Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in International journal of intercultural relations.Additional information:
Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. and audiences apply to professional texts, we developed a two-year interactive project. Business students in New Zealand and Israel produced promotional "texts"-video clips to promote a university program-which they exchanged with their counterparts overseas to receive feedback.We adapted models of home-made visual communication and advertising which used the categories of participants, settings, topics, and style, to analyze the eight clips. Emergent findings suggested two more categories-information and language-as important analytical tools.Variables of age, gender, intra-and intercultural differences, and (cultural) context also resulted in student audiences" multiple interpretations of the texts. The outcomes indicate the need to extend the culture-in-context approach for a "situation focused communication approach," where the primary focus is a group of producers and their audience as they produce and interpret a professional text. This approach also foregrounds contextual variables and a plural understanding of culture to accommodate the potential for miscommunication of business and professional texts in pluricultural contexts.