & Harris, 2008). This has in turn made cultural intelligence as well as cross-cultural communication skills that go hand in hand with studying in a foreign nation highly sought after by those employers seeking to have a competitive advantage and break into foreign markets (Hutcheson, 2006). Schools are also becoming more and more multicultural as students relocate to foreign countries for further studies.
Discussion
The Group and how they are Defined
Undertaking international study is not only about the excitement of a new environment of experiencing the culture, but is rather more about the positioning of graduates for future success (Schneider & Barsoux, 2003). The group in focus is 15 year old Chinese students living and studying in the United States. Majority of children in China, especially those hailing from middle class families view studying abroad as the default choice. This has made the country witness an explosion in the number of citizens studying abroad in the recent past (Appiah, 2006). Majority of members in the chosen group being interviewed sited that they studied their primary levels in their native country, and then relocated to the United States in pursuit of higher learning. The Chinese students also cited the fact that the United States culture is completely different from their own and it took time for most of them to adapt and adjust to their new environments. Before relocating to the US, most of these Chinese students devoted hours of their class time preparing for American standardized exams where they scored in the top quartile (Orbe & Harris, 2008).
Some of the differences in culture noted by these Chinese students with regards to education is the fact that while Chinese students are required to wear uniforms all through, American students go to class with their regular home clothes. They also noted that it is not necessarily compulsory for American students to attend all the classes, all the time, unlike in their native country where taking all the classes is compulsory (Hutcheson, 2006). One of the Chinese students joked about the fact that almost all Americans are way taller than the Chinese individuals and this made them feel like dwarfs. This is also perhaps one of the reasons why some of them were being bullied in the course of their adjusting to their respective academic institutions.
Another difference that these Chinese students noted is that America is more individualistic as compared to China, which leans on the group collective side of things. This means that being from China makes the group look at how their behavior affects others instead of how it affects them individually (Schneider & Barsoux, 2003). They tend to be more willing to sacrifice much of their needs for the good of others. This fact has also made them seem like weak to the American students who take advantage of their nature. The most obvious difference between these two cultures is the language. Chinese citizens mostly speak Chinese while America is more of an English state (Appiah, 2006). Most Chinese students in the group had to learn English and how to speak it well, if not fluently, before relocating to the United States. By so doing, they would be able to participate in intercultural communication effectively.
Contact of the Group, Investigation and Communicating with Members of the Group
For me to carry out the interview with the Chinese students, I had to write a letter to their school, asking for permission to choose a few participants. Being an American student myself, I was rather interested in finding out the experiences of other cultures living and studying in America. I was also interested in how intercultural communication is made effective when communicating with foreign students or individuals. From the numerous articles and reports that have been presented, it is apparent that more and more Chinese students come to the US to get an American secondary education (Orbe & Harris, 2008). Upon carrying out an investigation of this particular group, I discovered that majority of the Chinese students hail from well-off families and families that come from favorable economic conditions. The few who had come to the United States for further studies had done so through scholarships and sponsorships (Hutcheson, 2006). I also found out that most of these Chinese students found it quite difficult to adjust to their new environments as they felt like outsiders. No one from the American culture was as welcoming as was expected or initially thought (Schneider & Barsoux, 2003). Some of the Chinese students who had not mastered the English language fluently were often laughed at by the American students and this made them feel inferior and hopeless.
Further investigations revealed that Chinese students studying in America tend to keep to themselves or are usually found in groups of their own culture. Given the fact that today’s world is a diverse world having numerous cultures from all over the world interact with each other, this was rather surprising for me to observe. America is the most powerful country in the world and is also one that is culturally diverse. The behavior of the American students towards the Chinese students was not at all impressive and was rather disappointing (Appiah, 2006). Like I had mentioned earlier, some of the Chinese students were initially being bullied and a few still are, by the American students, for the simple fact that majority of the Americans are taller than they are. I found this somehow disturbing because it meant that the American students had some form of inferiority complex and found the Chinese students as competition, thus chose to bully them and destroy their self-esteem. I decided that I would investigate further by interviewing the American student and try to find out why they had such an attitude towards their fellow Chinese classmates.
How Members who are not part of this Group can understand and Communicate with those of the Group
Being an American student myself, I could not provide enough information regarding the intercultural communication between Americans and the Chinese students. I opted to incorporate a few American students and see what their views and perceptions were regarding the subject matter. I also intended on finding out why it was that they did not welcome the Chinese students or want to relate to them in terms of spending more time with them and finding out more about the Chinese culture. According to the American students that I interviewed, the first thing that they noticed regarding the Chinese students was their height. Americans tend to be much taller than other individuals around the world and people have often spoken of one having the ‘American height’ when describing an individual who is taller than usual (Orbe & Harris, 2008). The second thing they noticed is their humility and how they tend to sacrifice anything for the greater good. Americans are individualistic and they tend to do things for their own personal gain or greater good (Hutcheson, 2006). Due to such behavior, the American students found the Chinese rather timid and easy to push around.
