Universidad del Norte

Instituto de Idiomas

Level 8 (VIII)
Intercultural Communication
Student Coursebook
Updated version 2021-10
 MODULE 1: WHAT IS CULTURE? STEREOTYPES AND CULTURE THEORY

Table of contents

1. What is culture?...................................................................................................................................2
2. The cultural iceberg model………………………………………………………………………………....4
3. Definitions of culture………………………………………………………………………………………….6
4. Cultural generalizations and stereotypes………………………………………………………………..9
5. Stereotyping: What’s it like to live in Barranquilla?........................................................................13
6. Grammar: Phrasal verbs……………………………………………………………………………………15
7. Stereotypes based on ethnicity: The danger of a single story……………………………………...18
8. Stereotypes based on gender: traditional gender roles…………………………………………....21
9. The role of advertisements in depicting gender roles: Analysing commercials………………...22
10. Grammar: Hedging language…………………………………………………………………………....24
11. The Lewis culture model…………………………………………………………………………………....26
12. Grammar: Review mixed past tenses…………………………………………………………………...29
13. The Hofstede culture model……………………………………………………………………………....32
14. Hofstede cultural dimensions analysis of Colombia......................................................................36
15. References……………………………………………………………………………………………….…..39

MODULE 1: WHAT IS CULTURE? STEREOTYPES AND CULTURE THEORY

Module 1 objectives:

● Analyze cultural theory in order to be able to describe cultures using descriptive, and objective
language.
 ● Become more familiar with form, meaning and use of past tenses, hedging, the passive voice and phrasal
verbs.

1.What is culture?
I. Brainstorm as many words as they come to mind and write them around the word culture below:

II. Now, look and read the following quotes and write a possible definition of culture:
Culture is:

3. Compare and contrast your definition of culture with your classmates. Identify the similarities and add more
words to your definition if necessary.

4.Do you think culture is directly related to a country? If not, where does culture come from?

2. The cultural iceberg model

Edward T. Hall, an American anthropologist and cross-cultural researcher, developed the Cultural
Iceberg Model in 1976. He compared culture to an iceberg
as an analogy,to reveal that we shouldn’t judge a culture just
through what we are able to see at first glance. Therefore, there are
clearly some cultural observable aspects above the surface, but
there is a largely hidden portion underneath the ‘water’.
I.Watch the following video The cultural iceberg and jot down the main concepts about this metaphor.

II.Now, use your notes to answer the following questions:

1. What is the most significant feature of an iceberg?

2. Which cultural aspects are usually identified in the observable part of the iceberg?

3. Which is the link between above and below the surface of the cultural iceberg?

4. Which are the aspects that people in a culture think and can describe through language?

5. What external variables can influence culture?

6. How can the iceberg metaphor be summarized?

 7. Why is an iceberg used as a metaphor to explain culture?

8. Based on what you just learned from the cultural iceberg metaphor, do you think culture is learned,
inherited or innate? Why?

3. Definitions of culture
I.Before you read the article about the meaning of culture, answer the following pre-reading questions:

1.There is only one right definition of culture. 2.The concept of culture hasn’t changed through time.
True False True False

II. While you are reading, highlight the most important ideas presented in the text and identify the
writer’s intention.

The Meaning of “Culture”

By Joshua Rothman-December 26, 2014
There’s something innately funny
about Merriam-Webster’s announcement,
earlier this month, that “culture” is their 2014
Word of the Year. The word “culture,” they
explain, was simply the word that saw the
biggest spike in look-ups on their Website.
Confusion about culture was just part of the
culture this year. People were desperate to
know what “culture” meant. It goes without
saying that “culture” is a confusing word, this
year or any year.
Merriam-Webster offers six definitions for it
(including the biological one, as in “bacterial
culture”). The problem is that “culture” is more
than the sum of its definitions. If anything, its
value as a word depends on the tension between them. The critic Raymond Williams, in his
dictionary, “Keywords,” writes that “culture” has three divergent meanings: there’s culture as a
process of individual enrichment, as when we say that someone is “cultured”; culture as a group’s
“particular way of life,” as when we talk about French culture, company culture, or
multiculturalism; and culture as an activity, pursued by means of the museums, concerts, books,
and movies that might be encouraged by a Ministry of Culture. These three senses of culture are
actually quite different, and, Williams writes, they compete with one another. Each time we use the
word “culture,” we incline toward one or another of its aspects: toward the “culture” that’s imbibed
through osmosis or the “culture” that’s learned at museums, toward the “culture” that makes you a
better a person or the “culture” that just inducts you into a group.
But why did more people than usual look up “culture” in the dictionary this year? The editors
at Merriam-Webster decline to speculate. They note, merely, that “the term conveys a kind of
academic attention to systematic behavior.” Here’s my theory: more people looked up “culture” this
year because it’s become an unsettling word. “Culture” used to be a good thing. Now it’s not. That
isn’t to say that culture has gotten worse. (It has gotten worse in some ways, and better in others.)
It’s to say that the word “culture” has taken on a negative connotation. Today, “culture” has a
secretive, shady, ridiculous aspect. Often, when we attach the word “culture” to something, it’s to
suggest that it has a pervasive, damaging influence (as in “celebrity culture”). At other times,
“culture” is used in an aspirational way that’s obviously counterfactual: institutions that drone on
about their “culture of transparency” or “culture of accountability” often have neither.
On all sides, “culture” is used in a trivializing way: there’s no real culture in “coffee culture”
(although the coffee at Culture, a coffee shop near my office, is excellent). But, at the same time, it’s
hard to imagine applying the word “culture” to even the most bona-fide “cultural institutions.”
That’s not to say, necessarily, that music culture or art culture or book culture has gotten
worse—or that our collective way of life has gone downhill. It’s our sense of the word “culture” that
has grown darker, sharper, more skeptical. But, if words are tools for thinking, then this year
“culture” has been used to think about the parts of our society that function poorly. That may even
be a sign, in a way, of an improvement in our culture. If our increasingly analytical, sociological way
of thinking about “culture” is helping us to improve the culture, that’s a positive development.
Confusion over its evolving meaning is a good reason to look up “culture” in the dictionary, but so is
an interest in understanding the world and making it better.
All this might make you wonder: Does it even make sense to have a single word, “culture,”
with such divergent uses? Maybe not; many people, Williams writes, have called “culture” a “loose
or confused” term. It’s possible to imagine a more rational system, in which one word describes the
activities of artistic and intellectual life, another our group identity, and a third our implicit norms
and ways of living. Those terms, whatever they might be, would be narrower and simpler—but
they’d also be less accurate. They would obscure the overlap between life, art, and politics.
And they’d be less meaningful, too. “Culture” may be pulling itself apart from the inside, but
it represents, in its way, a wish. The wish is that a group of people might discover, together, a good
way of life; that their good way of life might express itself in their habits, institutions, and activities;
and that those, in turn, might help individuals flourish in their own ways. The best culture would
be one in which the three meanings of “culture” weren’t at odds with one another. That’s not the
culture we have at the moment; our culture is fractured, and so our sense of the word “culture” is,
too. But it’s possible to imagine a world in which our collective attitudes and institutions further
everyone’s individual growth. Maybe, in such a world, the meaning of “culture” would be more
obvious; we wouldn’t have to look it up. Adapted from: https://www.newyorker.com/books/joshua-rothman/meaning-
culture
Vocabulary:
1. Spike: A sharp increase in the magnitude or concentration of something.
2. Imbibed: Drank, consumed.
3. Counterfactual: relating to or expressing what has not happened or is not the case.
4. Bona-fide: Authentic, genuine, real, true.

III. Answer the following questions after reading the text:

1. What is the author’s intention throughout the article?

2. Why is the word culture not easily defined into one specific meaning?

3. What are the three divergent meanings of culture?

4. Why were people looking for the definition of culture so frequently in 2014?

5. What can be inferred from this quote: “Confusion over its evolving meaning is a good reason to
look up “culture” in the dictionary, but so is an interest in understanding the world and making
it better”.
 4. Cultural generalizations and stereotypes

I.Look at the picture above, what can

be inferred from it?

II. Watch the following video Generalizations vs Stereotypes and jot down the main similarities and
differences between both concepts.

III. Based on your notes, categorize the following statements as a stereotype (S) or generalization (G):
1. Nordics tend to be very quiet and prefer to listen more than talking. ___
2. All Asians are good at martial arts and maths. ___
3. Africans are the least educated people in the world. ___
4. The majority of Latinos like coffee and fried food. ___
5. Most Europeans are trilinguals. ___

IV.

Read the text and

highlight the main ideas.

Cultural Generalizations and Stereotypes

 Being aware of and understanding the patterns of the cultures to which one belongs (nation,
age, gender, etc.) provides the basis for understanding other cultures and their sub- or co-cultures.
Cultural generalizations can help us with this process.
Cultural generalizations involve categorizing members of the same group as having similar
characteristics. Generalizations are flexible and allow for the incorporation of new cultural
information. They are a type of hypothesis, or guess, of what we expect to encounter when we
interact with a certain culture. This flexibility can subsequently lead to increased cultural curiosity
and awareness and thereby improve intercultural relationships. Generalizations are a necessary
part of intercultural communication as they can help us to anticipate, sort, and make sense of the
new information and sensations we experience in intercultural situations.
Cultural generalizations can be used as a base to build upon, while we continue to seek out
more information about individuals from other cultures.
An example of a cultural generalization would be “People from Country X tend to have an
indirect style of communication.” Cultural generalizations allow for individual difference and help
build cultural awareness. Cultural generalizations must not be applied to every person within a
culture group, however, and must not be confused with cultural stereotypes.
Generalizations become stereotypes when all members of a group are categorized as having
the same characteristics. Stereotypes can be linked to any type of cultural membership, such as
nationality, religion, gender, race, or age. Also, stereotypes may be positive or negative. For example,
a positive stereotype would be “Participants from Country Y are good students” or “Host families in
Country Z are great hosts to participants.”
Stereotypes, however, tend to be more negative than generalizations. Also, they are typically
inflexible and resistant to new information. They can, and often do, lead to prejudice and
intentional or unintentional discrimination. A negative stereotype may be “People from Country A
are superficial.” Whereas cultural generalizations give us a starting point from which to continue
learning about others, cultural stereotypes do not allow for individual difference and interfere with
efforts to understand others.
Adapted from: https://www.afsusa.org/study-abroad/culture-trek/culture-points/what-are-generalizations-and-stereotypes/

Think about these questions:

1. Are generalizations and stereotypes interchangeable words?
2. Are there any differences between them?
3. Do both have the same origins, functions and effects?
4. Does a generalization become a stereotype or is it the other way around?

1.What is the writer’s intention of the text?____________________________________________

2. Using the information from the video and the text, complete the following chart:

GENERALIZATIONS STEREOTYPES
 Example: Example:

3. Diagnostic compare and contrast paragraph:

Using the information from the chart, write a short paragraph comparing and contrasting the two concepts (i.e
generalizations and stereotypes):

4. Discuss the following reflection question:

How do you think we can use language to help us to generalize rather than stereotype?

5.Stereotyping: What’s it like to live in Barranquilla?

I.You are going to read a conversation between a British woman (Kath) and an American man (Jeremy)
who live in Barranquilla.

Kath: So how long have you been living in Barranquilla?

