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VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
The Faculty of Linguistics and Cultures of English - Speaking Countries
Literature – Cross-cultural Communication Division
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Intercultural Communication

Program: Undergraduate
Course title: Intercultural Communication
Course credit 3
value:
Course code: ENG2015
Course status: Core
Semester: 4
Class hour: Mon - Fri

1. INSTRUCTORS:

Name and title Research interests Phone Email

1. Hoàng Thị Hạnh Intercultural communication, group 0905598994 hanhhtulis1@gmail.com

communication, teaching
methodology
2. Vũ Thị Hoàng Mai English as International language, 0983838089 Hoangmai2308@gmail.com
Intercultural communication
3. Phan Thị Vân Intercultural communication, 0904798969 quyen_0706@yahoo.co.uk
Quyên Communication skills
4. Vũ Thị Phương 0383549484 Vuphuongquynh.ulis@gmail.com
Quỳnh
5. Đỗ Thị Mai Thanh Intercultural communication, 0983140802 maithanhdo@yahoo.co.uk
Communication skills
6. Nguyễn Thị Thu nguyenhang1084@gmail.co
Hằng m

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7. Trần Hoàng Anh hoanganh26.ulis@gmail.co
m
8. Nguyễn Thị Nhung nhungnguyenclc.ulis@gmai
l.com

2. PREREQUISITES:

3. COREQUISITES:

4. SUBSEQUENT COURSES: N/A

5. COURSE DESCRIPTION:
Cross-cultural understanding and sensitivity (sự tôn trọng) are essential for effective communication and
socially engaged living in the modern world. They are of even more importance for learners, users, and
teachers of English. This course is designed to introduce basic concepts, theories, and processes of cross-
cultural (đa dạng văn hóa) and intercultural communication, which may serve as thinking tools for students
to critically examine issues related to culture and communication, self and others. Through active reading,
engaged discussion, sustained reflection and deliberate practice, the course offers students the opportunity
to acquire an informed understanding and appreciation of the dynamics of culture (sự năng động của văn
hóa, có sự tác động và thay đổi trong suy nghĩ từ bản thân và người khác để dẫn đến một hành xử khác) ,
the diversity of values and perceptions that give meaning to people’s lives. In addition, students may gain a
critical distance to effectively reflect on personal values and practices, and develop more mindfulness and
intentionality in their own communication within and across culture.
Linear: một chiều
Judgemental: vô trách nhiệm
6. COURSE OBJECTIVES
By the end of this course, students should be able to:

● apply basic concepts and processes of cross-cultural and intercultural communication to describe,

analyse and explain cross-cultural and intercultural phenomena.

● gain more awareness of their own beliefs, actions and behaviours and those of others

● identify challenges that arise from differences in intercultural communication and the context of

constant change and find ways to address them.

● understand how context, technology and relationship influence intercultural communication

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 ● demonstrate their improved communication skills through the ability to reflect, suspend judgment,

and respect/appreciate differences.

7. TEACHING MATERIALS
Core texts:
Baldwin, J. R., Coleman, R. R. M., González, A., & Shenoy-Packer, S. (2014). Intercultural
communication for everyday life. Chichester: John Wiley & Sons.
Recommended texts:
Holliday, A., Hyde, M. & Kullman, J. (2004). Intercultural communication: An advanced resource
book. London: Routledge.
Martin, J. N., & Nakayama, T. K. (2010). Intercultural communication in contexts (5th ed.).
Boston, MA: McGraw Hill Higher Education.
Lustig, M. W., and Koester, J. (2010). Intercultural competence: Interpersonal communication
across cultures (6th ed.): Pearson/A and B.
Nguyễn, Phương Mai (2017). Intercultural communication: An interdisciplinary approach: When
neurons, genes, and evolution joined the discourse. Amsterdam: Amsterdam University
Press.
Film: https://www.youtube.com/watch?v=w2RfyRpy3w4
Journals:
Journal of Intercultural Communication Research
International Journal of Intercultural Relations
Language and Intercultural Communication
Journal of Intercultural Communication
Journal of Intercultural Studies
Learning, Culture and Social Interaction
Journal of International and Intercultural Communication
International Communication Gazette
Semiotica

Database

Sage

Taylor & Francis

Science Direct

3
 Cambridge

Proquest

Eric

Degruyter

Elsevier

Wiley

Springer

8. COURSE STRUCTURE AND LEARNING AND TEACHING METHODS

The course will include a combination of lecture, discussion of readings, case analysis, students’
individual work and group presentation. The success of the course depends on students’ active
participation in learning activities, including preparing for each class by reading/watching the assigned
materials, contributing thoughtful and relevant comments and questions during class discussions,
working collaboratively with peers, and developing a habit of reflection on and application of new
ideas in their own context.
There are 3 contact hours per week. The schedule includes, but is not limited to, the following topics:

