Cross-cultural communication is a field of study investigating how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavor to communicate across cultures. Intercultural communication is a related field of study.
Intercultural relations, sometimes called intercultural studies, is a field of social science. It is a multi-disciplinary academic field designed to train students to understand, communicate, and accomplish specific goals outside their own cultures. Intercultural relations involves, at a fundamental level, learning how to see oneself and the world through the eyes of another. It seeks to prepare students for interaction with cultures both similar to their own or very different from their own. Some aspects of intercultural relations also include, their power and cultural identity with how the relationship should be upheld with other foreign countries.
Intercultural communication is a discipline that studies communication across different cultures and social groups, or how culture affects communication. It describes the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. In this sense, it seeks to understand how people from different countries and cultures act, communicate, and perceive the world around them. Intercultural communication focuses on the recognition and respect of those with cultural differences. The goal is mutual adaptation between two or more distinct cultures which leads to biculturalism/multiculturalism rather than complete assimilation. It promotes the development of cultural sensitivity and allows for empathic understanding across different cultures.
Inter-cultural communication principles guide the process of exchanging meaningful and unambiguous information across cultural boundaries, that preserves mutual respect and minimises antagonism. Intercultural communication can be defined simply by the communication between people from two different cultures. In response to the fact that communication between cultures can be challenging, principles have been developed to accommodate respectful inter-cultural conversations. These principles are based upon normative rules, values and needs of individuals, understanding ethics within cultural communication and overcoming pre-existing cultural assumptions towards one another.
Intercultural learning is an area of research, study and application of knowledge about different cultures, their differences and similarities. On the one hand, it includes a theoretical and academic approach. On the other hand, it comprises practical applications such as learning to negotiate with people from different cultures, living with people from different cultures, living in a different culture and the prospect of peace between different cultures.
In anthropology, high-context culture and low-context culture are ends of a continuum of how explicit the messages exchanged in a culture are and how important the context is in communication. The distinction between cultures with high and low contexts is intended to draw attention to variations in both spoken and non-spoken forms of communication. The continuum pictures how people communicate with others through their range of communication abilities: utilizing gestures, relations, body language, verbal messages, or non-verbal messages.
Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioural, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross-cultural education are terms used for the training to achieve cultural competence.
Chronemics is an anthropological, philosophical, and linguistic subdiscipline that describes how time is perceived, coded, and communicated across a given culture. It is one of several subcategories to emerge from the study of nonverbal communication. According to the Encyclopedia of Special Education, "Chronemics includes time orientation, understanding and organisation, the use of and reaction to time pressures, the innate and learned awareness of time, by physically wearing or not wearing a watch, arriving, starting, and ending late or on time." A person's perception and values placed on time plays a considerable role in their communication process. The use of time can affect lifestyles, personal relationships, and work life. Across cultures, people usually have different time perceptions, and this can result in conflicts between individuals. Time perceptions include punctuality, interactions, and willingness to wait.
The Bennett scale, also called the Developmental Model of Intercultural Sensitivity (DMIS), was developed by Milton Bennett. The framework describes the different ways in which people can react to cultural differences. Bennett's initial idea was for trainers to utilize the model to evaluate trainees' intercultural awareness and help them improve intercultural sensitivity, also sometimes referred to as cultural sensitivity, which is the ability of accepting and adapting to a brand new and different culture.
Integrative communication theory is a theory of cross-cultural adaptation proposed by Young Yun Kim. The first widely published version of Kim's theory is found in the last three chapters of a textbook authored by William Gudykunst with Young Yun Kim as second author. See acculturation and assimilation.
Face negotiation theory is a theory conceived by Stella Ting-Toomey in 1985, to understand how people from different cultures manage rapport and disagreements. The theory posited "face", or self-image when communicating with others, as a universal phenomenon that pervades across cultures. In conflicts, one's face is threatened; and thus the person tends to save or restore his or her face. This set of communicative behaviors, according to the theory, is called "facework". Since people frame the situated meaning of "face" and enact "facework" differently from one culture to the next, the theory poses a cross-cultural framework to examine facework negotiation. It is important to note that the definition of face varies depending on the people and their culture and the same can be said for the proficiency of facework. According to Ting-Toomey's theory, most cultural differences can be divided by Eastern and Western cultures, and her theory accounts for these differences.