Jeremy: Oh, let me see, about three years. You?
Kath: I’ve only been here a year.
Jeremy: Do you like it?
Kath: Not really.
Jeremy: Why not?
Kath: Well, I’m not used to seeing so much poverty. It’s a bit of a shock.
Jeremy: Yes, I know what you mean. And there seems to be so much trash everywhere! I remember the
first time I went to the beach. After lunch, the family next to me just threw all their empty packaging
away. I couldn’t believe it! I asked them to pick it up but they just laughed at me.
Kath: If you ask me, Costeños are kind of inconsiderate. It’s not just the trash. For example, I used to
live in a popular area of town. There was a festival one evening and my neighbour had these massive
speakers. He set them up on his balcony and turned the volume up. Everybody had to listen to his
Vallenato the whole evening. It was a Wednesday and I had to work the next day so at about 1am I
asked my neighbour to turn the volume down because I couldn’t sleep. What did he do? He told me to
go back to the States and turned the volume up even more! It got so bad that I even called the police.
The police just laughed and hung the phone up. Unbelievable!
Jeremy: But do you think that it’s a Costeño thing? I mean, you can find inconsiderate people
everywhere, can’t you?
Kath: Perhaps. Or perhaps it’s a developing country thing. Everybody knows that the police in
Colombia are only there to protect the interests of the rich because they don’t get paid enough to care
about the poor. That’s why they do nothing if someone plays loud music in a popular area.
Jeremy: Yeah. But if it’s in a rich area it’s kind of different.
Kath: Absolutely!
Jeremy: So maybe it’s not a Costeño thing. It’s possible that it’s like this in all countries where there’s a
lot of poverty.

II.After reading the conversation: discuss the following questions:

1. Is Kath expressing a generalization or a stereotypical view about Barranquilla?

2. Do you think that police in Colombia care about the poor? Why/Why not?
3. Do you think that there is a lot of trash in Barranquilla? Why do you think this is?
4. What do you think about Kath and Jeremy’s experiences in Barranquilla?
5. Do you think their experiences would be different in other parts of Colombia? Why/Why not?
 6. Do you think their experiences would be different in other developing countries? Why/Why not?

III.Work in small groups and brainstorm about the following question: What specific strategies can be
used and implemented in order to break ‘Costeño’ stereotypes?

6. Grammar: Phrasal verbs

1. In the previous conversation between Kath and Jeremy, there were some phrasal verbs which
express a specific meaning.
● Look at the following sentences and underline the phrasal verbs:
a. After lunch, the family next to me just threw all their empty packaging away.
b. I couldn’t believe it! I asked them to pick it up but they just laughed at me.
c. He set them up on his balcony and turned the volume up.

d. I had to work the next day so at about 1am I asked my neighbour to turn the volume down
because I couldn’t sleep.

e. The police just laughed and hung the phone up

● Fill in the chart with the underlined phrasal verbs and match them with the synonyms below:

1. A. To increase

2. B. To arrange

3. C. To discard/dispose of

4. D. To lift something off the ground.

5. E. To decrease
 6. F. To end a phone call

● There are two kinds of phrasal verbs:

○ Inseparable (i.e. the verb and the particle remain together).
○ Separable (i.e the verb and the particle are separated by the object).

Category Phrasal Meaning Examples

verbs

Look after Keep someone healthy. I love to look after small children.

Get off Leave a vehicle I got off the bus late today.
Inseparable
Run away Escape He ran away from home when he was only 12.

Run into Meet by chance. I ran into an old friend at the mall.

Take off Remove clothing She took her shoes off.

Give away Hand over for free. They gave their old clothes away.
Separable
Put out Extinguish a fire. It was two hours before the firefighters put the
fire out.

Put off Postpone. The professor had to put the test off because
there was a power shortage.

● Three of the sentences below are incorrect. Which sentences are incorrect? Why?

1. The music was very loud. He turned up it when I asked him to turn down it.

2. I dropped my keys. My wife picked up them from the floor.

3. He set his speakers up on his balcony.

4. The police hung the phone up.

5. When they had finished the bottle, they threw it away.

6. He put off the meeting because of the protests.

7. They offered her a promotion but she turned down it.

● Now decide whether the following statements are True or False (circle your answer):

1. If the phrasal verbs are separable, you must put the object between the phrasal verb and the particle.
True / False

2. If the object is a pronoun, you must put the pronoun after the particle. True / False

3. A phrasal verb must have at least two parts True / False

● Practice: Write each expression using a pronoun as the object of the phrasal verb. The first one
has been done for you as an example: Look up the new words. Look them up.
1. She called off the wedding. ______________________________________________________

2. Don’t turn the TV on now. ________________________________________________________

3. He handed out the exams. _______________________________________________________

4. I left out two questions. ___________________________________________________________

5. Did you fill out the form?__________________________________________________________

7. Stereotypes based on ethnicity:

The Danger of a Single Story
In 2009 the Nigerian writer Chimamanda Ngozi Adichie gave a fabulous TED talk called “The
Danger of a Single Story.” It was about what happens when complex human beings and situations are
reduced to a single narrative: when Africans, for example, are treated solely as pitiable poor, starving
victims with flies on their faces.
Her point was that each individual life contains a heterogeneous compilation of stories. If you reduce
people to one, you’re taking away their humanity.
Adapted from: https://www.nytimes.com/2016/04/19/opinion/the-danger-of-a-single-story.html
II. Watch the TED talk The danger of a single story by Nigerian author Chimamanda Adichie, and
answer the questions below:

1. What kind of stories was Adichie’s firstly influenced by when she started writing?

2. What was the mental shift that Adichie went through as she started reading African books?

3. Which stories did Adichie tell in which she stereotyped others?

4. Which stories did Adichie tell in which she was stereotyped by others?

5. What are the examples she gives of stories about Nigerians she knows?
 ● Attention to details: Fill in the blanks as you listen to specific parts of the TED talk.

6. (9:25) “To create a single story, show a people as ____________________________, as only

____________________________, over and over again, and that is what they become.”

7. (10:03) Power is the ability not just to ____________________of another person, but to
___________________________story of that person. The Palestinian poet Mourid Barghouti writes
that if you want to_________________________, the simplest way to do it is to tell their story and to
start with, _________________.

8. (13:45) “The consequence of the single story is that it robs people of _______________________, it
makes our recognition of our _______________________ difficult, it emphasizes how we are
___________________ rather than ___________________” .

III. Discuss the meaning of the following quotes from the TED talk in relation to the single
stories people have of Colombians.
 8. Stereotypes based on gender:
Traditional gender roles

I. Look at the image

above and discuss the
following questions
in small groups:

1. Are the

responsibilities of a woman the same as the responsibilities of a man in your culture? Why or why not? Who
determines these roles?

2. Have you ever seen men get angry or defensive if someone suggests they have feminine traits?

3. Have you ever seen women get angry or defensive if someone suggests that they have masculine traits? Why or
why not?

4. Do you think the movies targeted for today’s children are more or less gender stereotypic than the movies you
watched as a child? Why or why not?

5. Do you believe that the choices parents make about their children’s toys or movies influence the child’s beliefs
about the appropriate roles for males and females? Why or why not?

6. Do you consider that Colombia should continue reducing the gender gap? Why or why not? What health,
educational, economical and political benefits and drawbacks does a more egalitarian society bring to a nation?
 9. The role of advertisements in depicting gender roles
Analysing commercials

I.Watch the following 4 commercials

and fill in the chart below:

Commercial What is the gender message of these commercials?

1. This girl can

2. We believe the best in men

3.#Likeagirl

4.A man's a boss, a woman's

bossy.

Heineken Ad pairs up strangers with opposing views

The 2017 Heineken commercial titled “Worlds Apart: An Experiment”, shows six strangers paired up, unaware
that their partners hold opposing views to their own. After the pairs follow instructions to build a bar together, a video
plays of each person voicing their opinions on hot-button issues like transgender rights, climate change and feminism.
 The ad has received praise online. However, others were skeptical about how realistic the commercial is, or if it
was staged. Heineken responded on Twitter, saying there was no acting, and that the ad features “real stories.”Some also
questioned whether people could really change their views so easily, especially by apparently implying that a drink could
solve radical differences.

Adapted from: https://time.com/4757540/heineken-ad-worlds-apart-commercial/

II. Watch the The new Heineken ad is brilliant #Openyourworld and decide whether you agree or disagree with the
commercial’s supporters or the skepticals.

III. After watching all the commercials, to what extent do you agree or disagree with having some sort of
media regulation regarding gender stereotyping content? Do you think this is already happening in
Colombia? Why or why not?

10.Grammar: Hedging
language
I. Compare the following sentences from Speakers A and B. Identify and underline the differences.

Speaker A

Costeños are loud and inconsiderate.

It’s a shock because I’m not used to seeing so

much poverty where I live.

There’s so much trash everywhere!

It’s a developing country thing.

If it’s in a rich area it’s kind of different.

It’s like this in all countries where there’s a lot of poverty.

 Speaker B

Costeños are kind of loud and inconsiderate.

It’s a bit of a shock because I’m not used to seeing so

much poverty where I live.

There seems to be so much trash everywhere!

Perhaps it’s a developing country thing.

If it’s in a rich area it’s different.

It’s possible that it’s like this in all countries where

there’s a lot of poverty.

Hedging or “vague language” is used to qualify or “soften” the claims we make. It is necessary to make decisions about
our stance on a particular subject, or the strength of the statements we say or write, especially in academic writing.

III. Use the hedging language box to qualify or soften the claims below.

1.
1.
1.
1.
Th
e diversity within cultures exceeds the differences between cultures.

2. Culture is not a genetic trait.

 3. Colombian people are less interested in schedules or punctuality.

4. Germans, like the Swiss, are really serious people.

5. Argentinians are very conscious of their history and their past.

6. Culture is learned and transmitted from generation to generation.

11. The Lewis cultural model

I.Match the vocabulary word to its definition and then find them in the text below:
9. Loquacious

10. Foresee
1. Plot

2. Minefield

3. Norm

4. Stick to
A. Keep from sight; hide.
5. Conceal
B. Be aware of beforehand; predict.
6. Compromising
C. Mark (a route or position) on a chart.
7. Deference
D. Adhere or cling to a substance or surface.
8. Confined
E. Talkative I. Settle a dispute by mutual concession.

F. An area planted with explosive mines. J. Keep or restrict someone or something within
certain limits
G. Humble submission and respect.

H. Something that is usual, typical, or standard.

The Lewis model explains every culture in the world

By Gus Lubin, Sept. 6th, 2013.

A world traveler who speaks ten languages, British linguist Richard Lewis decided he was qualified to plot the
world's cultures on a chart. He did so while acknowledging the dangers of stereotypes.
"Determining national characteristics is like walking through a minefield of inaccurate assessment and
surprising exceptions," Lewis wrote. "There is, however, such a thing as a national norm." Lewis plots countries in
relation to three categories: Linear actives, Multiactives and Reactives.

● Linear-actives: Tend to be task-oriented, highly organised planners who complete action-chains by doing
one thing at a time, with a linear agenda. They prefer direct discussion, sticking to facts and figures from
reliable, written sources. Speech is for information exchange and they talk and listen in equal proportions.
They are truthful rather than diplomatic and do not fear confrontation, sticking to logic rather than
emotions. They partly conceal feelings and value a certain amount of privacy. They are results-oriented and
like to move quickly forward, compromising when necessary to achieve a deal. Rationalism and science
dominate their thinking more than religion. Germans and Swiss are in this group.

● Multi-actives: Loquacious, lively and impulsive people who attach great importance to feelings,
relationships and people-orientation. They like to do many things at the same time and tend to feel
confined by agendas. Interruptions in conversations are frequent, they try to speak and listen at the same
time, and they are uncomfortable with silence. People trade in rumour and gossip and show less respect for
official announcements, rules or regulations. They have limited respect for authority, but accept their place
in their own social or work hierarchy. Procrastination and unpunctuality are frequent because people are
flexible and often change their plans. They use charisma, rhetoric, manipulation and negotiated truth. They
are diplomatic and tactful and often avoid laws and officialdom to take “short cuts”. Italians, Latin
Americans and Arabs are members of this group.

