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ALC8037Multilingualism, language planning, policy
and identity
ALC8013
Introduction to Intercultural
Communication
Module Guide for Students
2022-23
Applied Linguistics and Communication
School of Education, Communication and Language
Sciences (ECLS)
Newcastle University
1. CONTACT DETAILS
Module Leader: Dr Alina Schartner (alina.schartner@ncl.ac.uk)
Office: 2.09 KVGI
Applied Linguistics and Communication
School of Education, Communication and Language Sciences, King George VI Building
Newcastle upon Tyne | NE1 7RU | United Kingdom
As I don’t have office hours per se, e-mail is the best form of initial contact in most instances.
2. DESCRIPTION AND AIMS
Intercultural communication (ICC) is a multidisciplinary field of research concerned with
how people from different cultural backgrounds interact with one another and negotiate
their own perceived or made relevant cultural and/or linguistic differences (Hua, 2016). This
module focuses on the theoretical as well as on the experiential dimension of intercultural
communication. Central importance is given to lived experiences as these shape the
intercultural encounters between individuals from different backgrounds, and support us to
reflect on and negotiate our understanding of the world, identities and attitudes to ‘the
other’.
You will be encouraged to take part in structured individual and small group in-class and
online activities (e.g. discussions on Canvas). These will support the creation of an inclusive
learning environment and encourage participation whilst accounting for the multiple skills
(e.g. communication skills) and experiences brought by the students themselves (e.g.
discussion of intercultural experiences in different contexts).
You will be given an up-to-date reading list in line with current CCC/ICC research from
multiple global contexts and across higher education systems. The module will also draw on
multimedia and digital resources (e.g., blog posts, podcasts) to encourage engagement with
‘real life’ examples of CCC/ICC.
Specific module aims are:
– To develop an understanding of key issues and concepts in the study of inter- and
cross-cultural communication
– To introduce key theoretical approaches to the study of inter- and cross-cultural
communication
– To develop an understanding of challenges and opportunities in intercultural
encounters across a range of ‘real life’ contexts such as workplaces, international
mobility (e.g. the study abroad experience), and diasporic communities (e.g. the
refugee experience)
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– To develop an understanding of the relationships between culture, language, and
identity
– To introduce global perspectives on the study of inter-and cross-cultural
communication, beyond the ‘western’ Anglophone world
– To reflect on the complexity of our identities and attitudes towards others, and on
our own experiences of intercultural encounters
3. MODULE OUTCOMES
By the end of this module, you should have developed:
– A critical understanding of the complex and multidisciplinary nature of inter- and
cross-cultural communication (theory and practice)
– A critical understanding of key concepts and theoretical approaches surrounding the
study of inter- and cross-cultural communication as well as their relevance in
intercultural encounters across a range of contexts
– A critical understanding of the relationships between language, culture and identity
– An awareness of how various dimensions of ‘culture’ impact on language and
communication in ‘real life’ intercultural encounters
You should also acquire the following skills and, by the end of the module, be able to:
– Critically engage with the concepts of ‘culture’, ‘interculturality’ and ‘identity’, and
how these are manifested in intercultural encounters across contexts
– Identify and respond to challenges and opportunities in ‘real life’ intercultural
encounters
– Identify and critically reflect on links between academic theory, empirical ICC
research, and real-life situations
– Operate more confidently and effectively in a complex globalised world
– Critically engage with empirical research surrounding inter- and cross-cultural
communication
– Identify and solve problems inherent within the field of inter- and cross-cultural
communication
– Communicate effectively, orally and in writing, within an inter- and cross-cultural
setting
4. MODULE OUTLINE
Lectures take place Tuesdays, 10.00-12.00, Lecture Theatre 1 KGVI Building
Weeks 1-5 are supported by structured online activities on Canvas. Guidance will be
given online and in lectures.
Weeks 6-10 are supported by small group seminars (times and locations to be
confirmed). You will be allocated to a session.
