Intercultural communication: Where we’ve been, where we’re going, issues we face

Croucher, Stephen M.; Sommier, Mélodine; Rahmani, Diyako

doi:10.1080/22041451.2015.1042422

Cited by 73 publications

(23 citation statements)

References 92 publications

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“…This theme includes factors 12 (“Avoid trying to change people to be more like you”), 11 (“Recognizing the other as a person, not an object”), and 13 (“Embracing your uniqueness and the uniqueness of others”). This theme appears predominately in identity‐based competence models that emphasize the importance of affirming the other interactant's cultural identity (Croucher et al., ). For example, in Collier's () study of intercultural competence in friendships, an important component is affirming the other's cultural identity and understanding one's own cultural place in the world.…”

Section: Resultsmentioning

confidence: 99%

“…The tension associated with intercultural dialogue may also be related to the limited experience and interaction that many people have with diverse populations (Gayles et al., ), and with the lack of awareness, knowledge, and abilities in dealing with racial, ethnic, and cultural differences (Kelly & Gayles, ; King & Howard‐Hamilton, ). Issues such as these have been a focus of research in intercultural communication generally (Croucher, Sommier, & Rahmani, ), and they have received particular attention in the study of intercultural competence (Deardorff, , , ), intercultural sensitivity (Bennett & Bennett, ; Chen, ; Hammer, Bennett, & Wiseman, ), and cultural intelligence (Earley & Ang, ; Thomas et al., ). While all of these lines of research can inform the study of intercultural dialogue, the research on intercultural competence is particularly relevant.…”

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confidence: 99%

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Building an Inclusive Climate for Intercultural Dialogue: A Participant‐Generated Framework

Broome

Derk

Razzante

et al. 2019

Negotiation Conflict Man Res

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This study investigates the question of how to build an inclusive environment for intercultural dialogue. Using the university campus as a context for our research, we conducted a facilitated idea generation workshop in which participants identified a set of dialogic competencies, followed by individual interviews in which we explored participants’ perceptions of the relationships among these competencies. Interviews were conducted utilizing a software‐assisted, idea‐structuring methodology referred to as Interpretive Structural Modeling (ISM). Based on our results, we constructed a framework that depicts the overall flow of influence among the set of dialogic competencies identified by the participants. While findings confirm the importance placed in current literature on factors such as listening and empathy, they provide a more sophisticated and nuanced perspective on how to accomplish one of the oft‐stated goals of intercultural dialogue, which is to help participants examine their unconscious biases, prejudices, and privileges.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Building an Inclusive Climate for Intercultural Dialogue: A Participant‐Generated Framework

Broome

Derk

Razzante

et al. 2019

Negotiation Conflict Man Res

View full text Add to dashboard Cite

show abstract

“…Changes associated with the geopolitical and economic situation affect the nature of bilateral relations. Despite the significant number of contacts between countries, the process of communication at the interpersonal level is often accompanied by cases of misunderstanding and passing communication barriers along the way (Croucher et al, 2015;Spencer-Oatey, 2017).…”

Section: Introductionmentioning

confidence: 99%

Sino-Russian Intercultural Communication Research: Literature Review

Vasilyeva

Lebedeva

2020

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

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International relations between China and Russia have a long-lasting history. At the same time interpersonal contacts between these two ethnic groups face difficulties associated with language, cultural distance, prejudices and other factors. This article presents a review of studies on the problem of Russian-Chinese intercultural interaction. Due to its interdisciplinary nature the studies are scattered both methodologically and with respect to its theoretical foundations. In this regard, we conditionally divide the considered works into four main areas: studying the perception of the image of Russia and China among Russians and Chinese, classification of Sino-Russian communication barriers, cross-cultural analysis of communication components, and indigenous concepts of Chinese psychology related to the process of intercultural interaction. A brief review of the modern research results gained by Russian and Chinese authors on effective communication and building trustful relationships is given. The results of studies revealing important differences at the level of verbal and non-verbal communication are presented. Particular attention is paid to cross-cultural research aimed at identifying etic and emic attributes of the situation of intercultural interaction. The most common approaches to understanding the concept of trust and its operationalization in Chinese studies are described. The importance of further studying mechanisms of building trustful relationships between representatives of the two countries is noted. In conclusion, unresolved problems and current trends in the study of intercultural communication are identified.

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“…Our impression is that their creativity, as well as their critical thinking, manifests itself to a much greater degree when they work in small in timate groups. Arabs are a collective culture (Cohen, 1991) and Arab people try to strike a balance between humbling themselves and yet reflecting dignity (Samarah, 2015). In a review of the literature on international communication, "face saving" was termed to describe the desire of people to have a favorable public image of self worth (Croucher, Sammier & Rahmani, 2015).…”

Section: Limitations and Recommendationsmentioning

confidence: 99%

New curriculum design and teaching methods to enhance course performance and increase motivation of Saudi Arabian college students

Nash

2016

Learning and Teaching in Higher Education: Gulf Perspectives

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This study investigated the effect of cooperative learning on the performance of female college students enrolled in “writing and research” courses at Prince Mohammad Bin Fahd University (Al Khobar, Saudi Arabia). Cooperative learning (CL) activities were employed in place of traditional lectures and group activities. Two populations were compared, one with the CL methodology and one with traditional methodology. The results were assessed by final exam scores, final course grades, the number of students passing, pre and post-tests and a self-report survey. We found that this sample of Arab college students performed at a higher level in the CL classes than in the traditional classes. Findings suggest that CL is an effective method for teaching Arab college students.

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Intercultural communication: Where we’ve been, where we’re going, issues we face

Cited by 73 publications

References 92 publications

Building an Inclusive Climate for Intercultural Dialogue: A Participant‐Generated Framework

Building an Inclusive Climate for Intercultural Dialogue: A Participant‐Generated Framework

Sino-Russian Intercultural Communication Research: Literature Review

New curriculum design and teaching methods to enhance course performance and increase motivation of Saudi Arabian college students

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