● Reactives: They are the world’s best listeners. They prioritize courtesy and respect, listening quietly and
calmly to their interlocutors and reacting carefully to the other side's proposals. A decent period of silence
after the speaker has stopped shows respect for the weight of the remarks, which must be considered
carefully and with due deference. Their preferred mode of communication is monologue–pause–
reflection–monologue and they tolerate silences well. As reactive cultures tend to use names less frequently
than westerners, the impersonal, vague nature of the discussion is further accentuated. Lack of eye contact
and small talk does not come easily. They are economical in movement and effort and do not waste time
reinventing the wheel. Although they always give the impression of having power in reserve, they are
seldom aggressive and rarely aspire to leadership. Chinese, Japanese and Finns are in this group.
 The point of all of this analysis is to understand how to interact with people from different cultures. "By
focusing on the cultural roots of national behavior, both in society and business, we can foresee and calculate with
a surprising degree of accuracy how others will react to our plans for them, and we can make certain assumptions
as to how they will approach us," Lewis writes. Adapted from:
https://www.businessinsider.com/the-lewis-model-2013-9

II. After reading the text, design a poster illustrating the general characteristics and examples of each
culture type.

12.

Grammar:Mixed past tenses review

1. Read the following story about a tennis game between a multi-active Portuguese and a Linear-active Swedish.
Underline the sentences that describe the main events.
Sven Svensson is a Swedish businessman living in Lisbon. A
few weeks ago he was invited by a Portuguese acquaintance,
Antonio, to play tennis at 10:00 A.M. Sven turned up at the
tennis court on time in tennis gear and ready to play.
Antonio arrived half an hour late, in the company of a friend,
Carlos, from whom he was buying some land. They had been
discussing the purchase that morning and had prolonged the
discussion, so Antonio had brought Carlos along in order to
finalize the details during the journey. They continued the
business. While Antonio was changing into his tennis clothes,
Sven was listening to all they said. At 10:45 they got on the
court, and Antonio continued the discussion with Carlos while
he was hitting practice balls with Sven.
At this point another acquaintance of Antonio’s, Pedro, arrived to confirm a sailing date with Antonio for the
weekend. Antonio asked Sven to excuse him for a moment and walked off the court to talk to Pedro. After chatting with
Pedro for five minutes, Antonio resumed his conversation with Carlos, who was waiting, and eventually turned back to
Sven, who was also waiting, to begin playing tennis at 11:00. When Sven remarked that the court had only been booked
from 10:00 to 11:00, Antonio reassured him that he had phoned in advance to rebook it until noon. No problem.
It will probably come as no surprise to you to hear that Sven was very unhappy about the course of events. Why?
He and Antonio live in two different worlds or, to put it more exactly, use two different time systems. Sven, as a good
Swede, belongs to a culture which uses linear-active time—that is, he does one thing at a time in the sequence he has
written in his date book. His schedule that day said 8:00 A.M. get up, 9:00 breakfast, 9:15 change into tennis clothes, 9:30
drive to the tennis court, 10:00-11:00 play tennis, 11:00-11:30 beer and shower, 12:15 lunch, 2:00P.M. go to the office,
and so on.
Antonio, who had seemed to synchronize with him for tennis from 10:00 to 11:00, had disorganized Sven’s day.
Portuguese like Antonio follow a multi-active time system, that is, they do many things at once, often in an unplanned
order.
2. From the sentences above, identify an example of each of the following:

A. Past perfect continuous/progressive

B. Past simple

C. Past continuous/progressive

D. Past perfect
 i. To talk about completed actions, events and states in
the past.

ii. To talk about an extended or repeated activity

which started or took place before a particular point in
the past (and which may or may not have finished).

iii. To make it clear that something that took place and

finished before another action in the past.

iv. To describe something which began before a

particular point in the past and is still in progress at
that point.
3. How would you make the negative and question forms of each of the sentences below?

A. Antonio arrived half an hour late.

B. Antonio was buying land from Carlos

C. Antonio and Carlos had been discussing the purchase that morning.

D. Antonio had brought Carlos in order to finalize the details.

4. Complete the gaps in the sentences below using the word given. Pay attention to the tense. Sometimes more than
option is possible with a change in meaning.

A. By the time Sven arrived at the tennis court, Antonio………………… (leave).

B. While Antonio………………… (play) tennis, his phone rang.
C. The tennis court was still wet when Carlos arrived. It…………………(rain) heavily.
D. Antonio and Sven…………………(talk) for hours before Carlos arrived.
E. After they…………………(finish) playing tennis, they went for a beer.
F. Pedro…………………(discuss) a new business deal with Antonio before Sven and Antonio started playing
tennis.
5.Tell your story!

When was the last time a meeting with an acquaintance/friend made you unhappy?

● Where were you?

● What were you doing?
● What made you feel unhappy about the situation?
● How did you react?
● What lesson did you learn?

13.The Hofstede model

Hofstede’s Cultural Dimensions Theory was created in 1980 by Dutch

social psychologist and management researcher, Geert Hofstede. The
model aims at discerning the ways that business is conducted across
different cultures and its framework is used to distinguish between
different national cultures, the dimensions of culture, and assess their
impact on a business setting.

I. Match the vocabulary word to its definition and then find

them in the text below:
2. Strive
1. Inequality
3. Attaining

4. Well-being

5. Ambiguity

6. Thrift

7. Gratification
A.The state of being comfortable, healthy, or happy.

B. The quality of using money and other resources carefully and

not wastefully.

C.Difference in size, degree, circumstances; disparity.

D.Succeed in achieving (something that one desires and has

worked for).

E.The quality of being open to more than one interpretation;

inexactness.

F. Pleasure, especially when gained from the satisfaction of a

desire

G. Make great efforts to achieve or obtain something.

Hofstede Insights is a great resource to understand the impact of culture on work and life. In addition, it is very
useful to understand how the different dimensions differ among countries under the Hofstede’s Cultural Dimensions
Theory. Hofstede identified six categories that define culture:

1. Power Distance Index (PDI): This dimension considers the extent to which inequality and power are tolerated. In this
dimension, inequality and power are viewed from the viewpoint of the followers – the lower level.
● High PDI: Indicates that a culture accepts inequity and power differences, encourages bureaucracy, and shows
high respect for rank and authority.
● Low PDI: Indicates that a culture encourages organizational structures that are flat and strives to decentralized
decision-making responsibility, participative style of management, and place emphasis on power distribution.

2. Individualism vs. Collectivism: This

dimension considers the degree to which
societies are integrated into groups and their perceived obligations and dependence on groups.
● Individualism: Indicates that there is a greater importance placed on attaining personal goals. A person’s self-
image in this category is defined as “I.”
● Collectivism: Indicates that there is a greater importance placed on the goals and well-being of the group. A
person’s self-image in this category is defined as “We”.
3. Uncertainty Avoidance Index: This dimension
considers the extent to which uncertainty and ambiguity are
tolerated. This dimension considers how unknown
situations and unexpected events are dealt with.
● A high UAI: Indicates a low tolerance for uncertainty, ambiguity, and risk-taking. The unknown is minimized
through strict rules, regulations, etc.
● A low UAI: Indicates a high tolerance for uncertainty, ambiguity, and risk-taking. The unknown is more openly
accepted, and there are lax rules, regulations, etc.

4. Masculinity vs. Femininity: This dimension is

also referred to as “tough vs. tender,” and considers the
preference of society for achievement, attitude towards
quality of life, equality, well being.
● Masculinity: Distinct gender roles, where males focus on material success, material achievements and wealth-
building; while females focus on building well-fare and quality of life.
● Femininity: Social gender roles overlap, and both men and women are modest, nurturing, and concerned with the
quality of life and their well-being.
5. Long-Term Orientation vs. Short-Term Orientation: This dimension considers the extent to which society deals
with the challenges of the present and future.
● Long-term orientation: Pragmatic societies which focus on the future and involve delaying short-term success or
gratification in order to achieve long-term success. It emphasizes persistence, perseverance, and long-term growth
and encourages thrift.
● Short-term orientation: Normative societies which focus on the near future, involves delivering short-term success
or gratification, and places a stronger emphasis on the present than the future. Short-term orientation emphasizes
quick results and respect for tradition.

6. Indulgence vs. Restraint: The indulgence vs. restraint

dimension considers the extent and tendency for a society to fulfill
its desires. In other words, this dimension revolves around how
societies can control their impulses and desires.
● Indulgence: Indicates that a society allows relatively free gratification related to enjoying life and having fun.
● Restraint: Indicates that a society suppresses gratification of needs and regulates it through social norms.

Adapted from:

https://corporatefinanceinstitute.com/resources/knowledge/other/hofstedes-cultural-dimensions-theory/

14. Hofstede cultural dimensions analysis of Colombia

I. Predictions: Draw a bar-graph to predict how you think Colombia scores in each category.
100
90
80
70
60
50
40
30
20
10
Score/ PDI IDV MAS UAI LTO IND
Dimension

II.Now compare
your predictions
with the actual Hofstede’s
scores in the Hofstede’s
insights website
Hofstede’s insights website. Match the dimensions with their description below:

1. _____________________________________
At 67 Colombia scores high on the scale of this dimension, so it is a society that believes that inequalities amongst
people are simply a fact of life. This inequality is accepted in all layers of society, so a union leader will have a lot of
concentrated power compared to his union management team, and they in turn will have more power than other union
members. A similar phenomenon will be observed among business leaders and among the highest positions in
government.
2. ______________________________________
With a low score of 13, Colombian culture is classified as normative. People in such societies have a
strong concern with establishing the absolute truth; they are normative in their thinking. They exhibit
great respect for traditions, a relatively small propensity to save for the future, and a focus on achieving quick results.

3. ______________________________________
At 64 Colombia is shown as a highly success oriented and driven country. Colombians are competitive and status-
oriented, yet collectivistic rather than Individualist. This means that competition is directed towards members of other
groups (or social classes), not towards those who are perceived as members of your own in-group.
People seek membership in groups which give them status and rewards linked to performance, but they often sacrifice
leisure against work, as long as this is supported by group membership and by power holders.

4. ______________________________________
Colombia scored a very high 83 in this dimension. People in societies classified by a high score in this category
generally exhibit a willingness to realise their impulses and desires with regard to enjoying life and having fun. They
possess a positive attitude and have a tendency towards optimism. In addition, they place a higher degree of importance
on leisure time, act as they please and spend money as they wish.

5. ______________________________________
At a score of 13 Colombia is amongst the lowest scores in this category; in other words, it lies amongst the most
collectivistic cultures in the world, beaten only by Ecuador, Panama and Guatemala. Since the Colombians are highly
collectivistic people, belonging to an in-group and aligning yourself with that group’s opinion is very important.
Combined with the high scores in PDI, this means that groups often have their strong identities tied to class distinctions.
Loyalty to such groups is paramount and often it is through “cooperative” groups that people obtain privileges and
benefits which are not to be found in other cultures. At the same time, conflict is avoided, in order to maintain group
harmony and to save face.
Relationships are more important than attending to the task at hand, and when a group of people holds an opinion
on an issue, they will be joined by all who feel part of that group. Colombians will often go out of their way to help you if
they feel there is enough attention given to developing a relationship, or if they perceive an “in-group” connection of
some sort, however thin. However, those perceived as “outsiders” can easily be excluded or considered as “enemies”. The
preferred communication style is context-rich, so public speeches and written documents are usually extensive and
elaborate.

