Intercultural Awareness – What It Is and How
to Develop It.
The term critical incident refers to a communication
situation, which the participants (or one participant) consider as problematic
and confusing, even amusing. Typically, critical incidents consist of examples
of cultural clash events - situations where unexpected behavior occurs - with
suggestions on how to solve these situations.
The purpose of the critical incident technique is to
develop one's ability to see interaction situations from perspectives of
different cultures (Salo-Lee & Winter-Tarvainen 1995, 83).
The opportunity to think
carefully and analytically about a critical situation promotes cross-cultural
awareness and accelerates teaching and learning. In that way, critical
incidents are an important strategy that can be used to highlight differences
and potential misunderstandings, which arise out of culture.
In a way all communication can be
seen as intercultural, because we all have our own history and background,
which we carry with us whenever we communicate. Furthermore, misinterpretations
and misunderstandings are not rare in intracultural communication either.
(Salo-Lee & Winter-Tarvainen. 1995, 82.)
This introduction is followed by two critical
incidents. Your aim is to analyze these incidents and to think of them from a
viewpoint of different cultures and intercultural communication.
Learning Objectives
·
To draw out, compare, and
analyze the commonalities and differences of various interpretations and
perceptions surrounding culture, opening the door to a subsequent dialogue
about differences.
·
To increase participants’
awareness of their own idiosyncratic or culturally determined interpretations
and explanations of other individuals’ or groups’ behavior, as well as their
attitudes about and responses to situations such as those described in the critical
incidents.
·
To identify cultural
differences that might have contributed to particular problems,
misunderstandings, or conflicts or have influenced the various interpretations
and explanations of the participants.
·
To assist participants in
comprehending the diversity that exists among members of each culture.
·
To support participants in
achieving the necessary understanding to perform in a culturally appropriate
and effective manner in similar situations.
·
To expand participants’
awareness of the nature of characteristics and behaviors they should learn
about and motivate them to continue learning.
·
To provide the basis for
engaging in role play and other class activities that will build skills for
handling problematic and everyday intercultural situations to recognize the
cultural differences illustrated or may be unable to see them—except in a
polarized way of right/wrong, good/bad.
·
As teachers, we must also
keep in mind the degree of trust required in a group to be able to explore
issues and allow people to participate according to their comfort level,
alongside their English proficiency.
CRITICAL INCIDENT 1
Junji Edo has just arrived
from Japan to begin working on his degree at an American university. Before his
arrival to the United States, Junji had read several books about America, its
people and its culture. Despite his preparation, however, several confusing and
frustrating incidents occurred during his first weeks in the United States.
On Mondays Junji was always
very busy. He had classes all day and hardly had any time for lunch. One day he
showed up at his history class a couple minutes before it started and told one
of his classmates, Julianne, that he was really busy all morning and didn't
have time for lunch. The bell rang and the teacher came into the class.
Julianne opened her backpack and took out a small bag of potato chips and a can
of soda and gave them to Junji. Junji was very surprised and embarrassed. He
whispered thank you to his friend and refused the food. Junji was even more bewildered
when Julianne took another bag of potato chips and started eating them in
class. To Junji's amazement, the teacher did not make any comments on
Julianne's behavior and proceeded with the class as usual.
1. What
motivated Junji to act the way he did?
2. Why
do you think Julianne behaved the way she did?
3. What
attitudes or values appear to be important in American society based on Julianne
and the teacher's behavior?
4. What
could have been done differently to avoid this cross-cultural misunderstanding?
CRITICAL INCIDENT 2
Patrick was working for a
German company doing business with Poland. Business was conducted in English
and they seemed to get on very well. Patrick always enjoyed his short trips to
Poland and was treated well by his Polish hosts. His Pol-ish colleagues had
always been very reliable about replying to emails and delivering on time so he
was extremely surprised when for no apparent reason, there seemed to be nobody
in the Warsaw office to deal with his requests and questions. He inquired if it
was a national holiday and found that it wasn’t. After three days or so Gosia got
in touch with him and apologized, explaining that the Pope’s death (Pope John
Paul II) had meant that nobody could work properly. Patrick’s immediate
reaction was “You can’t be serious!” After that, he wasnever treated in the
same way again.
1. What happened?
2. What are the reasons for
Gosia’s reaction?
3. What was Patrick’s
mistake?
4. What should he have
done?
5. What can he do and say
now?
Learning about culture and
developing intercultural awareness is sometimes referred to as the ‘fifth skill’
in language learning. When you learn a new language you will learn not only
vocabulary, grammar, and how to understand and communicate, but will also learn
about the cultures associated with that language. Cultural content in your
language classes might include: gaining knowledge about art, literature,
history, or popular culture in the target language; discussion of values
important in the countries where the language is spoken; or developing
awareness of everyday life and social structures. This will also help you
develop more general intercultural awareness and intercultural competence.
Developing intercultural
awareness involves not only becoming familiar with cultural beliefs and
practices in a new language and cultural context, but also becoming aware of your
own beliefs and values.