Cultural competency training is an instruction to achieve cultural competence and the ability to appreciate and interpret accurately other cultures. In an increasingly globalised world, training in cultural sensitivity to others' cultural identities and how to achieve cultural competence is being practised in the workplace, particularly in healthcare, schools and in other settings.
Cross-cultural competence refers to the knowledge, skills, and affect/motivation that enable individuals to adapt effectively in cross-cultural environments. Cross-cultural competence is defined here as an individual capability that contributes to intercultural effectiveness regardless of the particular intersection of cultures. The concept may overlap to that of so-called cultural agility. Although some aspects of cognition, behavior, or affect may be particularly relevant in a specific country or region, evidence suggests that a core set of competencies enables adaptation to any culture. Cultural diversity is a learned behavior highly influenced by values, beliefs, and religion shared by a group of people and passed from one generation to another
Intercultural communicative competence in computer-supported collaborative learning is a form of computer-supported collaborative learning (CSCL), applied to intercultural communicative competence (ICC).
Cultural humility is the “ability to maintain an interpersonal stance that is other-oriented in relation to aspects of cultural identity that are most important to the [person].” Cultural humility is different from other culturally-based training ideals because it focuses on self-humility rather than being an other-directed "they/them" way of achieving a state of knowledge or awareness. It is helpful to see as others see; what they themselves have determined is their personal expression of their heritage and their “personal culture”. Cultural humility was formed in the physical healthcare field and adapted for therapists, social workers, and medical librarians, to learn more about experiences and cultural identities of others and increase the quality of their interactions with clients and community members.
Cultural competence in healthcare refers to the ability for healthcare professionals to demonstrate cultural competence toward patients with diverse values, beliefs, and feelings. This process includes consideration of the individual social, cultural, and psychological needs of patients for effective cross-cultural communication with their health care providers. The goal of cultural competence in health care is to reduce health disparities and to provide optimal care to patients regardless of their race, gender, ethnic background, native languages spoken, and religious or cultural beliefs. Cultural competency training is important in health care fields where human interaction is common, including medicine, nursing, allied health, mental health, social work, pharmacy, oral health, and public health fields.
BaFá BaFá is a face-to-face learning simulation (game), invented by Dr. R. Garry Shirts in 1974, who also invented StarPower, and is published by Simulation Training Systems, Inc. The simulation is intended to improve participants' cross-cultural competence by helping them understand the impact of culture on the behavior of people and organizations. Participants experience "culture shock" by traveling to and trying to interact with a culture in which the people have different values, different ways of behaving and different ways of solving problems.
Intercultural intelligence, or ICI, is a term that is used for the capability to function effectively in culturally diverse settings and consists of different dimensions which are correlated to effectiveness in global environment. Intercultural intelligence differs from cultural intelligence in that it is based from the belief in interculturalism while CQ is based from the belief in multiculturalism. The term was first used in 2006 in response to the qualities observed in international executives that enabled them to succeed globally.
Virtual exchange is an instructional approach or practice for language learning. It broadly refers to the "notion of 'connecting' language learners in pedagogically structured interaction and collaboration" through computer-mediated communication for the purpose of improving their language skills, intercultural communicative competence, and digital literacies. Although it proliferated with the advance of the internet and Web 2.0 technologies in the 1990s, its roots can be traced to learning networks pioneered by Célestin Freinet in 1920s and, according to Dooly, even earlier in Jardine's work with collaborative writing at the University of Glasgow at the end of the 17th to the early 18th century.
Intercultural dialogue (ICD) builds upon the concept of dialogue, which refers to at least two people holding a conversation. And it builds upon the term intercultural, which is typically used to refer to people communicating across differences in nationality, race and ethnicity, or religion. Dialogue has several meanings: it sometimes refers to dialogue in a script, which simply means people talking, but more often it refers to "a quality of communication characterized by the participants' willingness and ability simultaneously to be radically open to the other(s) and to articulate their own views. ... Dialogue's primary goal is understanding rather than agreement."