6. _____________________________
At 80 Colombia has a high score in this category, which means that as a nation they are seeking mechanisms to
avoid ambiguity. Emotions are openly expressed; there are (extensive) rules for everything and social conservatism enjoys
quite a following. This is also reflected in religion, which is respected, followed by many and conservative. Rules are not
necessarily followed, however: this depends on the in-group’s opinion, on whether the group feels the rules are applicable
to their members and it depends, ultimately, on the decision of power holders, who make their own rules. In work terms
this results in detailed planning that may not necessarily be followed in practice.The combination of high score here with
the scores on the previous dimensions means that it is difficult to change the status quo, unless a figure of authority is able
to amass a large group of people and lead them towards change. Adapted from: https://www.hofstede-
insights.com/product/compare-countries/

After Reading, discuss these questions:

1. Which dimensions did your predictions come close to?
2. Which model do you think is more accurate, the Lewis (Multi Active, Linear Active, Reactive) or the Hofstede model?
Why?
3. Look up other countries on the Hofstede website and see how they rate compared to Colombia.
Make predictions before you look them up using hedging language then present the information to other members of your
group. These could be related to your chosen project country.

This is the end of Module 1

 MODULE 2: SUBCULTURES: RELIGION, RACE AND MODERN TIMES.

Table of contents

1. What is a subculture? .............................................................................................................................2

2. Concepts related to subcultures……………………………………………………………………………..4
3. A brief summary of major world religions ………………...………………………………………………...7
4. Favelas in Rio de Janeiro, Brazil……………………………………………………………………………...18
5. Modern subcultures…………………………………………………………………………………………... 21
6. Grammar: Passive voice.......................................................................................................................23
7. References…………………………………………………………………………………………………........25

MODULE 2: SUBCULTURES: RELIGION, RACE AND MODERN TIMES.

Module 2 objectives:
● Analyze subcultures in order to be able to describe religion, race and ethnicity using descriptive and
objective language.
● Become more familiar with form, meaning and use of passive voice, reported speech, and would for past
tense.

1.What is a subculture?
Look at the pictures below: What do the people in these pictures have in common?
 Using the people in the pictures above as representative examples of subcultures
and your own knowledge of the world, write a definition for “subculture” in the space provided.
A subculture is:
Read the following definitions and compare them to the one you wrote in the box above.

“In sociology, a subculture is a culture or set of people with distinct behavior and beliefs within a larger
culture. The essence of a subculture, that distinguishes it from other social groupings, is awareness of style
and differences in style, in clothing, music or other interests”.

“An identifiably separate social group within a larger culture, especially one regarded as existing outside
mainstream society”.

“An ethnic, regional, economic, or social group exhibiting characteristic patterns of behavior sufficient to
distinguish it from others within an embracing culture or society”.

Identify the key words in all 3 definitions. How close was your definition in exercise 1 to the ones above? What
are examples of subcultures in Colombia? How are they perceived?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Concepts related to subcultures

I.Match the vocabulary word to its definition and then find them in the text below:

1. Dominant culture 2. Mainstream culture 3. Traits 4. Striving 5. Heritage

6. Ethnocentrism 7. Othering 8. Countercultures 9. Cultural 10. Culture lag

appropriation

A. The values, traditions, culture, and artifacts passed down by previous generations, which is a person's unique,
inherited sense of his/her ethnic, cultural, or national identity.

B. The belief in the inherent superiority of one’s own culture.

C. A distinguishing quality or characteristic, typically one belonging to a person or group.

D. Notion that culture takes time to catch up with technological innovations.

E. Adoption of elements of one culture or identity by members of another culture or identity.

F. Make great efforts to achieve or obtain something; struggle or fight vigorously.

G.View or treat (a person or group of people) as intrinsically different from and alien to oneself.

H. Majority culture, with power and control.

I. A subculture whose values and norms of behavior differ substantially from those of mainstream society, often in
opposition.

J. Widespread current thought that seems the most common to those who live in a specific area.

What are subcultures?

Subcultures are distinctive segments of the larger
and dominant culture of a region or society that are
marked by shared interests in music or cultural
phenomena, membership in a specific ethnic or religious
group, or shared socioeconomic status. The qualities
that determine a subculture may be linguistic, aesthetic,
religious, political, sexual, geographical or a combination
of factors, among others.

A subculture is technically a culture shared and actively participated in by a minority of people

within a broader culture. For instance, like-minded individuals who feel neglected by societal
standards, are brought together through subcultures and these allow them to develop a sense of
identity. It is just what it sounds like—a smaller cultural group within a larger culture and there are
thousands of subcultures within and across nations. A subculture can have its own beliefs, norms
and values, but they are generally able to exist within mainstream culture. Other subcultures are
united by shared experiences (e.g. biker culture revolves around a dedication to motorcycles). Some
subcultures are formed by members who possess traits or preferences that differ from the majority
of a society’s population. But even as members of a subculture band together, they still identify
with and participate in the larger society.
A subculture resembles a culture in that it usually includes a relatively large number of
members and represents the accumulation of generations of human striving. Ethnic and racial
groups share the language, food, and customs of their heritage. Race and ethnicity are two
concepts related to human ancestry. Race is defined as “a category of humankind that shares
certain distinctive physical traits”, while ethnicities is more broadly defined as “large groups of
people classed according to common racial, national, tribal, religious, linguistic, or cultural origin or
background”, according to the Merriam-Webster dictionary. Race is usually associated with biology
and linked with physical features such as skin color or hair texture. Ethnicity is linked with cultural
expression and identification. However, both are social constructs used to categorize and
characterize seemingly distinct populations.
There are two concepts that are linked to conflict among subcultures and these are
ethnocentrism and othering. Ethnocentrism is a major factor in the divisions among members of
different ethnicities, races, and religious groups. It's the belief that one's ethnic group is superior to
another. Ethnocentric individuals believe they're better than other individuals for reasons based
solely on their heritage. Clearly, this practice relates to problems of both racism and prejudice.
While othering is a set of dynamics, processes, and structures that lead to marginality and
persistent inequality across any range of human differences based on group identities. Dimensions
of othering include, but are not limited to, religion, gender, race, ethnicity, socioeconomic status
(class), disability, sexual orientation, and skin tone.

Sociologists distinguish subcultures from countercultures which are a type of subculture

that disregards some of the larger or mainstream culture norms and values and create new ones.
They have their own beliefs, problems with cultural integration, and have their own material
culture. In contrast to subcultures, which operate relatively smoothly within the larger society,
countercultures might actively defy larger society by developing their own set of rules and norms to
live by, sometimes even creating communities that operate outside of greater society. Nevertheless,
the term counterculture is not entirely an adequate way of describing all of the changes that took
place for several reasons: some changes were a progression of events throughout the century, other
changes were due to scientific discoveries which have always produced new ideas and ways of
looking at the world, and many changes can be better described as movements or ideologies.
Furthermore, the study of subcultures often consists of the study of symbolism attached to
clothing, music and other visible affectations by members of subcultures, and also the ways in
which these same symbols are interpreted by members of the dominant culture. According to Dick
Hebdige, members of a subculture often signal their membership through a distinctive and
symbolic use of style, which includes fashions, mannerisms, and argot.
Cultural appropriation is the adoption of an element or elements of one culture or identity
by members of another culture or identity. This can be controversial when members of a dominant
culture appropriate from disadvantaged minority cultures. It may be difficult to identify certain
subcultures because their style (particularly clothing and music) may be adopted by mass culture
for commercial purposes. This process of cultural appropriation may often result in the death or
evolution of the subculture, as its members adopt new styles that appear alien to mainstream
society.
Subcultures certainly play an important role in any individual life and help to explain how
each person develops a frame of reference. Everybody has their own perceptions on society, values,
and life in general and these tend to stem from the dominant culture in one’s life. They also allow
individuals who share similar interests to assimilate, socialize, and have a sense of belonging and
fellowship among peers.
Moreover, culture is always evolving and new things are added to material culture every day,
and they affect nonmaterial culture as well. Cultures change when something new (i.e. railroads or
smartphones) opens up new ways of living and when new ideas enter a culture (i.e. as a result of
travel or globalization). Through invention or discovery, cultures evolve via new ideas and new ways
of thinking. In many modern cultures, the cornerstone of innovation is technology, the rapid growth
of which can lead to cultural lag. Technology is also responsible for the spread of both material and
nonmaterial culture that contributes to globalization.

After reading, answer these questions:

1. How is a subculture similar to a culture?
2. What is the difference between race and ethnicity?
3. Why are ethnocentrism and othering related to racism and prejudice among subcultures?

4. How have these elements of subcultures been culturally appropriated into mainstream culture?

5. How
much do you know about these subcultures?

a. Hipsters. d. Punk rockers.

b. Guaracheros. e. Coletos.
c. Skaters. f. Cholombianos.

3. A brief summary of the major world

religions
Religion is an organized collection of belief systems, cultural
systems, and world views that relate humanity to spirituality
and, sometimes, to moral values. Many religions have
narratives, symbols, traditions, and sacred histories that are
intended to give meaning to life or to explain the origin of life or the Universe. From their ideas
about the cosmos and human nature, they tend to derive morality, ethics, religious laws, or a
preferred lifestyle. According to some estimates, there are roughly 4,200 religions in the world.
There exists an interrelationship between religion and culture not only in our families or
societies but in every aspect of our human lives. Religion and culture remold an individual for
better consciousness and awareness. Religion and culture are both are the foundations where both
ancient and modern norms and values of societies were rooted. Societal values, norms, rites of
passage, and rituals associated with one’s culture can be traced to the kind of religious practices.

I.Match the vocabulary word to its definition and then find them in the text below.

1. To Attain 2. Deed 3. Enlightenment 4. Holy 5. Nirvana 6.Karma 7. To fast 8. To found

A. To abstain from food or drink.

B. The idea that the sum of a person's actions in the past/present have consequences in the future.

C. A transcendent state in which there is no suffering; rebirth; comparable to “heaven” in some ways.

D. Dedicated or consecrated to God or a religious purpose; sacred.

E. Clear thinking that is free from delusion; the mental state of a spiritual master.

F. To establish (something); to take the first steps in building.

G. An act or gesture, especially as illustrative of intentions of one's good character.

H. To succeed in achieving (something that one has worked for).

 Hinduism

Watch the following video Introduction to Hinduism | Belief | Oprah Winfrey Network and answer the following
questions:
1. The video indicates that: a. To free oneself from material possessions.
a. The majority of Hindus are mainly in India. b. To achieve liberation from false divinities.
b. One of the three biggest Hindus populations c. To achieve liberation from the suffering
is in India. cycle.
c. Hindus are all over the world.
5. What does Namaste mean?
2. Why is it difficult to understand this religion? a. God be with you.
a. Because there aren’t that many followers. b. The divinity within me salutes the divinity
b. It is only restricted to Asia. within you.
c. Because it is regarded as a disorganized c. God salutes you.
religion.
3. The notion of soul for Hindus is:
6. “God is one but the wise calls god many
a. The soul is reincarnated once in a lifetime
names”, wise means:
b. Everyone has a soul.
a. Fool.
c. It is not a reflection of God.
b. Humble.
4. What’s the goal of Hinduism? c. Wise.

Buddhism
Watch the following video Introduction to Buddhism | Belief | Oprah Winfrey Network and answer the following
questions:
1. What does it mean to be a transnational 4. What does Buddha mean?
religion? a. The one who has seen the truth about the
a. Buddhism can be found in every country in world.
the world. b. The one who has seen God.
b. Buddhism can be found mainly in one c. The one who has awakened.
nation. 5. Based on what Buddha said: Why does
c. Buddhism is the biggest religion on earth. humankind suffer?
2. What are Theravada, Mahayana, and a. Things are not permanent.
Vajrayana? b. We assume things are not permanent.
a. They are the names of Buddha. c. We haven’t accepted that in reality nothing
b. They are 3 kinds of Buddhism. is permanent.
c. They are the biggest Buddhist countries. 6. Why is Buddhism a self-empowering
3. Who was Siddhartha Gautama? religion?
a. A great ruler that won many wars. a. It shows you the way to meet Buddha.
b. A great spiritual leader. b. It teaches you that we all have the potential
c. A spirit that enlightened Buddha. to be Buddha.
c. It teaches the way to reach spiritual peace.