During the interview, I also wanted to find out how the American students can communicate with the Chinese students. American students tend to see themselves as lucky in that they do not necessarily need to learn a new language for them to visit or study in a foreign country. Majority of the world’s countries are English speaking countries (Schneider & Barsoux, 2003). They therefore cannot comprehend the fact that for those students whose countries are not English speaking countries, the language can be difficult to master fluently. However, noticing the rising number of foreign students in their schools, the American students have made an effort of trying to socialize with the Chinese students and even have a few translators with them (Appiah, 2006). By so doing, the American students that I interviewed have so far gained a new perspective of the difficulties experienced by the Chinese students and have made it their mission to make their stay as comfortable as possible. I noticed that a few of the American students have made close relations with regards to friendship, with some of the Chinese students in the group.
Chinese students tend to spend more time doing research and carrying out their studies due to various stresses related to cross-cultural experiences as well as discrimination and communication difficulties (Orbe & Harris, 2008). They work hard in order to learn about the American culture and their language so that they can easily cope with their present environment. Once the American students I interviewed became more open-minded towards the Chinese students in their school, they realized that majority of these students are limited in terms of their ability to function effectively. This was attributed to the gap existing between the familiar, welcoming and comfortable surroundings of their native country and the unwelcoming, unfamiliarity American school life offered them (Hutcheson, 2006). For the Chinese students, it was all a matter of survival. Communication barrier was yet another factor limiting the Chinese students’ abilities. These American students that I interviewed opted to study and research on intercultural communication in order to better communicate with the Chinese students in their school.
The American students being interviewed realized that there are a number of ways that members who are not part of this group can understand and communicate with members of the Chinese group. To begin with, the main key to effective intercultural communication is knowledge (Schneider & Barsoux, 2003). The American students found out that it is absolutely necessary for them to understand the potential challenges related to intercultural communication and therefore should make huge efforts in overcoming them. Initially, the American students assumed that majority of the communication problems experienced by the Chinese students was as a result of their cultural differences (Appiah, 2006). To some extent, their assumption was correct. In cases where languages tend to be different, translations are required and this can lead to increment of potential misunderstandings. The American students thus took it upon themselves to befriend the Chinese students, learn about their culture and language, and also figure out how they could best enable other American students to effectively communicate with the Chinese ones (Orbe & Harris, 2008).
Relevant Concept Notes Suggested to Aid Communication with this Group
As previously indicated, one of the main challenges that the Chinese students in this particular group I interviewed were facing was that of communication. Before leaving for studies abroad, specifically the United States, majority of Chinese students barely have the time to sufficiently study the English language. Additionally, most of them are only taught the basics and encouraged to learn more about the language once they have settled in their respective states in the US (Hutcheson, 2006). As a result, majority of Chinese students studying in various academic institutions tend to have communication problems where they either cannot fully comprehend what is being taught or cannot effectively communicate with others. From the interviews I conducted incorporating the American students as well, I discovered that most of these students desired to have some form of guideline on how they could effectively communicated with one another in terms of differences in culture. It is rather obvious that there are important parts of language, special concepts and words that are defined by the Chinese group in a special way to aid understanding of those outside the group.
Some of the students cited the fact that a few teachers incorporated special classes where students were welcomed to learn a new and foreign language of their choice. The school administration noted the challenges faced by majority of the foreign students and decided to include a special program where students, as well as teachers, could learn more about foreign cultures, including their language (Schneider & Barsoux, 2003). From the Chinese students being interviewed, I found out that some teachers include visual and audio lessons for the Chinese and other foreign students within their learning process. Thanks to technological advancements, they are also provided with websites that they can look at during their free time, sites that teach the pronunciation of words and teach the English language (Appiah, 2006). The same is done for the American students and during class work students are encouraged to participate in intercultural communication, since the classrooms consist of students from diverse cultural backgrounds.
I found this particular practice rather helpful for all students in that particular school as it would enable them better understand the concept of intercultural communication, as well as learn to appreciate the differences in cultures. To make intercultural communication more effective for the Chinese students, a number of methods and teaching tools can be utilized, for instance guided group activities where students are encouraged to participate in tasks that require intercultural communication (Orbe & Harris, 2008). Informal face-to-face interaction in contact situations that are hypothetical can also be used for both the American and Chinese students. Outside the classroom, students from different cultures should be encouraged to teach and learn from one another through peer teaching (Hutcheson, 2006). From the studies I have conducted in the recent past, I have discovered that language is more than just knowledge of words and senses. Through the interviews conducted, the chance of wrong communication between different cultures is quite high, especially due to the differences in norms, values and general world view (Schneider & Barsoux, 2003).
