David Caldwell

May 7, 2014







Communications 2150
Dr. Marlin Clark

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STRIVING FOR ENGAGED AND EFFECTIVE INTERCULTURAL COMMUNICATION
IN A HIGHER EDUCATION ENVIRONMENT


Effective intercultural communication can be both challenging and rewarding. There are
many obstacles to successful communication in general, but communication across cultures
presents some additional and unique challenges. Different cultures may include different
ethnicities, genders, backgrounds, and creeds, including history, beliefs, experiences, and
attitudes. In order to achieve effective communication, these differences must be recognized and
accepted as valid. This requires our ability to listen and understand both the verbal and the
nonverbal signals of communication, which in turn requires conscious commitment and practice
until our efforts become unconscious. This is my goal as I continue my education: (1) to
recognize the challenges of intercultural communications, (2) to acquire the listening skills
needed to communicate effectively, and (3) to commit to practice by engaging in communication
across different cultures.
Perhaps the most common barrier to intercultural communication is the assumption that
everyone should be like usthey should feel like we do, act like we do, speak like we do, and
generally be like we are. This stems from not recognizing the differences between cultures, and it
is simply not true. Different cultures have varied social rules and expectations regarding
language. For example, different cultures have different expectations regarding personal space.
While Western culture prefers an arms length of physical personal space while communicating,
people from some Latin and Middle Eastern cultures stand considerably closer together when
speaking. To a Westerner, this personal space violation can lead to discomfort, and the
communicator may view a resulting step away as a sign of distrust (Evans). By understanding
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that there are such simple but relevant differences, cultural communication can be eased, and
some misunderstandings can be avoided.
The Language Network for Quality Assurance (LANQUA), which is a project under the
direction of the European Union, has identified certain attributes to help confront the challenge
of intercultural communication. Chief among these attributes is a simple awareness of the
implications of culture:
As we have seen, Intercultural competence necessarily entails
knowledge, skills, and attitudes. Knowledge is needed not just
about the language itself but about the cultural context to which it
refers. Skills are essential in order to express oneself in language
appropriate to the contest concerned. In order to deploy these
skills, varying degrees of control over ones attitude and behavior
are also required. It is normally important to minimize uncertainty,
to display tolerance, empathy, interest and open-mindedness when
communicating in new cultural environments. Individuals need to
be capable of adapting to unusual situations, having recourse to
verbal and non-verbal skills, managing turn-taking and so on. A
key component of intercultural competence is therefore awareness.
Intercultural competence is based on awareness of the difference
between oneself and others. Such awareness allows intercultural
interlocutors to build common ground: a terrain dentente, on
which shared understanding can be built. (Language Network for
Quality Assurance)

An understanding of the process of communication is an important part of this awareness.
Real communication takes place on a deeper level than the symbolism of word. It involves a
looking beyond the words to the intention and feelings of the person trying to communicate
(Flinders, 1966, p. 32).
We also must be aware of ourselves in relation to our own cultural background and how
we may be perceived by others from different cultural backgrounds because of this. Having an
awareness of other cultures can enlighten our own understanding about ourselves by allowing us
the opportunity to see that we may not feel, act, or speak the same as others, and that our own
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actions are heavily influenced by our own culture. Additionally, one of the benefits of engaging
in interactions between different culture groups is an increased awareness about oneself that may
come about directly because of the potentially delicate circumstances that such encounters might
provide. In a compilation of accounts from Harvard students of different backgrounds called
Making the Most of College: Students speak their minds, Richard L Light talked about this trait
of learning about oneself through diverse encounters:
Several graduating seniors commented on the importance of the
simple principle of bringing good will to all personal encounters.
For example, a young white woman suggested that one way to
enhance good will among people of different backgrounds is to
encourage each student to be reflective about himself. Especially
when racial or ethnic differences raise a delicate issue or lead to an
awkward moment. Inevitably these awkward moments will occur.
It is up to each student to transform them into an educational
opportunitya learning experience. (Light, 2001, p. 185)