Islam
Watch the following video Introduction to Islam | Belief | Oprah Winfrey Network and answer the following questions:

1. What does Islam mean?

a. Power. 4. Islam is a:
a. Monotheist religion.
b. Submission.
b. Polytheistic Religion.
c. Love. c. Ethnocentric religion.

2. How do Muslims see themselves? 5. Islam comes from…

a. Connected to god. a. The Old Testament.
b. Connected to the spirits. b. The New Testament.
c. Connected to others through humility. c. A book that has nothing to do with any other
religion.
3. Jihad is 6. Which are the 5 pillars of Islam?
a. The holy war. a. Shabat, Sakati, Shiba, Zalat and Hajj.
b. The struggle within us. b. Ramadan, Shiba, Zakat, Hajji and Salet.
c. The holy pain of humanity. c. Shahada, Salat,Zakat,Ramadan and Hajj.

Christianity

Watch the following video Introduction to Christianity | Belief | Oprah Winfrey Network and answer the following questions:
1. The video indicates that: c. Christians are only Catholics and
a. There are more followers of other religions. Protestants.
b. ⅓ of the world's population self-identify 2. The faith of Jesus means:
with Christianity. a. To emulate Jesus Christ’s love and
compassion.
 b. To believe in Jesus Christ died to save us b. To believe in Jesus Christ died to save
from the original sin. us from the original sin.
c. To believe that you are one with Jesus. c. To believe that you are one with Jesus.
3. The primary sacred text for Christianity is:
a. The Hebrew scriptures 5. Christian’s traditions relate to:
b. The New testament a. Only Birth and death.
c. The Holy bible. b. Only Love and marriage.
4. The faith about Jesus means: c. Birth, death and marriage.
a. To emulate Jesus Christ’s love and
compassion. 6. What’s Christianity’s goal?
a. To convert everyone into Christianity
b. To achieve salvation with God in eternal life
c. To erase humankind’s sins.

Judaism

Watch the following video Introduction to Judaism | Belief | Oprah Winfrey Network and answer the following questions:
1. What are the 4 schools of thought for Judaism? b. The Tanakh
a. Orthodox, Conservatory, Reform and c. The Bible
Constructionist.
b. Conservative, Liberal, Reconstruction and 4. The Torah refers to:
Reformed. a. The Hebrew Bible.
c. Orthodox, Conservative, Reformed and b. The 5 first books of the Tanakh.
Reconstructionist. c. The covenant that the Jewish people have with
God.
2. What’s the biggest contribution from Judaism to
the western society? 5. Bat Mitzvahs are life rituals which refer to:
a. The old testament a. Circumcision of male children.
b. Easter’s moral code b. Coming to age of young boys and girls.
c. Western’s moral code. c. Baptism of young children.

3. The holy book for Judaism is… 6. The god that Judaism believe in is:
a. The Torah a. The same as the Islam and Christianity
 b. The same as Hinduism and Christianity c. The same as Buddhism and Christianity.

COMPARE AND CONTRAST QUESTIONS:

1. What is the relationship among Christianity, Islam, and Judaism?
2. What is the relationship between Hindusim and Buddhism (and to some extent Islam).

4. Favelas in Rio de Janeiro, Brazil

Warm-up: What words come to mind when you hear the word “Favelas”?

Match the vocabulary word to its definition and then find them in the text below.

1. Itinerant 2. Sanitation 3. Alleviation 4. Illiteracy

5.Hub 6. Eviction 7. Infamous 8. Bulletproof vest

A. The inability to read or write.

B. The effective center of an activity, region, or network.

C. The action or process of making suffering, deficiency, or a problem less severe.

D. A personal armor designed to resist the penetration of bullets.

E. Well known for some bad quality or deed.

F. Traveling from place to place.

G. The action of expelling someone, especially a tenant, from a property; expulsion.

H. Conditions relating to public health: provision of clean drinking water and adequate sewage disposal.

Read the following article “Favelas in Rio de Janeiro, Past and Present” and compare and contrast
Favelas to a similar suburban area in your hometown.

Favelas in Rio de Janeiro, Past and Present

The history of the favelas of Rio de Janeiro begins in the final
years of the nineteenth century as Brazil transitioned from an empire
to a republic. As the nation continued to undergo dramatic political
changes throughout the course of the twentieth century, the slums of
its second-largest city grew in size and number, in turn experiencing
significant changes of their own.
 Initially, these communities were loosely incorporated solid settlements that originated organically
in order to house internal migrants and itinerant workers. As they became more numerous and
increasingly populated, favela residents began to organize internally, forming residents’
associations. Since the city and state governments failed to extend many public services to the
favelas, community members, led by their local associations, banded together to provide sanitation,
medical care, and transportation to their friends and neighbors.
Largely ignored by city and state government for much of the first half of the twentieth
century, the favelas began to attract political attention starting in the mid-1940s. During this
period, populist politicians ascended to power promising poverty alleviation and national
modernization. A central part of their program was providing modern, sanitary, public housing
units as an alternative to slums, which were thought to produce not only disease, illiteracy, and
crime, but also moral corruption and political radicalism.
In addition, the primary reason for the construction of public housing was clearly real estate
interests. Many favelas were located on precious inner city land in Rio’s most wealthy
neighborhoods, making them fertile territory for lucrative commercial and residential construction
developments. Yet because favela removal failed to address the root causes of Rio’s housing
shortage, the city’s favela population continued to grow steadily. As a result, government officials
eventually determined that eradication was not a viable solution to the favela problem, abandoning
it as an official policy in the late 1970s.
As the Brazilian government gradually moved away from military rule and toward democracy
in the early 1980s, the country increasingly became an important hub in the international trade of
illicit drugs. By the middle of that decade, favela residents were no longer contending with eviction
and relocation, but had only traded that threat for another, that of drug violence and violent police
repression. Despite a national political recalibration from authoritarianism to democratic
governance, levels of violence skyrocketed to the point where Brazil has often been considered the
world’s most violent nation not in a state of war at that time.
Rio’s police force, infamous for using extreme force with near total impunity. The high rates
of police brutality and homicide statistics have concluded that Brazil is home to only a nominal
democracy in which certain citizens are systematically prevented from realizing their intrinsic
rights; to security and peaceful existence free from discrimination and arbitrary violence.
However, in 2008, the government of Rio de Janeiro launched the Pacifying Police Units
program (UPP), a state-run operation to disarm the drug trade and reclaim the city’s favelas from
the gangs that had controlled them since the mid-1980s. Since then, the military police has
“pacified” nearly 100 communities through the establishment of 26 community policing bases. The
program has been quite popular, yet some instances of violence and corruption on the part of the
occupying police forces have attracted criticism.
Changing local consciousness has proved more difficult than UPP planners envisioned, as
residents are reluctant to believe that the police are no longer the enemy. Many police officers are
aware that a permanent, armed police presence in these communities is difficult for many residents
to accept. UPP officer Eduardo da Silva teaches karate to teenagers and adults in Cidade de Deus
and as a gesture of goodwill, he doesn’t carry a gun or wear a bulletproof vest when he goes to
work. The program is far from perfect, but as long as project planners and the police ensure
meaningful collaboration with the community, the program’s prospects for long-term success
appear quite promising. Adapted from: https://library.brown.edu/create/fivecenturiesofchange/chapters/chapter-9/favelas-in-rio-de-janeiro-past-and-present/

5. Modern subcultures
Warm-up: Why do we dance? Do you like dancing? Do you think that dancing has changed through time?

The history of African-American social dance

African-American social dances started as a way for enslaved

Africans to keep cultural traditions alive and retain a sense of inner
freedom. They remain an affirmation of identity and independence
where communities let loose and express themselves by dancing
together.

Watch the following video The history of African-American social

dance and answer the questions below:

1. What are the characteristics that best describe social

dance?
2. Social dance conveys emotion.Provide descriptions of how social dancers convey joy, despair,
connection, and defiance.
3. Social dance allows cultural traditions to be kept alive despite what is going on in the world. Why is this
important? Provide an example from this video.
4. Social dance can be empowering. Reflect on and discuss this statement.

Choose one of these social dances and research about their history and compare it to one seen in the video.

a.MIlonga tango dance b. Country line dance c. Salsa dance d. Electronic dance

Inside Japan’s chicano subculture

Warm-up: What words come to mind when you hear the word “Chicano”? What is the difference between
cultural appreciation and cultural appropriation?
 Chicano has been reclaimed by Mexican-Americans to
denote an identity that is in opposition to Anglo-American culture
while being neither fully "American" or "Mexican." Chicano
culture embodies the "in-between" nature of cultural hybridity.
The classic themes of the Chicano style are: women, skulls,
flowers and religious figures.
The Chicano movement was successful in gaining
reforms in areas like education and concerned itself broadly
with Mexican-American self-determination, which in this
context meant that Mexican Americans wanted to control
their own destiny outside of what they considered U.S.
imperialism.

Watch the following video and answer the questions below: Inside Japan's Chicano Subculture

1. What moments in this film stood out for you? Why?

2. Were there any surprises? Anything that challenged what you know — or thought you knew?
3. What messages, emotions or ideas will you take away from this film? Why?
4. What connections can you make between this film and your own life or experience? Why?
5. Does this film remind you of anything else you’ve read or seen? If so, how and why?

6. Grammar: Passive voice

Look at the following sentences from the previous video and answer the questions below:

● Lowriders are iconic to the Chicano community in Los Angeles, and were created in the 1940s.
● It seemed surreal that the Chicano culture was being copied in Japan.
● One of the oldest car clubs in Nagoya was founded in the Japanese lowrider scene.
● Four Chicano style rap albums have been released so far in Japan.

1. In the sentences above, underline the subjects.

2. Who/What is the action in the sentences above?
 3. Who/What receives the action?
4. Are we more interested in who/what receives the action or who does the action?
5. Is it important or necessary to say who/what does the action in the sentences above?
6. What do we call the thing or person that does the action in a passive sentence?

Practice: Rewrite the sentences so that the person who does the action is mentioned.

Rewrite the sentences so that the thing/person which does the action is the subject:

● Lowriders are iconic to the Chicano community in Los Angeles, and were created in the 1940s.
In the 1950s and early '60s, young Chicanos…

● It seemed surreal that the Chicano culture was being copied in Japan.
Some Japanese young people...

● One of the oldest car clubs in Nagoya was founded in the Japanese lowrider scene.
Junichi, one of the godfathers of the Japanese lowrider scene…

● Four Chicano style rap albums have been released so far in Japan.
MoNa a.k.a. Sad Girl is one of Japan’s most popular Chicano-style rappers...

What do you notice about the structure of passive and active sentences? How are they different? What does
every passive sentence need?
Look at these photos and guess which products were invented by women.
 Monopoly: Elizabeth Magie created The
Landlord's Game to spread and teach about the economic theory. Magie patented the board game in 1904 and
self-published it in 1906. Nearly 30 years later, a man named Charles Darrow rejiggered the board design and
message and sold it to Parker Brothers as Monopoly. The company bought Magie's patent for the original game
for $500 and no royalties.

Liquid paper: In the days before the delete key, secretary Bette Nesmith Graham secretly used white tempera
paint to cover up her typing errors. She spent years perfecting the formula in her kitchen before patenting
Liquid Paper in 1958. Gillette bought her company in 1979 for $47.5 million.