Experts have connected 4 key conditions to effective intercultural communication and these include technical condition where one is expected to understand each other’s language and have an interpreter that is competent (Appiah, 2006). Cognitive condition is another requirement where one is capable of understanding others on intellectual manners. Under interactive conditions, providing the same meaning to the used words, mimicry and gestures is required (Orbe & Harris, 2008). Here, interpreting becomes a bit difficult since the language which one speaks is not their native language. The last of the four conditions is affective conditions whereby one must have the same feeling about a particular action and is prepared to communicate (Hutcheson, 2006). If these conditions are to be applied by the students from the respective cultures, effective intercultural communication skills will be developed and the Chinese students will better understand and communicate with those outside their group.
Strategic Suggestions offered to Form and Build a Communicative Relationship with this Group
As it has been mentioned earlier, Americans tend to be more individualistic as compared to Chinese and other Asian communities who are collectivists (Schneider & Barsoux, 2003). This means that Americans are less likely to sacrifice their personal rights for the good of the group. Chinese on the other hand usually take into consideration the best option for the group and are thus willing to give up their rights (Appiah, 2006). It is quite obvious from the interviews conducted that the American culture is different from that of China. Students from China have found it challenging in terms of adapting and adjusting to the American culture even though they make efforts to understand it better (Orbe & Harris, 2008). Language is considered an important tool with regards to culture since individuals tend to use words based on how they view the world. It not only determines but also reflects how individuals tend to view the world and respond to it in various decision makings (Hutcheson, 2006). The manner by which people think as well as express their feelings is thus dependent upon the words in their first language. That is why it is important for both the American students and Chinese students to learn other languages as well as learn something about the corresponding cultures (Schneider & Barsoux, 2003).
Various strategic suggestions have been provided by researchers in the recent past on how communicative relationships with such groups as the Chinese can be formed and built. These suggestions can also be utilized by the students in this particular interview. Some of these suggestions include becoming more aware of other’s communication and realizing the type of messages one is receiving and sending, both verbally and non-verbally (Appiah, 2006). It was apparent from the interview conducted that both American and Chinese students were not well versed on the other’s culture. That is why it is important to question ideas as well as assumptions one has held or have not thought about with regards to cultural differences (Orbe & Harris, 2008). Americans, being individualists, tend to formulate expectations according to how their culture dictates. This does not leave any room for open-mindedness and foreign cultures are viewed as a threat. It is thus suggested that cultures should refrain from formulating expectations that are solely founded on their individual cultures (Hutcheson, 2006). Teachers in the school from whence the participants came from are making efforts to teach their multicultural classes to see other people’s perspective. They are also encouraged to practice patience since such diverse populations need more empathy as well as understanding, both of which take time to achieve (Schneider & Barsoux, 2003). Effective intercultural communication as well as establishment of communicative relationship with foreign students such as the Chinese participants can only be achieved through understanding cultural differences, skills considered important for future success once these students have graduated and are looking for employment (Appiah, 2006).
My Experiences of Learning about a Culture that is not my Own
The interviews were an eye-opener to me since I was not familiar with cultures that are not my own. Like I have repeated on numerous occasions, we Americans tend to be very individualistic where we are only concerned with our individual success irrespective of who gets hurt along the way. I also noted that the Chinese culture is totally different from ours in more ways than one for instance how they view the world. Those who do not belong to a native culture often feel left out or cast out especially when the native culture does not welcome them and is not at all concerned about them. This is exactly how the Chinese students from the interview felt when they initially settled in the United States. I realized that Americans are quite ignorant when it comes to learning foreign languages since majority of nations across the globe are vast in the English language. I included, Americans make little or no effort in learning a foreign language except when it is of utter necessity. Most educational institutions include foreign language lessons in their curriculum unlike other schools around the world (Orbe & Harris, 2008).
In the course of conducting the interviews, I observed that while the Chinese students were more group goal oriented, the American students focused more on personal achievements. It is also important for the Chinese students to fit in since their culture is more collective oriented. That is perhaps one of the reasons why majority of them felt left out initially as Americans do not focus on relationships but instead focus on how the job can be effectively performed (Hutcheson, 2006). Due to the ignorance exhibited by the American students as well as most Americans in the United States, foreign students are often bullied and looked down upon. This has also been the case in the workplace. Experts attribute such attitudes and behaviors on lack of knowledge and understanding regarding foreign cultures. It is therefore important for native cultures to learn and relate with foreign cultures for them to establish communicative bonds. Intercultural communication is here to stay due to the diverse population of the 21st Century. I have decided to conduct further research on and study foreign languages such as Chinese and Latin. I will also refresh my knowledge on cultural differences and non-verbal communications where foreign cultures are concerned so as not to experience misunderstandings when dealing with foreign individuals, specifically my schoolmates and future workmates.
References
Appiah, K.S. (2006). Cosmopolitanism: Ethics in A World of Strangers. New York: Norton.
Hutcheson, R. (2006). A Nation of Immigrants, With Mixed Feelings. Philadelphia Inquirer. P. A01.
Orbe, M., & Harris, T. (2008). Interracial Communication Theory in Practice. 2nd Edition. Los Angeles, CA: SAGE.
Schneider, S., & Barsoux, J. (2003). Managing Across Cultures. London: Prentice Hall.