WEEK TOPICS TO BE COVERED MAIN READINGS

1 &2 Introduction to the course Course outline
A rationale for studying intercultural Baldwin et al chapter 1
communication

● Why it is important to study intercultural

communication

● Possible limitations of studying

intercultural communication

● History of intercultural communication

research
3 Action, ethics and research Baldwin et al chapter 2

● Ethics and morality

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 Approaches to studying intercultural
communication
4 Culture, communication and how they are Baldwin et al chapter 3
related

● Defining communication and culture

● Relationship between culture and

communication
5 Identity; self and others Baldwin et al chapter 5

● Personal and social identities

● Identity and power relations

● Identity and communication

6 Intolerance–acceptance–appreciation and Baldwin et al chapter 6

development of intercultural sensitivity https://en.wikipedia.org/wiki/Bennett_scale

● Defining prejudice and intolerance

● Bennett’s Developmental Model of

Intercultural Sensitivity
7 Verbal intercultural communication Baldwin et al chapter 7

● Language and culture

● Theories of conversation and culture

8 Non-verbal intercultural communication Baldwin et al chapter 8

● Forms and functions in nonverbal

communication

● Cultural differences

9 Relationships and conflict Baldwin et al chapter 13

(Optional)
● Cultural differences and relationship

● Approaches to conflict resolution

10 Culture, communication, and media Baldwin et al chapter 10

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 ● Mediated vs. face-to-face

communication

● Media and cultural identities

● New media

11 Global media, global cultures Baldwin et al chapter 11

● Media and globalization

12 Review and consultation on assignment

13 Adaptation and intercultural competence Baldwin et al chapter 12

● Cultural shock

● Adjustment, adaptation and assimilation

Last reflection
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● Presentation

15 Review and consultation on assignment

16 Final assignment - Due

9. COURSE POLICY

Students are expected to:

● Attend at least 80% of the total class hours if she/he wants to do the end-of-term assignment

● Actively prepare for the class by reading and reflecting on what they have read for each class

meeting

● Actively participate in class activities

● Work cooperatively and collaboratively with peers. Each group member must contribute to the

preparation and presentation of the task assigned to their group. Their performance in the group
presentation will be assessed both individually and as a team.

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 ● Seek out information from other sources (television, newspaper, movie, talking with others,

personal observation…) and relate to what they learn in the course to become better informed about
intercultural communication

● Regularly discuss with their peers and their instructor about their progress on course assignments to

maximize learning and work quality

● Complete all the assignments by the due dates. Late work will be marked down. Work submitted

over one week after its original deadline will not be accepted.

10. ASSESSMENT AND GRADING:

Assessment Overview
Form Weighting Task Purpose Due
date
Reflections 10% - Students participate in class - To encourage students’ ongoing Weeks
discussions and/or presentation engagement with course 1-15
topics assigned by their materials and activities
instructor; - To encourage students’
- Students write 3 reflections on independent study
their learning during the - To develop a habit of reflection
semester.
Option 1: 30% Students work in groups. Topics - To assess students’ ability to Weeks
Mid-term are selected from questions in the apply concepts and theories from 3-14
Group work textbook the course to an actual
communicative task
- To raise students’ awareness of
the complexity related to
mediated communication
- To assess students’ ability to
work in group.
Option 2: 30% Students work individually, -To access students’ research Week
Mid-term selecting at least 5 articles on ability: researching and 14
individual similar topics published within compiling literature
work the last 5 years and write an
annotated bibliography + a

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 mini summary/review essay
(from 200 words)
End-of-term 60% Individual assignment will be - To assess students’ Week
assignment required for each student understanding of the topics 16/
covered in the course and their 1200-
ability to apply this 1500
understanding to solve practical words
problems

Assignment Details
Reflections (10%): To reduce the workload, this assessment is not compulsory this semester. You can
replace it with active participation in class interaction.
You need to submit at least three reflections on either the whole class sessions or your classmates’
presentations. Don’t worry about being wrong or too informal. The minimum length is 200 words, no
maximum. It can be quite informal. Roughly, it answers all or some of the following questions:
1. Have you learnt something today?
2. Does it change your perspectives or does it reinforce any current perspectives?
3. How are you going to apply it?
4. Have you got any further comments or suggestions for the next lesson?
Your entries should be submitted BEFORE the next lesson (I encourage you to do it as soon after the
chosen lesson as possible). What lessons to reflect on are up to you, but make sure you have at least three
entries before the end of the semester.

