Kumusta Hello
What comes
in your mind Marhaba Hola
after
reading
these? Shalom Ciao
Konnichiwa
Bonjour
Usually Sometimes Seldom Never
1. I interact, negotiate, and create meaning with 4. I demonstrate sensitivity
others while taking into consideration varied when I communicate with
cultural backgrounds. others.
2. I do not think that my own culture is better than 5. I communicate to share
others. information across
cultures.
3. I understand that communication can be
6. I use effective
influenced by culture, gender, age, social status, and
intercultural
religion.
communication skills.
Usually Sometimes Seldom Never
7. I communicate to understand different cultures and social
groups.
8. I appreciate different cultural perspective.
9. I can easily communicate with people from diverse backgrounds.
10. I respect the values and traditions of other cultures.
SCORING
Score Level of Proficiency
Usually - 3 points 28-30 Advanced
Sometimes - 2 points 25-27 Proficient
Seldom - 1 point 23-24 Approaching Proficiency
Never - 0 21-22 Developing
20 and below Beginning
Intercultural Communication
Still, others look at
It happens when For some scholars,
intercultural
individuals interact, intercultural
communication as
negotiate, and create communication
communication that
pertains to
meanings while is influenced by
communication
bringing in their varied different
among people from
cultural backgrounds ethnicities, religions,
different nationalities
(Ting-Toomey, and sexual
(Gudykunst, 2003).
orientations.
1999).
Developmental Model of Intercultural Activity
• Originally • The model describes
developed the standard ways in
by which people
Milton Be experience, interpret,
nnett and interact across
in 1986 cultural differences
Stage 1: Denial
The individual does not • Homogenized categories, such as
recognize cultural “foreigner,” “immigrant,” or “Asian,”
differences.
• “Do they have toilets in Africa?”
They reject the claim
that cultural differences
• “Those families just don’t value education”
exist or that they can be
meaningful and or “If they really cared about their children
consequential. they would show up to more school events.”
Stage 1: Denial
They will stereotype, demean,
or dehumanize others by
assuming that different
cultural dispositions must be
the result of deficiencies in
character, intelligence,
physical ability, work ethic, or
other innate traits
Stage 2: Defense
The individual starts to
recognize cultural
differences and is • “ Immigrants
intimidated by them,
are taking our
resulting in either a
jobs.”
superior view on own
culture or an unjustified
high regard for the new
one.
Stage 2: Defense
• “Our traditional values are
They feel victimized under assault.”
or attacked in
discussions about
bias, bigotry, or • They withdraw, leave the
racism room, break down in tears,
become defensive or hostile
Stage 2: Defense
• Parent protests or
community opposition
campaigns against racial
integration, out-of-district
busing, equitable school
funding, or detracking
Stage 3: Minimization
Although individuals •“We try to treat everyone equally”
see cultural
differences, they bank
more on the •“I don’t see color”
universality of ideas
rather than on • “Deep down humans are all alike.”
cultural differences.
Stage 3: Minimization
• The slogan “All Lives Matter,” • Responding to incidents of
racial bias and bullying
among students by discussing
the need for “respect” while
avoiding direct discussions of
racism.
Stage 4: Acceptance
The individual begins • Teaching students about non-white historical
to appreciate figures or having them reading multicultural
important cultural literature
differences in behaviors
and eventually in • LGBTQ+ student organizations
values.
Stage 4: Acceptance
• LGBTQ+ student organizations
Stage 5: Adaptation
The individual • discuss their cultural experiences and
is very open to perspectives
world views
when accepting • when organizations embrace inclusive
new perspectives. policies and practices
Stage 6: Integration
Individuals start to • non-dominant groups that are living in
go beyond their own dominant-group communities
cultures and see
themselves and their
actions based on
multifarious cultural
viewpoints.
Stage 6: Integration
• expatriates who live for
long periods of time in
other countries, and so-
called “global nomads”
1. Avoid stereotypes, 4. Be sensitive to the
i.e., generalizations religious practices of
about a certain group others.
2. Challenge 5. Be polite at all
Note that in addition to
culture, other elements gender norms; times; do not
such as gender, age, avoid using “he” belittle people you
social status, and
religion must also be and “man” to refer perceive to be on a
taken into consideration to a general group lower social class
when communicating
of people than you.
with others.
3. Do not talk down
on younger people
and the elderly
Look at the following photo which compares an advertisement in
Sweden and in Saudi Arabia
Why do you think was the
advertisement edited?
Is the edit justified? Why or
why not?
If you were members of the
advertising team of the
company, would you edit
the advertisement as well?
Why or why not?
ROLE PLAY
Each group will pick up a certain situation and demonstrate
effective intercultural communication skill in order to solve the given
problem.
Scene 1 : You are a Christian who grew up in America, then, you are
going to meet your friend who is a Muslim in Marawi.
Scene 2 : In Marawi, you discover that they do not eat and serve your
favorite food.
Scene 3 : You have met other people who do not know how to speak
your language.
Scene 4 : You wanted to go to church, but they have different church
and belief.
Scene 5 : You wanted to go to church, but they have different church
and belief.
Analysis:
a. What do you think are the conflicts that we can encounter in
intercultural communication?
b. Why is it that people in different countries behave in different manner?
c. Do you think that culture and language are being connected
when we communicate? Why?
d. How are we going to have effective intercultural communication
considering we have different cultural perspective?
e. Why is “releasing the right responses” more important than
“sending the right message” in intercultural communication?