Week 11 will be an online drop-in Q&A session
Week 1 (27/09/2022): Module overview – Why study ICC/CCC
Introduction to module aims and assessment; Unpacking of key concepts
Week 2 (04/10/2022): Understanding ‘culture’
Introduction to and discussion of different dimensions of ‘culture’
Week 3: (11/10/2022): Understanding ‘identity’
Introduction to and discussion of different dimensions of identity
Week 4 (18/10/2022): Interculturality and intercultural encounters
What is interculturality ; Challenges and opportunities in intercultural encounters
Week 5 (25/10/2022): Theoretical approaches to the study of ICC/CCC
Introduction to a range of theoretical approaches in the fields of ICC/CCC
Week 6 (01/11/2022): Interculturality in context
Introduction to how ‘culture’ is relevant/made relevant across contexts (e.g. workplaces,
social relationships, education)
ENRICHMENT WEEK (w/b 07/11/2022)
Week 7 (15/11/2022): Interculturality, mobility and migration
Discussion of intercultural transitions in mobility contexts (e.g. international students, global
diasporas, refugees)
Week 8 (22/11/2022): Intercultural Communicative Competence
Introduction to conceptualising and assessing intercultural communicative competence
Week 9 (29/11/2022): Global perspectives on intercultural communication
Examples of approaches to ICC across global contexts, including beyond the ‘western’
Anglophone world
Week 10 (06/12/2022): Interculturality in online/virtual contexts
Introduction to how ‘culture’ is relevant/made relevant in communication in virtual spaces
Week 11 (13/12/2022): Module conclusion and online Q&A
Summary of key issues and assessment questions and answer session
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5. ASSESSMENT
This module will include one piece of assessed work: a written exercise drawing on an
intercultural encounter (3,500 words). Full details of the assessment and detailed guidance
will be given in class in weeks 1, 4 and 11.
The assignment will consist of two parts. Part 1 is a description of an intercultural encounter
and Part 2 is a critical and referenced discussion of key concepts in ICC in relation to the
intercultural encounter that you chose. The key purpose of this assessment is for you to
identify and critically reflect on links between real-life situations (part 1) and academic
theory and research in ICC (part 2).
PART 1 (maximum 500 words):
In part one you will identify and describe an intercultural encounter. This should include
background and description of an intercultural encounter and a rationale for choosing this
example. Examples of intercultural encounters and how these can be described will be
provided during week 4, discussed in class and made available on Canvas.
Your focus should be on ONE event or experience which you have had with another person
or group of people (or an event/experience you have observed).
What is an intercultural encounter
Interculturality is about how we engage with the ‘other’ in intercultural encounters, and
how we reflect on ourselves. Intercultural encounters are spaces where people from
different cultural, national, and social backgrounds talk to each other and develop self_xfffe_awareness.
An intercultural encounter might be an experience you had with someone from a different
country, region, ethnic group or religion. Or it might be with someone from a different
language or professional background. It could also be an intergenerational encounter or an
encounter between different genders. Intercultural encounters can also happen between
people from the same country. For example, two Chinese people – a Cantonese speaker
from Hong Kong and a Mandarin speaker from Beijing – can have an intercultural encounter.
Please note: Your chosen intercultural encounter can be in your own country, in your own
neighbourhood, in your own home, in a foreign country or on a journey – in other words
anywhere at all.
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Here are some key points for you to consider as you describe your intercultural encounter:
GUIDING QUESTIONS FOR PART 1:
1. What happened in the encounter
2. Who was involved
3. When did it happen
4. Where did it happen
5. What are the assumptions made by the people involved
6. What was the impact of the encounter on the people involved
7. Why have you chosen this encounter
8. What are the key ICC issues that emerge (e.g. stereotyping, small culture
formation, native speakerism) These will be developed in Part 2.
SOME TIPS:
– Choose an experience that was important and interesting to you.
– Intercultural encounters do not have to be about negatively-charged experiences
and conflicts. They can describe a positive experience.
– Keep in mind that intercultural encounters are ‘plurilingual, intercultural, socially
constructed interactions that are situated in time, place, space, and purpose’
(Holmes, 2015).
