Integrating intercultural communication and cross-cultural psychology: Theoretical and pedagogical implications

Liu, Shuang; Gallois, Cindy

doi:10.9707/2307-0919.1129

Cited by 6 publications

(4 citation statements)

References 42 publications

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“…A competent intercultural speaker communicates flexibly, effectively, comfortably and positively between two or more cultures (Kramsch and Uryu, 2020). Researchers claim that developing an engaging flow of learning from psychology to intercultural communication tends to promote ICC and acculturative outcomes (Liu and Gallois, 2014). Csikszentmihalyi emphasizes flow as an optimal mental state of deep absorption that produces intrinsically pleasant, enjoyable and successful experiences for learning (1990; 1997).…”

Section: Intercultural Sensitivitymentioning

confidence: 99%

Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity

Chen,

Hartley,

Schrader

et al. 2024

JME

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Purpose The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice. Design/methodology/approach Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively. Findings Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment. Originality/value This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

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Section: Intercultural Sensitivitymentioning

confidence: 99%

Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity

Chen,

Hartley,

Schrader

et al. 2024

JME

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“…In particular, social identity theory was added to the AUM model to enhance understanding of the processes of intergroup communication and its impact on individualized change experiences (Gudykunst & Hammer, 1987; Nishida, 2015). The model addresses elements of socio-cultural and psychological concerns for understanding the overall adjustment mechanisms (Gudykunst, 1993; Hammer et al, 1998; Liu & Gallois, 2014). Thus, this section relates the three commonly used components of the AUM model, that is, uncertainty/anxiety management, mindfulness and effective communication as lenses to analyze the existing literature on expatiates’ adjustment to develop a comprehensive understanding of the socio-cultural and psychological factors that influence expatriates’ adjustment.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the Integration of Psychological and Socio-cultural Factors in Adjustment of Expatriates: An AUM Process Model

Mumtaz

Nadeem

2022

Sage Open

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While the literature develops an adequate understanding of various socio-cultural and psychological factors that contribute to expatriates’ adjustment, limited work exists regarding interdependencies between these two dimensions of adjustment, particularly in the Asian context. Using the theoretical lens of the anxiety uncertainty management (AUM) model, this research examined the various socio-cultural and psychological factors that affect expatriates’ adjustment, and the integration of these factors during adjustment. Data were collected through semi-structured interviews of 55 Chinese top management expatriates working in Pakistan, and were analyzed using thematic analysis in NVivo. Based on the findings, an AUM model of expatriates’ adjustment is proposed, which illustrates how top management expatriates may go through a four-stage process of adjustment. The various socio-cultural and psychological factors, some identified from the literature and others through fieldwork, that play a role in expatriates’ adjustment at each stage, and the integration of these factors, is discussed.

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“…The psychological prerequisite for constructive communication between representatives of different national and ethnic cultures is a psychological attitude (cross-cultural psychology: psychology of cross-cultural communication) to understand the value of their cultural beliefs (Mittelmeier et al, 2018), and respect for cultural beliefs of others (Haas, 2019;Fernandez et al, 2020). This forms the psychological background of the so-called intercultural communication awareness (Liu & Gallois, 2014). The theoretical prerequisite for successful cross-cultural interaction is a set of theoretical cross-cultural knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementation of the Cross-Cultural Approach in the Modern School

Dichek

Kopotun²,

Шевченко

et al. 2021

IJLTER

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High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

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Integrating intercultural communication and cross-cultural psychology: Theoretical and pedagogical implications

Cited by 6 publications

References 42 publications

Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity

Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity

Understanding the Integration of Psychological and Socio-cultural Factors in Adjustment of Expatriates: An AUM Process Model

Implementation of the Cross-Cultural Approach in the Modern School

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