Group project (midterm option 1) (30%):

(1) Cultural Representation

This project encourages you to think critically about representation of others in the media. In many cases,
all we ever know about a group of people is through the media. How to engage with the media and what to
learn from it become important questions.

Step 1: Choose a cultural group which (1) you are interested in learning more about; (2) is different from
you in some significant way. Think broadly and critically about what constitutes a cultural group, and what
culture means in that case.

Step 2: Study how this group has been represented AND how they have represented themselves in various
kinds of media. Some possible sources are movies, music, photo essays, art, research articles, nonfiction,
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fiction, someone you know who has experience with this group… You should include at least three
different types of sources and focus on interesting, quality materials. The scope of this research can be
broad. You should feel free to let your curiosity lead you.

Step 3: Curate an online exhibition (a website, a google doc, a Facebook page…) to showcases the sources
you’ve looked at and what you’ve learned. Whatever form, the exhibition should include (1) the sources
you studied and (2) a brief summary for each of them (type, author, time and/or place, main content, how it
relates to your chosen group). Share with me the link to your online exhibition by Week 9.

Step 4: Create an advertisement for your exhibition, highlighting (1) the significance of your topic, (2) the
main findings from your research, and (3) your most interesting items. This is the synthesis of your whole
project, so make sure it’s both attractive and informative. Distribute it to me and your classmates at least
03 days before the exhibition.

On exhibition day, our class will gather and check out every group’s product. You should set up your
corner with your laptop or artifacts and be ready to engage/interact with your audience. Take turn to take
care of your station so that you can check out other groups’.

A good exhibition should

- Include diverse, quality sources (2 pts)

- Include informative summary of your sources (2 pts)
- Present your materials in an effective, engaging way (2 pts)
- Have an informative, well-supported, well-designed synthesis (advertisement) (2 pts)
- Facilitate positive interaction with audience (1 pts)

(2) Group presentation

● Choose one question from the textbook.

● Read extensively on the topic chosen until you form a well-grounded argument. Choose cultural

materials you can access to analyse and shed light on your answers to the questions

● Organise a group presentation.

Requirements for the group work:

● Time allowed for each group presentation: maximum 25 minutes – 15 minutes Q&A

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 ● You can be creative in choosing the format of the presentation: It can be a presentation, a talk

show, a group discussion, a debate, a deliberation, a play etc…

● The presentation must indicate your critical understanding of the concepts/theories chosen with

vivid illustrations of examples from any sources. Be creative, critical and engaging.

● Each group work must be a single project presented by 4 – 5 speakers (not 4 – 5 mini-presentations

put together). This requires a smooth transition between speakers.

● Use visual aids (e.g. videos, pictures, tape, …) or physical demonstration (role-play, mini drama,

action …) for illustration

● Prepare hand-outs, design follow-up activities/exercises for the audience

● Raise questions for discussion

● Be prepared to answer any questions from the audience. You’ll be assessed both as a group and

individually on both your video and your presentation.

Grading criteria

● Accurate, relevant, and effective inclusion of concepts/theories (3.5)

● Critical, informative, perceptive discussion of the links between the concepts/theories to the

materials chosen (3.5)

● Effective presentation (convincing, accurate, concise and beautiful language) (3)

Submission

● Soft copy of Ready-for-performance kit

● Slides (if any)

Individual final essay (60%)

Choose one of the following questions to write an analysis essay of 1500 words

(1) Identity Narrative Through Autoethnography

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Learning to understand who we are as people is an important existential experience. Strong self-knowledge
may help us be more confident, make better decisions, and relate to and understand others better. It’s easy
to think of and describe yourself by personality traits, hobbies, talents, achievements, or values and you
may or may not know where or how they come from. However, this assignment asks you to focus on your
social and cultural identity – what values, beliefs or behaviors you have that seem to been learned from
others (either consciously or subconsciously), what social group, role or relationship you identify with or
reject or see in others, how that influences your sense of self. Maybe you haven’t actively thought much
about it but it doesn’t mean these group affiliations and influences are not operating in your life right now.

If you choose this option, start early. Keep a diary so that you can take notes of your evolving thoughts and
observations. Consider conducting a few interviews with your family members or friends to inspire your
thinking.