– Remember that every interpersonal encounter can be an intercultural experience.
– You can write in the first person and you do not need to include academic
references in this part of the assignment.
– Be mindful that you will need to identify one or two intercultural topics that you will
discuss in Part 2.
PART 2 (maximum 3,000 words):
In part 2 you will review and critically discuss academic literature related to the key
topics you identified in part 1. It is expected that you consult at least 10 pieces of
academic literature (this should include academic book chapters and recent
empirical research published in peer-reviewed academic journals). You will discuss a
maximum of two key topics emerging from your chosen intercultural encounter. You
could start with broad topics (e.g. native speakerism, interculturality in the
workplace, cross-cultural adaptation) and then refine them in relation to the focus of
your assignment (e.g. native speakerism in language teaching, stereotyping in the
international workplace, international students and cross-cultural adaptation).
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GUIDING QUESTIONS FOR PART 2:
1. What are the key ICC topics that you will discuss
2. Why are these relevant to ICC theory and practice
3. How have they been discussed/researched in the academic literature
4. What are the main topics that emerge in the literature What are the key
issues
5. What are the links that can be identified between the pieces of work that you
have chosen How are the pieces of literature different
6. What are the ‘gaps’ in the literature
7. What could be some interesting directions for further studies
SOME TIPS:
– ICC is a rapidly evolving field of study – try to look, where possible, for recent
research studies on your chosen topics (i.e., post 2013)
– Peer-reviewed academic journals are the best place to find recent studies.
– Book chapters are generally more manageable than full books.
– You will need to include references in-text and in your reference list. Make sure that
you choose an appropriate referencing style (e.g. APA) and that you are consistent
throughout. The library website offers plenty of useful guidance on referencing.
– You can use the first person (e.g., refer to yourself as ‘I’ rather than ‘this author’) but
be mindful that this is an academic piece of work, and the focus needs to be on
scholarly arguments rather than on your personal opinions.
– Remember to draw on and cite reliable academic sources to support your arguments
(e.g., avoid Wikipedia and anecdotal evidence).
– You are providing a critique (i.e., evaluation) of the literature. Remember that you
can critique something without being negative – critiquing is not the same as
criticising.
Submission of Written Exercise:
The assignment should be submitted electronically on Canvas.
DEADLINE: Monday, 9th January 2023 at 1pm
IMPORTANT:
The written exercise is an individual assignment, and the strictest penalties will be
applied for plagiarism (please see your Research Portfolio Handbook for details, and
for guidance on appropriate citation practices and referencing).
Applications for concessions (on the grounds of illness or other unavoidable
emergencies only, and with documentary proof such as a doctor’s note) are to be
made in advance and in writing. Please see your MA CCC+ Programme Handbook for
further information on this.
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6. READINGS
There is one essential piece of reading for each week (see below). Please ensure that you
engage with these as they will provide important follow-on reading from the lectures.
Recommended readings provide further insights, should you wish to learn more about a
particular topic. You are strongly encouraged to engage with these. Background readings
might be useful as you prepare for your assignment. Please also see a list of useful academic
journals below. You can consult these when searching for peer-reviewed empirical research
studies.
Essential Readings
Week 1:
Zhu, H. (2016). ‘Where are you from ’ Interculturality and interactional practices. In A.
Komisarof & H. Zhu (Eds.), Crossing boundaries and weaving intercultural work, life, and
scholarship in globalizing universities (pp. 147–159). New York, NY: Routledge.
Week 2:
Jackson, J. (2020). Culture and the primary socialisation process. In Introducing Language
and Intercultural Communication. 2nd ed. (pp. 26-52). Routledge.
Week 3:
Jackson, J. (2020). Language and identity in intercultural communication. In Introducing
Language and Intercultural Communication. 2nd ed. (pp. 111-142) Routledge.
Week 4:
Holmes, P., & O’Neill, G. (2012). Developing and evaluating intercultural competence:
Ethnographies of intercultural encounters. International Journal of Intercultural Relations,
36(5), 707-718.