The circular saw: A weaver named Tabitha Babbitt was the first to suggest that lumber workers use a circular
saw instead of the two-man pit saw that only cuts when pulled forward. She made a prototype and attached it to
her spinning wheel in 1813.

Submarine telescope and lamp: It's difficult to find any in-depth information about early inventor Sarah
Mather. Her combination telescope and lamp for submarines, patented in 1845, speaks for itself.

The solar house: In 1947, the Hungarian scientist and biophysicist Maria Telkes invented the thermoelectric
power generator to provide heat for Dover House, a wedge-shaped structure she conceived with architect
Eleanor Raymond. Telkes used Glauber's salt, the sodium salt of sulfuric acid, to store heat in preparation for
sunless days.

Are you surprised that these inventions were from females? Why? Try to use the passive in your answer.
 This is the end of Module 2

MODULE 3: CULTURE AND NON-VERBAL COMMUNICATION

Table of contents

1. How does culture affect communication?............................................................................2

2. Writing practice: Comparison and contrast signal words……………………………………..6
3. Cultural barriers to communication……………………………………………………………...10
4. Non-verbal communication……………………………………………………………………….14
5. Non-verbal communication codes……………………………………………………………... 15
a. Oculesics (eye contact)..............................................................................................16
b. Haptics (touch).............................................................................................................17
c. Olfactics (smell).............................................................................................................17
d. Proxemics (space)........................................................................................................18
e. Kinesics (facial expressions, posture and gestures)..................................................19
f. Paralanguage………………………………………………………………………………...22
g. Objectics (artifacts)......................................................................................................23
6. Grammar: Adjectives and adverbs……………………………………………………………...26
7. See the world through cultural glasses…………………………………………………………..28
 8. Surprising non-verbal customs around the World……………………………………………...29
9. References…………………………………………………………………………………………….31

MODULE 3: CULTURE AND NON-VERBAL COMMUNICATION

Objectives for Module 3:

● Understand and analyse how culture impacts communication.
● Reflect on the impact of nonverbal communication on verbal communication within culture.
● Become more familiar with form, meaning and use of comparison and contrast signal words in writing.

1. How does culture affect communication?

TING is the Chinese word for “To Listen.”
According to the Chinese, in order to genuinely communicate with another person, it is important to listen with all four
senses:
● Your ear to literally hear the words.
● Your mind to understand the words.
● Your eye to observe nonverbal messages.
● Your heart to understand the feelings of the speaker.
Discussion questions:
1. Do you agree or disagree with this statement? Why or why not?
2. Is it true that communication varies from culture to culture? How?
3. Do you consider that culture can influence how people communicate?How?
4. Do you think that communication is an inborn skill or can it be learned? How? Give examples.

Intercultural communication differences

In this complex and highly interconnected world, cultural differences in communication stand out as one
of biggest challenges among intercultural contexts. Different cultures affect how individuals participate in
groups and how they work within communities.
 Online instant communications have made the world a much smaller place, presenting both barriers and
opportunities as individuals interact across borders. As a result, when people of different cultures work together,
communication breakdown tends to arise once values and expectations often conflict.
According to Avruch and Black (1993) in their book "Conflict Resolution in Intercultural Settings:
Problems and Prospects”, there are certain patterns of differences that lead to cross-cultural communication
difficulties:

1. Different styles of communicating: Language use varies among cultures. Words and phrases are used
in different ways. For example, "yes" may mean "maybe" or even "definitely" even in different English-
speaking countries. Non-verbal communication is also important and may include anything from
gestures and facial expressions to sense of time, personal distance and even seating arrangements.
2. Different Attitudes Regarding Conflict: Conflict is considered positive in some countries, while
people in others seek to avoid it. Although conflict is not usually desired in certain English speaking
countries, people there are encouraged to deal directly with conflicts that arise. In many Eastern
countries, differences are best worked out in private.
3. Completing tasks in different ways: Cultural differences account for how people move to complete
tasks. Reasons include different resource availability, different notions of time, and different ideas of
how relationship-building and task-oriented work should fit together. For example, Asian and Hispanic
cultures focus on team dynamics at the outset of a project and shift focus to the end goal as the project
moves forward, while European and North Americans focus first on the task, leaving relationships to
develop along the way.
4. Differences in decision-making: In North America, decisions are frequently delegated to a subordinate.
In many Southern European and Latin American countries, holding decision-making responsibilities to
oneself is valued. In a group situation, majority rule tends to work in the U.S., while consensus is the
preference in Japan.
5. Differences in attitudes toward disclosure: Expressing emotions, reasons behind a conflict or personal
information may be taboo in some cultures. Questions that may be natural to one can be intrusive to
someone from a different culture. This needs to be considered before one can get a good bearing of the
views and goals of the people one works with.
6. Different approaches to knowing: Different cultures have different ideas when it comes to gaining
knowledge. Europeans consider information gained through counting and measuring more valuable than
other means. Some African cultures rely on knowledge gained through symbolic imagery, while some
Asian cultures emphasize the validity of knowledge gained through transcendence.
In addition to these differences, to further understand the nuances of communication across cultures, it is
important to understand the differences between “high-context” and “low-context” cultures. Much has been
written about the differences between high- and low-context cultures, particularly by noted anthropologist
Edward T. Hall.
 ● Before you watch the video: What predictions can you make about what high-context and low-context
cultures refer to?

● Watch the following video Differences between the high-context culture and low-context culture
and complete the table below:

High context cultures Low context cultures

Examples Examples

*Note: While “high” and “low” context are examples of opposing cultures, it is also true that many cultures fall in between
these two extremes. Called “multi-active,” these cultures might include those of Spain, Italy or Latin America.

2. Writing practice:
Comparing and
contrasting
 Based on what you have learned about intercultural communication differences, it is time for you to compare and
contrast the communication styles of Colombia and your chosen country.

Differences in: Colombia Your chosen country

Styles of
1. communicating.

Attitudes Regarding
2. Conflict.

Completing tasks in
3. different ways.

Attitudes toward
4. disclosure.

Approaches to
5. knowing.

High or Low-context
6. culture?

In the second project, you will be expected to compare and contrast your chosen culture with that of Colombia.
Please keep in mind the need for using different compare/contrast language depending on sentence structure and meaning.

Comparison signal words

Similarly/Likewise/also/too/just as

1. Human workers can detect malfunctions in machinery. Similarly/Likewise, a robot can be programmed to
detect equipment malfunctions.
2. Robots have been designed to make human life easier. Also, they may cost less to operate in the long run.
3. Human workers can detect malfunctions in machinery. A robot can also/too.
4. Robots can detect malfunctions in machinery, just as human workers can.

both…and/not only…but also*/neither…nor

 1. Both robots and human workers can detect malfunctions in machinery.
2. Not only can robots detect malfunctions in machinery, but they can also repair them.
3. Neither robots nor human workers are perfect.
*Note: The word order can be inverted in the first clause when using not only…but also.

like/just/be like/be similar

1. Robots, like/just like, human workers, can detect malfunctions in machinery.

2. Robots are like human workers in their ability to detect malfunctions in machinery.
3. Robots and human workers are alike/are similar (in their ability to detect malfunctions in machinery).
*Note: A sentence can end with be alike/be similar.

Comparison Signal Words Practice

A.Complete the following sentences:
1. Lemons and oranges are alike in that………
2. Eating fruit is a good way to stay healthy likewise……
3. Lulos, like zapote……...

B.Rewrite the following sentences using not only…but also.

1. Mangoes are great as juice. Mangoes are great in salads.
2. The farmers grew pineapple. Farmers sold pineapples to distributors.

C. Rewrite the following sentences using neither…nor.

1. Limes are not sweet enough without sugar. Lulos are also too sour.
2. Jaime doesn’t like granadillas. He also doesn’t like guavas.

Contrast signal words

However/nevertheless/nonetheless/still/
in contrast/in comparison/on the other hand/on the contrary.
1. Millions of people go on diets every year. However/nevertheless/nonetheless/still, very few succeed in
losing weight.
2. Vallenato is popular primarily in Colombia. In contrast/In comparison/On the other hand, salsa has
become famous across the globe.
3. Jazz is not just one style of music. On the contrary, jazz has many styles such as Chicago jazz, Dixieland,
ragtime, swing, bebop, and cool jazz, to name a few.

*On the contrary contrasts a truth and an untruth.

Although/Even though/Though/While/whereas
 1. Although/Even though/Though organic food is often quite expensive, more and more people are buying it.
2. More and more people are buying organic food although/even though it is often quite expensive.
3. While/whereas New Orleans-style jazz features brass marching-band instruments, ragtime is played on a
piano.

*Note: If you use though, while, or whereas in the middle of a sentence, put a comma before it.

Despite/In spite of/differs from/compared to/compared with/different from/unlike

1. Despite/In spite of a decades-long investigation, scientists are still not able to read Zapotec script.
2. Scientists are still not able to read Zapotec script despite/in spite of a decades-long investigation.
3. Present-day rock music differs from early rock music in several ways.
4. Present-day rock music has a greater sound compared to/compared with early rock.
5. The punk, rap, grunge, and techno styles of today are very different from/unlike the rock music performed
by Elvis Presley 50 years ago, but they have the same roots.
6. Unlike Cali, which is known for salsa, Buenos Aires is primarily famous for tango.

Contrast Signal Words Practice

A. Fill in the blanks with the correct contrast signal word. Remember to use correct punctuation as needed.

1. The World Cup in Brazil was very popular. _____________ there were many people who were quite
critical of it.
2. Many Brazilians celebrated the games and were actively participating in the festivities.
________________ others had staged large protests against what they saw as the excesses of the games.
3. ________________ the protesters were vocal, their demands were not met.
4. Each team has two jersey colors. _______________ the home color may be blue, the away color
might be red.
5. The playing style of the Colombian team ______________ that of the Japanese team.
B. Complete the sentences. Remember to use correct punctuation as needed.
1. The fans know that soccer players often pretend to be hurt. Still….
2. Unlike football hooligans, who are often violent after games, regular fans……
3. Whereas the Colombian team wears a yellow jersey…..
4. Despite years of practice,........
5. ……...even though the tickets are very expensive.
Using the information from the reading, video and grammar charts, write a short paragraph comparing and
contrasting communication styles.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

3. Cultural barriers to communication

“Culture is the pattern of taken-for-

granted assumptions about how
a given collection of people should think, act, and feel as they go about their daily affairs”
-Joynt & Warner

● Before reading, discussion the following questions:

1. Which of the causes of cultural barriers do you consider that Europeans may find when visiting
Barranquilla?
2. Which of the causes of cultural barriers do you believe that Costenos may find when visiting
Asian countries?

Causes of Cultural Barriers

Cultural diversity makes communication difficult as the mindset of people can differ in
language, signs and symbols among others. Most cultures have different meanings of words,
behaviors and gestures, which also give rise to prejudices, ethnocentrism, manners and opinions; it
ultimately forms the way people think and behave.
When people belonging to different cultures communicate, these factors can become barriers.
The way one communicates is affected by the culture one was brought up in. However, the opposite
is also true. Culture is, to a large extent, determined by the way we communicate. Communication
shapes culture and culture shapes communication. For example, in Germany, an Indian who is
used to being very indirect with his/her communication might find the German direct way of
speaking rude. Being direct is part of the German culture and it is reflected in the way they
communicate.
1.Language: There are billions of people in the world
who do not understand English or cannot communicate in
English properly. Not speaking proficiently can cause various
misunderstandings and be a barrier to communication.
Different cultures have developed their own language as a part
of their heritage. People are comfortable communicating in their
own language whereas they have to work hard to learn new
languages.
For example, separation of East and West Germany for
40 years caused the language to differ a lot. The dialect became
very different as people of East Germany had an influence of Russian language whereas West
Germany had influence of English. They had a barrier in communicating with each other for
decades. Even when people try to express in their own language, many misunderstandings arise. It
becomes more profound in people speaking different languages.