Another barrier to intercultural communication is stereotyping those of other cultures.
Keith Evans suggests that although some stereotypes may stem from factual observations, many
build on personal beliefs and fears that individuals may hold. To communicate effectively across
cultural boundaries, communicators must put stereotypes and assumptions aside (Evans).
Regarding stereotypes, Judith N. Martin and Thomas K. Nakayama suggest that To avoid
stereotyping, perhaps it is better simply to be aware of the range of thought and behavior across
cultures, and not to assume that because someone belongs to a particular group, he or she will
behave in a particular way. (Martin & Nakayama, 2013, p. 475)
After recognizing the unique challenges that intercultural communications presents, we
must work to refine our ability to listen to the person within the context of their background.
There are four components of the listening process: sensing, attending, understanding, and
remembering (Hanna & Wilson, 1986). The first component, sensing, is merely receiving stimuli
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through the five senses, and the obstacles to this aspect of the listening process are fairly
obvious, ranging from physical impairment to external noise or similar phenomena. The second
component of the listening process is attending. On the basis of past experience with situations
and people, we select what we believe worth perceiving and attending (Hanna & Wilson, 1986,
p. 222).
Although all of the components of the listening process are critical, the final two
components of the listening process have a heightened relevance when dealing with
circumstances of communication where there is in intercultural element. If we do not cultivate an
ability to empathize with people from different backgrounds, then the listening processes of
merely sensing and attending will not allow us to really communicate effectively, and will result
in miscommunication, misunderstanding, and in many cases, prejudice and intolerance.
Empathizing is an activity in which participants attempt to put themselves in anothers mental
and situational framework. By its nature, empathy requires a more active mental commitment to
what is being said. That is why empathizing creates greater understanding (Hanna & Wilson,
1986, p. 224).
Real communication must always involve empathy. In his book Personal
Communication: How to understand and be understood, Neil J. Flinders expounds on this theme:
Real communication takes place on a deeper level than the symbolism of word. It involves a
looking beyond the words to the intention and feelings of the person trying to communicate
(Flinders, 1966, p. 32). He later goes on to talk about some of the pitfalls of neglecting this
critical aspect of communication:
To receive a message exactly as it is sent, the person
receiving the message must attach to the symbols being used
(words, gestures, tones, etc.) exactly the same meaning as the
person using the symbols attaches to them. This usually does not
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happen. When a person is overly concerned with protecting his
own interests, he tends to see other peoples behavior and
communication primarily in terms of how this will affect his own
needs, feelings, and objectives. In this condition of ultra-concern
with self, a person is unable to see things from the other persons
point of view. In consequence of this absence of the other persons
viewpoint, he adds or supplies his own meanings to what is being
said or done. This creates a barrier to mutual understanding
because it is heavily biased toward one personality. (Flinders,
1966, p. 34)

In a higher education environment, remembering is critical to achieving success
academically, but it is also an important part of the listening process. I have found that being
organized is an important part of remembering the material presented in lectures, and that using
repetition and association can help in retaining the information for exams. The same techniques
can be used in the listening process by taking active steps to remember what has been attended to
and understood.
As I recognize the challenges that intercultural communication and strive to improve my
skills as a listener by acknowledging that many aspects involved in empathetic understanding
across cultures, I will look forward to opportunities to practice communication across cultures in
higher education environments as I proceed in my education. The university profile has changed
over the last forty years.
Back then, nearly all students were white. Most were men.
Most came from middle class backgrounds. This was true at Ivy
League schools, state universities, and small independent
colleges. Now, slightly over half of students on most campuses
are women, and nealy 25 percent of all undergraduates across
America are nonwhite. Also, a significant fraction of students
come from families of modest economic backgrounds. (Light,
2001, p. 129)

With so much diversity on college campuses across the United States, it is important that
I take the opportunity in the next level of my education to practice the listening skills to try to
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come to a more empathetic understanding of the contexts in which individuals live their lives and
make the decisions, judgments, and assessments that define their outlook on life, and I hope that
as I try to practice at this, it may offer me some insight toward myself in relation to my own
culture within the broader culture of a university setting as well.


















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Bibliography
Evans, K. (n.d.). Six Barriers to Intercultural Communication. Retrieved May 5, 2014, from eHow:
http://www.ehow.com/list_6303080_six-barriers-intercultural-communication.html
Flinders, N. J. (1966). Personal Communication: How to Understand and be Understood. Salt Lake City,
UT: Deseret Book Company.
Hanna, M. S., & Wilson, G. L. (1986). Groups in Context. New York, NY: Random House.
Language Network for Quality Assurance. (n.d.). Year 1 sub project 1 report . Retrieved from
http://www.lanqua.eu/: http://www.lanqua.eu/sites/default/files/Microsoft%20Word%20-
%20Subproject1%20year%201%20report%2011th%20November%20doc.pdf
Light, R. J. (2001). Making the Most of College: Students Speak their Minds. Cambridge, MA: Harvard
University Press.
Martin, J. N., & Nakayama, T. K. (2013). Intercultural Communication in Contexts. New York, NY:
McGraw-Hill.