Week 5:
Young, T.J, Ganassin, S., & Schartner, A. (2021). Culture and Intercultural Communication. In
T. Gregersen and S. Mercer (Eds.), The Routledge Handbook of the Psychology of Language
Learning and Teaching. Routledge.
Week 6:
Jackson, J. (2020). Language and intercultural communication in the global workplace. In
Introducing Language and Intercultural Communication, 2nd ed. (pp. 272-296), Routledge.
Week 7:
Jackson, J. (2020). Intercultural transitions: from language and culture confusion to
adaptation. In Introducing Language and Intercultural Communication. 2nd ed. (pp. 167-208).
Routledge.
Week 8:
Deardorff, D. (2016). How to assess intercultural competence. In Zhu Hua (Ed), Research
Methods in Intercultural Communication (pp.120-134) Wiley Blackwell.
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Week 9:
Jia, Y. & Jia, X. (2016). The Anthropocosmic Perspective on intercultural communication:
learning to be global citizens is learning to be human, Intercultural Communication Studies
XXV (1), 32-52.
Week 10:
Dooly, M. (2016). ‘Please remove your avatar from my personal space’: Competences of the
telecollaboratively efficient person. In T. Lewis & R. O’Dowd (Eds.). Online intercultural
exchange: Policy, pedagogy, practice (pp. 192-208). Routledge
Recommended readings
Week 1:
Jackson, J. (2020). Why study language and intercultural communication In Introducing
Language and Intercultural Communication (pp. 1-24). Second edition. London: Routledge.
Piller, I. (2017). Approaching Intercultural Communication. In Intercultural Communication:
A Critical Introduction (pp. 1-12). 2nd Ed. Edinburgh University Press.
Week 2:
Holliday, A. (1999). Small cultures. Applied Linguistics, 20(2), 237-26.
Piller, I. (2017). Language and Culture. In Intercultural Communication: A Critical
Introduction (pp. 31-53). Edinburgh University Press.
Piller, I. (2017). Nation and Culture. In Intercultural Communication: A Critical
Introduction (pp. 54-70). Edinburgh University Press.
Week 3:
Hall, S. (1996). Introduction: Who needs identity In S. Hall & P. Du Gay (Eds.), Questions of
cultural identity (pp. 1-17). London, England: Sage.
Ladegaard, H. J. (2020). Constructing the cultural other: Prejudice and stereotyping. In J.
Jackson (Ed.), The Routledge Handbook of Language and Intercultural Communication (2nd
ed., pp. 191-203). Routledge.
Noels, K.A., Yashima, T. and Zhang, R. (2020) ‘Language, identity and intercultural
communication’, in J. Jackson (Ed.) The Routledge Handbook of Language and Intercultural
Communication (2nd ed., pp. 52-66). Routledge.
Week 4:
Ganassin S. (2020). Language, Culture and Identity in Two Chinese Community Schools. More
than One Way of Being Chinese Bristol: Multilingual Matters.
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Week 5:
Croucher, S.M., Sommier, M., & Rahmani, D. (2015). Intercultural communication: Where
we’ve been, where we’re going, issues we face. Communication Research and
Practice, 1(1), 71-87
Young, T., & Sercombe, P. (2010). Communication, discourses and interculturality. Language
and Intercultural Communication, 10(3), 181-188.
Jackson, J. (2020). Why study language and intercultural communication In Introducing
Language and Intercultural Communication, 2nd ed. (pp. 1-24). London: Routledge.
Holliday, A. (2020). Culture, communication, context and power. In Jackson, J. (Ed.),
Routledge Handbook of Language and Intercultural Communication, 2nd ed. (pp. 39-52).
Routledge.
Week 6:
Jackson, J. (2020). Intercultural interpersonal relationships. In Introducing Language and
Intercultural Communication, 2nd ed. (pp. 217-248). London: Routledge.