A successful narrative should:

- Identify the social groups/roles/relationships/influences you are connected to

- Explore what these affiliations mean to you and how that may affect your sense of self and
relationship with others
- Provide a history of how these affiliations emerge and change/develop over time
- Make meaningful connections to relevant concepts/theories
- Be presented in a compelling, persuasive manner.

(2) Social Commentary

For this task, identify a current debate or topic of discussion in Vietnam which is substantially cultural in
nature and compose a response to it.

There are two main criteria for a topic. First, it should be current and real, which means it is a real
discussion (rather than a hypothetical one), usually surrounding an event, happening around the time of our
course. Second, it should be cultural in nature. A debate about how many tests students should take to
graduate may not be substantially cultural. However, a controversy regarding whether abortion should be
outlawed can be very cultural1.

Choosing a worthwhile topic is difficult, so please talk with me about your ideas. You should commit to
one topic and have it approved by Week 12.

1 See, for example https://baomoi.com/chien-dich-truyen-thong-me-oi-dung-giet-con-gay-tranh-cai-tren-cong-dong-

mang/c/28926878.epi
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One key requirement for this task is that it should be shared publicly, either on your own website/social
media platform or another publication. The idea here is that you’re participating in a public discussion, and
therefore, in shaping/influencing public opinion.

A successful product should:

- Have a worthwhile, well-defined and contextualized topic

- Provide a history/background of the debate
- Capture main arguments/opinions expressed in the debate/discussion
- Express your own informed opinion
- Make meaningful connections to relevant concepts/theories
- Be appropriate to its intended audience2

(3) Intercultural Mini Research

In this activity, you will identify an intercultural phenomenon and conduct a mini study to address it. A
study should be driven by one (or more) question and involve the collection and analysis of a defined range
of data. Survey or interview data is not the only accepted kind. You could also gather and read existing
materials to answer your question.

Similar to option 2 above, coming up with a topic is difficult. Therefore, please brainstorm a few things
you’re interested in or curious about and discuss with me as soon as you can. Have your topic approved by
Week 12 as the latest so that you have a few weeks to work on it.

A good mini study should:

- Center around a worthwhile, clearly defined question

- Provide history/background/context of the issue
- Be transparent about how data is collected and analyzed
- Present thoughtful and well-supported analysis and conclusion
- Make meaningful connections to relevant concepts/theories

(4): Argumentative/analysis essay

● Choose one question from the chapters in the textbook (optional).

2 This means you may need to write in Vietnamese if your audience is mostly Vietnamese.
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 ● Read extensively on the topic chosen until you form a well-grounded argument.

● Basically, this assignment is the same as the group presentation project. However, you are going to

write an essay by yourself rather than do a group project. You need to choose a different question
from the one you have already done a group discussion on.

● Write an essay answering the questions chosen.

● You must demonstrate your thorough and critical understanding of the theories/concepts chosen by

reviewing relevant literature and illustrate your understanding with relevant examples. It would be
easier to follow if you choose to analyse a certain set of cultural materials in light of certain
theories/concepts.

● Peer feedback is allowed. If you use peer feedback, hand in copies of all versions with peer

feedback and your changes, and your final version.

● Format: essay, font Times New Roman, size 14, 1.5 spacing, printed on two sides, stapled, no cover

or binding required. (Save the environment). Your names, class, title of the project all in half of the
first page. Include the cover sheet provided

● Sources of reference must be clearly stated following APA format

● Hand in both hard and soft copy (email the soft copy to your lecturer)

● Submit your final essay according to the agreed schedule. Late papers will be accepted, but will be

marked one grade lower than the grade deserved for every day of delay.

Grading criteria:

● Accurate, relevant, and effective inclusion of concepts/theories (3.5)

● Critical, informative, perceptive discussion of the links between the concepts/theories to the

materials chosen (3.5)

● Effective presentation (convincing, accurate, concise and beautiful language) (3)

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To lecturers: To ensure academic integrity, all soft copy essays (both group presentation and final essays)
will be collected and put together in a file and kept for years. This will be shared among lecturers, which
will help us track students’ original works and detect possible plagiarism.

11. UNIVERSITY PLAGIARISM POLICY:

• Cheating is an offence subject to University disciplinary procedures.

• Plagiarism in oral, written or visual presentations is the presentation of the work, idea or creation of
another person, without appropriate referencing, as though it is one’s own.
• Failure to acknowledge the use of another person’s work or ideas may result in charges of academic
misconduct which carry a range of penalties including cancellation of results and exclusion from
your program.
• Works detected as plagiarism will be marked down to 0.

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