2.Signs and Symbols (Semantics): Non-verbal communication

cannot be relied upon in communication between people from different
cultures as that is also different like language. Signs, symbols and
gestures vary in different cultures. For example, the “V” sign hand
gesture with palm faced outside or inside means victory and peace in
the US, but back of hand facing someone showing the sign is taken as
insulting in many cultures. The culture sets some meanings of signs
like the ones mentioned above, which might not be the same in other
cultures.

3.Stereotypes and Prejudices: Stereotyping

is the process of creating a picture of a whole
culture, overgeneralizing all people belonging to the
same culture as having similar characteristics
and categorizing people accordingly. It is a belief
about a certain group and is mostly negative.
Stereotyping can be done on the basis of many
things like nationality, gender, race, religion,
ethnicity, age, etc.
For example, Asian students are
stereotyped to be good at Math which is a positive
stereotype. But, there is also cultural stereotype of all people following a particular religion as being
violent like Islam and is negative stereotyping.
Negative stereotyping creates prejudices as it provokes judgmental attitudes. People look at
those cultures as evil and treat the people following the religion wickedly. Media is a tool of mass
communication which promotes stereotypes and prejudices and creates more communication
barriers.
4.Behavior and Beliefs: Cultural differences cause
behavior and personality differences like body
language, thinking, communication, manners,
norms, etc. which leads to miscommunication.
Appropriate amount of emotion that must be
displayed is also different in different cultures.
Culture also sets specific norms which dictates
behavior as they have guidelines for accepted
behavior. It explains what is right and wrong. For
example, in some cultures eye contact is important
whereas in some it is rude and disrespectful.
Furthermore, every action is influenced by
culture like ambitions, careers, interests, values, etc. Beliefs are also another cause for cultural
barriers. For instance, mostly, people who believe in god can cope with their lows of life easily than
atheists, but atheists are more hardworking at all times which relates to their behavior and
communication.

5.Ethnocentrism
Ethnocentrism is the process of dividing cultures
as “us” and “them”. The people of someone’s own
culture are categorized as in-group and the other
culture is out-group. There is always greater
preference to in-group. There is an illusion of out-
groups as evil and inferior. This evaluation is mostly
negative.
If the culture is similar to us, then it is good and
if it is dissimilar, it is bad. Other’s culture is
evaluated and assessed with the standard being
their own culture. Ethnocentrism affects the
understanding of messages, and encourages hostility. For example, the books in schools use
reference of their own culture to describe other cultures by either showing common things or
differences.

6.Religion
Similar to ethnocentrism and stereotyping, religion also disrupts
communication as it creates a specific image of people who follow other
religions. People find it difficult to talk to people who follow different
religions. Religious views influence how people think about others. It creates differences in opinions.
For example, in Pakistan, the Christians have to speak up for their rights as the majority is of
Islam and the Christians are discriminated. There is also a lack of communication between these
religious groups.

Overcoming cultural barriers

There are other cultural barriers like frames of reference, political opinions, priorities of life,
age, etc. Cross cultural communication is not only a barrier but also an opportunity for creativity,
new perspectives, and openness to new ideas and unity in the world. To make communication
effective, the causes of cultural communication barriers must be eliminated as much as possible.
Cross cultural understanding must be increased as it decreases communication barriers caused by
culture difference.

"Cultural Barriers to Communication," in Businesstopia, January 6, 2018, https://www.businesstopia.net/communication/cultural-barriers-communication.

● After reading, create a mind map about causes of cultural barriers. Include the examples mentioned in
the text and add some of your own experience.

Finally, discuss the following questions:

3. What is the author’s intention of this text?
4. Are there any other causes of cultural barriers that you can think of?
 4. Non-verbal communication

Discuss the quote and the following questions:

1. What is non-verbal communication (NVC) and what

does it involve?
2. Does NVC vary across cultures?

● Before watching the video The Importance of

Nonverbal Cues as told by "Friends" , review the
vocabulary list below:
● Vocabulary:
○ Cues: Signals.
○ Convey: Carry or transmit (a message).
○ Yeti: Star Wars furry character (Chewbacca), with a lot of hair/fur in his body.
○ Fog: Cover someone with smoke with a fire extinguisher.
● Now watch this video about the different characters from the TV show Friends and identify the non-
verbal cues mentioned regarding non-verbal communication.

After watching the video, answer the following

questions:
1. What do you consider to be
nonverbal communication ?
2. Can you think of any nonverbal communication
specific to Colombia ?

5. Non-verbal
communication and codes
Match the vocabulary word to its definition and then find them in the text below.

1. Cues 2. Global citizenship 3. Hinges 4. Dilate 5. Defiance

6. Winking 7. Slouching 8. Frown upon 9. Sole 10. Consent

A. Make or become wider, larger, or more open. 4

B. A type of joint that attaches two things together while allowing for limited movement. 3

C. Close and open one eye quickly. 6

D. Something said or done that serves as a signal of non verbal communication. 1

E. To disapprove of (something). 8

F. The action or fact of standing, moving, or sitting in a lazy, drooping way. 7

G. Someone who is aware of and understands the wider world - and their place in it. 2

H. Open resistance; bold disobedience. 5

I. To give assent or approval. 10

J. The undersurface of a person's foot. 9

Types of nonverbal communication vary considerably based on culture and country of origin.
Nonverbal communication describes the way people send and receive information to each other
beyond words. According to Dr. Charles Tidwell (2017), the concept serves a number of functions:
● To accent the meaning of verbal messages (such as pointing while stating directions).
● To complement or contradict verbal messages (such as indicating sarcasm using
verbal tone).
● To regulate interactions with others (such as using nonverbal cues to indicate when
people should and should not speak).
● To substitute for verbal messages (such as nodding instead of saying “yes”).
Although nonverbal communication is a universal phenomenon, meanings of nonverbal cues
are not, in fact, universal. They vary tremendously across cultures and are often ambiguous.
Because of this fact, it is crucial to have at least a rudimentary understanding of the ways
nonverbal cues are communicated across and within foreign cultures.
Nonverbal communication can take many forms. Effectiveness in global citizenship often
hinges on understanding what these forms might be and how their meanings may differ between
countries. Below are samples of the main codes of nonverbal communication, as well as specific
cultural variances:

● Oculesics (eye contact).

● Haptics (touch).
● Olfactics (smell).
● Proxemics (space).
● Kinesics (facial expressions, posture and gestures).
● Paralanguage
● Appearance and Objectics (artifacts).
● Chronemics (time).

Oculesics (eye contact)

Whether or not eye contact is made,
who makes it and how long it lasts vary
tremendously in meaning and it can send
different messages. Oculescis also studies the
blinking rate and how eye pupils dilate.
In many Asian cultures, avoiding eye contact is
seen as a sign of respect. However, those in Latin
and North America consider eye contact important
for conveying equality among individuals. In Ghana,
if a young child looks an adult in the eye, it is
considered an act of defiance.

Haptics (touch)
A great number of cultural expressions are achieved through
touch. In America, for example, using a firm handshake is
considered appropriate to greet a stranger or another business
professional. In France, however, it is common to kiss someone
you greet on both cheeks.
Touching children on the head is fine in North America. Yet in
Asia, this is considered highly inappropriate, as the head is
considered a sacred part of the body. In the Middle East, the left
hand is customarily used to handle bodily hygiene. Therefore,
using that hand to accept a gift or shake hands is considered
extremely rude. There are also a wide range of cultural viewpoints on the appropriate rules
regarding physical contact between both similar and opposite genders.

Olfactics (smell)
 Olfactics involves communicative functions associated with the
sense of smell, such as body odors, use of perfumes, etc. These may be
genetically defined and rely on a more spontaneous form of
communication. Social scientists discovered that olfactory sensation is a
potent influence on social interaction.
Humans, like other animals, emit odours from many parts of their
bodies and these could cause some cross-cultural conflicts about how
natural body odor is perceived and accepted.

● Writing practice: Using the first 3 non-verbal codes above, how would
you describe and explain the Colombian nonverbal communication codes to an European/Asian foreign
and first time visitor? Write a short email-like response.

Proxemics (physical space)

Countries that are densely populated generally have much less need for personal space than
those that are not. The Japanese, for example, are less likely to react strongly to an accidental
touch by a stranger than Americans. Less personal space is also needed in areas such as Latin
America, and, in the context of one-on-one conversations, the Middle East.
 ● Watch the following video: Invading Personal Space in Public | Social Experiment and answer the
following questions:
1.While watching: Identify the 4 zones
of personal space.
a.
______________________
b.______________________
c.______________________
d.______________________
2.How did people react when Eline was standing so close to
them? Why?
3.After watching: Do you consider that the 4 zones of personal space vary depending on the culture type? Why?
4. Would you have reacted differently than the people in the video? Why or why not?
5. Do you believe that culture has a direct impact on how countries are handling social distancing throughout
the COVID-19 pandemic? How?

Kinesics
It is the interpretation of body motion communication such as facial expressions, posture,
gestures and nonverbal behavior related to movement of any part of the body or the body as a
whole.

● Before reading, discuss the following questions:

1. How is body language related to communication?
2. Do you think facial expressions and posture have different meanings across cultures?
3. In what fields is the study of kinesics useful?

4. What do these facial expressions mean to you or in your culture?

 5. What do these postures mean to you or your culture?

● Now read the text:

Winking is a facial expression, which involves closing and

opening one eye quickly, particularly varies in meaning. In Latin America,
for example, the gesture is often considered a romantic or sexual
invitation. The Yoruba people in Nigeria wink at their children if they want
them to leave the room. And the Chinese consider the gesture rude.

Posture can convey power structures, attitudes and levels of civility.

Slouching in Taiwan is considered disrespectful, while other parts of
the world may not think much of it one way or another. In America,
standing with hands on the hips may suggest power or pride, but in
Argentina, it may suggest anger or a challenge.

Many cultures also frown upon showing the bottom of the

shoe, something that is considered dirty. Therefore, sitting with the
foot resting on the opposite knee while displaying the sole of one’s
foot is strongly discouraged in places such as many Arab countries
and Muslim cultures, as the bottom of the shoe touches the ground,
it is considered to be the dirtiest part of the body. If you find yourself in this setting, the best advice
is to sit with your feet flat on the floor.

● Further discussion questions:

○ Which of these body language or postures are considered rude in Colombia?
○ What is the impact of body language in communication?

● Extension activity:
Watch the following short film: [HD] Pixar - For The Birds | Original Movie from Pixar

After watching the video, discuss the following:

● What emotions were displayed in this short film?
● What body parts or senses were involved in how the birds
expressed themselves throughout the movie?
● Why was this “silent” short film so successful in
conveying a message through non-verbal communication?

Gestures
● Before watching the video about gestures, discuss the following question: Are hand gestures
universal? Which ones do you know are not universal?

● Watch the following video: The Definitions Of Hand Gestures Around The World and complete the
following table with the information provided in the video:
Gesture Country/meaning Gesture Country/meaning
 ● Are some of these gestures considered offensive in ‘Costeño’ culture? Which ones?
● How could misreading a gesture cause intercultural communication problems?

Paralanguage:
Paralanguage refers to factors of speech such as accent,
pitch range, volume or articulation. In Britain, for example, people
use volume to convey anger, while in India, they use it to command
attention. Japanese women make a point of raising the pitch of
their voices to differentiate themselves from men. In America, voice
pitch between genders remains comparably the same.
The use of and attitude toward silence can also be considered a
type of paralanguage. The Greeks use silence as a way to refuse
things, while Egyptians use it to consent. Some cultures (such as
those in Asia) are generally more comfortable with long periods of silence than others.
When international business professionals take the time to learn what isn’t being said,
everyone benefits. Not only will their efforts decrease the likelihood of misunderstandings, they will
improve their abilities to negotiate, solve problems effectively, create good working relationships and
become better global citizens.