Piller, I. (2017). Intercultural Communication at Work. In Intercultural Communication: A
Critical Introduction (pp. 120-141). Edinburgh University Press.
Piller, I. (2017). Intercultural Romance. In Intercultural Communication: A Critical
Introduction (pp. 157-172). Edinburgh University Press.
Piller, I. (2017). Intercultural Communication in Education. In Intercultural Communication: A
Critical Introduction (pp. 173-193). Edinburgh University Press.
Reynolds, J. T. (2020). Stability and hybridity in refugee legal advice meetings: discursive
structure as a resource for lawyer-client intercultural communication. Journal of Applied
Linguistics and Professional Practice 15(1), pp. 91-115. (10.1558/jalpp.39087)
Week 7:
Ganassin, S., Young, TJ. (2020). From surviving to thriving: ‘success stories’ of highly skilled
refugees in the UK. Language and Intercultural Communication, 20(2), 125-140.
Piller, I. (2017). Intercultural Communication in a Transnational World. In Intercultural
Communication: A Critical Introduction (pp. 100-119). Edinburgh University Press.
Schartner, A., & Young, T.J. (2020). Intercultural transitions in higher education.
International student adjustment and adaptation. Studies in Social Interaction. Edinburgh
University Press.
Week 8:
Borghetti, C. (2017). Is there really a need for assessing intercultural competence Some
ethical issues. Journal of Intercultural Communication, 44. Retrieved from
http://www.immi.se/intercultural/nr44/borghetti.html
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Byram, M. (2020). Assessment of Intercultural Competence and Intercultural
Communicative Competence. In M. Dypedahl & R. Lund (Eds.). Teaching and Learning
English Interculturally (pp. 164-185). Oslo: Cappelen Damm Akademisk.
Jackson, J. (2020). Global citizenship and intercultural (communicative) competence. In
Introducing Language and Intercultural Communication, 2nd ed. (pp. 297-324). London:
Routledge.
Schartner, A. (2015). The effect of study abroad on intercultural competence: A longitudinal
case study of international postgraduate students at a British university. Journal of
Multilingual and Multicultural Development, 37(4), 402-418.
Week 9:
Pashby, K., & Sund, L. (2020). Decolonial options and challenges for ethical global issues
pedagogy in northern Europe secondary classrooms. Nordic Journal of Comparative
International Education, 4(1), pp.66-83.
Week 10:
Dooly, M. & Vallejo Rubinstein, C. (2018). Bridging across languages and cultures in everyday
lives: an expanding role for critical intercultural communication. Language and Intercultural
Communication, 18(1), 1-8.
Satar M., & Hauck, M. (2021). Exploring Digital Equity in Online Learning Communities
(Virtual Exchange). In: D. Kelly and A. de Medeiros, ed. Language Debates in the Language
Acts and Worldmaking series. London: John Murray Languages, 2021. In Press.
Background readings:
Croucher, S.M. (Ed.). (2017). Global Perspectives on Intercultural Communication (1st ed.).
Routledge. https://doi.org/10.4324/9781315716282
Jackson, J. (Ed.). (2020). The Routledge Handbook of Language and Intercultural
Communication (2nd ed.). Routledge.
Jackson, J. (2020). Introducing Language and Intercultural Communication (2nd ed.).
Routledge.
Piller, I. (2017). Intercultural Communication: A Critical Introduction. Edinburgh University
Press.
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Useful Journals
Applied Linguistics
Journal of Language and Social Psychology
Journal of Multilingual and Multicultural Development
Journal of Studies in International Education
Journal of Research in International Education
Journal of Cross-Cultural Psychology
International Journal of Intercultural Relations
Intercultural Education
Intercultural Communication Studies
Language and Intercultural Communication
Other Resources
International Academy of Intercultural Research – Podcast series
Social Science Bites podcast series
The Superlinguists Documentary Series (BBC World Service)
The Why Factor podcast series (BBC World Service)
Word of Mouth podcast series (BBC Radio 4)
CCC channel on iptv – a collection of interesting intercultural films/videos etc.
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