● How does paralanguage affect communication?

● How could paralanguage cause problems between people of different cultures?
Objectics (artifacts):
● Before reading about objectics, discuss the following questions:
○ Look around at the objects you own and your personal space. What nonverbal messages are you
communicating, intentionally or otherwise, about yourself and the communities you are involved
with?
○ Do you like those messages? or would you like to communicate something completely different?

● Now read the text:

 Material possessions can directly or indirectly communicate status, culture, values, etc. In
the language of nonverbal communication codes, or dimensions, the “things” in the physical
environment are called objectics, or artifacts. Some scholars have approached this code of objectics
more generically as personal presentation and environment (i.e. a tidy room versus a messy room,
or indoors versus outdoors). The objects, or artifacts, one has around in the physical environment
can communicate a number of concepts, such as marital status, economic status, social status,
culture, personality, among other cultural aspects.

In many countries, a wedding ring, often combined with an engagement

ring, signifies that a woman is married. However, where that ring is worn
may differ based upon culture. In Western cultures, the wedding ring is
worn on the left hand while in parts of Europe and other countries you’ll
likely find it on the right hand.
However, in some Hindu cultures, if you look for a ring to
communicate if a woman is married, you will be out of luck. Instead
you look for the bindi, which is the colored dot women traditionally wear in the center of their
foreheads. The color of the bindi will vary based upon the occasion and the woman’s stage in life.
A married woman who follows this tradition will always wear a red-colored bindi to communicate
true love and prosperity.
There are three types of artifactual codes: Personal, shared, and public.
Personal artifactual codes are those that you have direct control over: clothing,
jewelry and accessories (e.g. watches and glasses), how a room or an office is
furnished and decorated, and so on. Shared artifacts are those shared by two
or more people. If you are sharing an office with someone, you have to agree,
implicitly or explicitly, as to how the office is decorated—and how tidy to keep
it. And public artifacts are those shared by a community. The community could
be cultural or corporate, like the turbans worn by many Sikhs or the uniforms
worn by members of the law enforcement community.

What you’ll probably notice is that many artifacts can fall into more than one of
these categories. Even in an artifact that reflects the public you will find personal
and shared artifacts. Physical appearance is sometimes included in this aspect of
nonverbal communication. That’s because physical appearance, including body
type, height, hairstyle, skin color, also communicates.
Much of racism and prejudice in societies is based upon
skin color, hair type, and clothing. There have been
numerous studies reporting that physical appearance
plays a significant role in others’ perceptions of peoples’
credibility, honesty, friendliness, among other aspects.

Another example is the definition of beauty, which differs around

the world. Beauty is, of course, cultural. What one community
 admires may leave another group of people cold or even repulsed. What one individual finds
irresistible elicits a shrug from another. Beauty is personal. But it’s also universal. There are
international beauties—those people who have come to represent the standard.
In some African cultures, Mauritania, for example, carrying extra weight communicates that you
are wealthy enough to eat what you want. But on a powerfully emotional level, being perceived as
attractive means being welcomed into the cultural conversation. When questions arise about
someone’s looks, that’s just another way of asking: How acceptable is she/he? How relevant is
she/he? Does she/he matter?

People can use artifacts to help create a genuine personal brand. Artifacts
are also described as the way people decorate their bodies with tattoos, for
example. What a tattoo is and where it was done can also send a message.
Different time periods popularize different types of tattoos and where those
tattoos are located on the body. For example, traditional Māori tattoos,
known as tā moko, carry a lot of spiritual and mythical meaning.It is more
than an art form or a fashion statement: the wearer is telling a story about
their genealogy as they use landmarks and ancestral symbols to depict their
tribal affiliations and social standing.

What's interesting about artifacts is how individuals select, design and wear them to
represent themselves. As a result, others can make impressions and interpret what others wear and
these interpretations and judgement are highly influenced by culture. Furthermore, the standards
that are used when interpreting somebody's clothing, jewelry or tattoos are determined by the place
one grew up or lives now and the time period in which one’s living.

After reading, reflect in these questions:

● How are the examples mentioned in the text interpreted and judged in your culture?
● How would you describe Costeno culture objectics to a foreigner?

● The following video The power of the Afro pick | Small Thing Big Idea, a TED series (Jon Gray 2020),
is related to the previous reading about objectics.
 ● Before watching the video, review the vocabulary list below:
Vocabulary:
● Afro-pick: A comb is a symbol of African American hair.
● Grooming: Brush and clean (hair in this context).
● Fist: A person's hand when the fingers are bent in toward the palm and held there tightly.
● Blending in: Trying to become similar or unnoticeable among people or environment.
● Closed-cropped (hair): Having one's hair clipped or trimmed/cut short.
● Infamously: In a way that is well known for some bad quality or deed.

● After watching the video, answer the following questions:

1. What does the iconic afro pick symbolize?
2. Before the 1950's, what was more of a common practice for black people to do with their hair?
3. What kind of influential people started wearing afros in the 1960´s?
4. How far back in a timeline does the afro pick go?
5. What famous design of the afro pick is still being manufactured nowadays?
6. The speaker ends by saying that he woke up. What is he referring to?

6. Grammar: Adjectives and adverbs

● Read the following excerpt:

Thais speak in a very soft and gentle voice and manner. This is based on the cultural belief that speaking
softly is how one shows good manners and that they have been well raised. Voices are raised only to show the
emotion of anger or in a heated argument or confrontation. When first hearing persons in the United States
speak so noisily, some Thais believe the speakers are particularly rude and angry or even don’t like Thai
because people from the United States speak incredibly loudly.

● Complete the following table with the underlined words:

Adjectives Adverbs

● How do you know when to use an adjective or an adverb? Are there any clues?

● Fill in the gap with either adjectives or adverbs.

 1. __________ go before nouns.

2. __________ describe verbs, adjectives or adverbs.

3. __________ usually end in “ly”.

4. __________ go after the verb “to be”.

5. Irregular __________ include “well”, “fast” and “hard”.

● Read the short story below. Choose the correct word to fill in the gaps.

It was a beautiful summer afternoon

with the sun shining _______ (bright/brightly). I
phoned my friends asking them to come over for a barbecue. After making the calls I drove into town to buy
some food and drink. When I arrived at the shops I was _________ (surprised/surprisingly) as busy it was.
Everyone must have been shopping for a barbecue!
The first butchers I visited had _________ (amazing/amazingly) run out of sausages. I didn’t realise
that I’d have to look so _________ (hard/hardly) for some sausages! The next shop had some left so I bought
some. After visiting a few more shops, I had finished my shopping. But I was starting to feel worried as it was 6
pm and I had invited my friends to visit at 6.30 pm. I _________ (quick/quickly) rushed to the car park with all
of my shopping and threw it _________ (hasty/hastily) into the boot. I noticed that the cars were moving out of
the car park really _______ (slow/slowly) and there was a bit of a traffic jam!
Once I got out of the car park I was able to drive _______ (fast/fastly), but it was still past 6.30 pm
when I arrived home and I was worried. As I drove into my driveway, I smiled when I saw my friends sitting in
my front garden. ________ (Luckily/lucky) they had realised I was stuck at the shops and they waited for me.
We had a wonderful barbecue!

7.See the world through cultural glasses

● Before you watch the video Learn a new

culture | Julien S. Bourrelle | TEDxArendal until
the minute 10:57 and discuss the following question: What are some of the challenges that people
face when changing their culture because they had to move to another city or country?

● While listening to the video, complete the missing words from the excerpts.
“...greetings means something different there much more ________________they're much more ________________ and this
is one of the first thing you realize when you move to a different culture” (0:49)

“....greetings is the outer _________ of culture and this is one of the first challenges you will meet ___________
culture...”(1:41)

“….. in each of these countries I've made a ______________ effort to observe how people behaved and ______________
and that my own behaviors and ways to communicate to these people so that they feel _______________around me...”(2:21)

“...I've managed to put myself in a situation that was _______________ for me and become comfortable so the locals felt
that they were much __________ than me and this is what we're trying to do when we learn a new culture, it's about
____________to be comfortable in what is uncomfortable...”(4:32)

● After watching the presentation, answer the final questions:

○ What is the main idea of this TEDTalk?
○ What is the speaker’s intention with this TEDtalk?
○ Are the concepts of “warm culture” and “cold culture” clearly explained through the
representation of the peach and the coconut? Why or Why not?

8. Surprising non-verbal customs

around the World
 ● Before reading the following text about surprising non-verbal customs around the world, discuss
the following questions:
○ In the previous TED talk, Julien mentioned the surprising custom of the Chinese woman sitting
on his lap, while commuting on the bus. She was also pulling his arm hair while laughing with
everyone else in the bus.
○ Why was this so strange to him? What surprising customs do you think Colombians have, which
may be strange to foreigners?

● Now read the text:

One thing that sets humans apart from other members of the animal kingdom is our
propensity to develop customs and traditions around everything we do, think and value. In fact,
humans love doing this so much that the world has been enriched with thousands of different
cultures since the dawn of civilization. No doubt, one important aspect of just about any given
culture is its code of etiquette. Here are some astonishing customs from around the world!

Pointing with lips in Nicaragua

While gestures of the hand are often subject to customary
variation across cultures, few can claim this phenomenon extends to
contortions of the mouth. In Nicaragua, it is common to point with the lips
instead of the thumb or index finger like the majority of the world.
Wondering just how exactly a person points with their lips? It all starts by
puckering up. Once a Nica has their duck face on, they can direct their lips
forward or side-to-side to indicate what it is they’d like to point out. The lip
point is typically used in conversation to indicate something that is
happening nearby.

Kissing in France
Pretty much every culture has specific rituals for greeting. Latin American cultures and the
Romance cultures share the common custom of kissing both close loved ones and new
acquaintances on the cheek as a form of salutation. Yet, the French seem to take this to a whole
new level with the number of nuances involved in their kissing rituals. For one, the rules vary for
men and women. Secondly, the number of kisses required to complete the greeting changes from
 region to region. What’s more is that French people are
expected to greet each person at a party or gathering upon
arrival whether they know the attendees or not. This is only a
brief overview of the customary kissing practices in France.

Slurping in Japan
Most societies around
the world have rules
about table etiquette.
For western cultures,
noisily consuming food
is considered rude. In Japan, however, making
slurping sounds while eating has an entirely different
meaning. This might have something to do with the fact that
in western countries, noodles are properly consumed by
twirling them on a spoon before putting them in the
mouth. Meanwhile, the Japanese simply slurp up their
noodles without contorting them first, an act that is
naturally noisier than the former. Making slurping sounds when eating noodles in Japan is a way of
indicating that you’re really enjoying them. Some scientists even argue slurping invites air into the
palate and actually enhances the noodles’ flavor.If you slurp loudly when eating noodles, you are
sending good vibes to the chef. However, in European countries, especially places like England,
eating loudly is frowned upon.

Using the left hand

In some countries, using the left hand for eating or other
activities is considered quite rude and insulting. Oftentimes, cultures
in these countries use the left hand for cleaning themselves after
using the toilet, and, therefore, it is considered dirty. This rule
applies to several places around the world including much of the
Middle East, Sri Lanka, India and parts of Africa. To be safe, always
use your right hand for greeting, handling merchandise, exchanging
money, and, of course, eating while spending time in any of these
parts of the world.

● After reading, discuss the following questions:

1. Which of the surprising customs mentioned in the text are accepted and familiar in your culture?
2. Which of those were new and most surprising to you?
 This is the end of Module 3

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