LING 2038 - Cross Cultural Communication
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code LING 2038 Course Cross Cultural Communication Coordinating Unit European Languages, and Linguistics Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 12 units of Level I undergraduate study Assessment 2 x 1000 words or equivalent practical assignments, 2500 word essay or equivalent report Course Staff
Course Coordinator: Chloe Castle
COURSE COORDINATOR, LECTURER, TUTOR AND ASSESSOR: Chloe CastleCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
1- understand the importance of cross-cultural communication
2- think critically and analyse communication issues
3- understand how culture affects communication especially cross-cultural communication
4- be able to better interact with other communities all over the globe
5- develop intercultural awareness
6- possess linguistic analytical skills to assess cross-cultural misunderstanding
7- draw comparisons between a range of conversational styles
8- write a coherent and logically-argued essay involving cross-cultural communication, drawing on a range of perspectives and source materials.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 4, 5, 6 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 7 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3, 4 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1, 5, 7 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
4 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1, 2, 3, 4 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1, 2, 5, 6 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
(1) Scollon, R., Scollon, S. B. K., Jones, R. H. (2012). Intercultural Communication: A Discourse Approach (Third edition.). United Kingdom: Wiley.
(2) Holmes, J., & Wilson, N. (2017). An Introduction to Sociolinguistics (Fifth edition.). Routledge.Recommended Resources
AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studies): Guidelines for Ethical
research in Australian Indigenous Studies.
Australian Code for the Responsible Conduct of Research.
Blythe, Joe & Mushin, Ilana. 2023. 'Discourse and social interaction', in Claire Bowern (ed.), The Oxford Guide to Australian Languages.
Bucholtz, Mary, & Hall, Kira. 2004. Language and Identity. In A. Duranti (Ed.), A Companion to Linguistic Anthropology, 369-394. Maden, MA: Blackwell Publishing Ltd. Available online:
Farina, M. (2015). Facebook first post telling. Journal of Pragmatics, 90, 1-11. .
Farina, M. (2018). Facebook and Conversation Analysis. London: Bloomsbury.
Fitzgerald, H. (2002). How Different Are We? Spoken Discourse in Intercultural Communication. Clevedon: Multilingual Matters.
Jackson, Jane (2014), Introducing Language and Intercultural Communication. London – New York: Routledge.
Jandt, F. E. (2012). An Introduction to intercultural communication: Identities in a global community. Thousand Oaks, CA: Sage.
Janke, Terri (2012), ‘New Tracks, Indigenous Knowledge and Cultural Expressions and the Australian Intellectual Property System’.
Kotthoff, H., & Spencer-Oatey, H. (Eds.). (2007). Handbook of intercultural communication. New York: Mouton de Gruyter.
Odrekhivska, Iryna & Dzera, Oksana & Naniak, Yuliia & Molderf, Oksana & Litvinyak, Oleksandra & Halas, Anna. (2023). Handbook of Intercultural Communication.
Rice, Keren, (2011). ' Ethical Issues in Linguistic Fieldwork', in Nicholas Thieberger (ed.), The Oxford Handbook of Linguistic Fieldwork.
Samovar, L. A., Porter, R. E., McDaniel, E. R., & Roy, C. S. (2017). Communication between cultures (9th Edition).
Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. London: Palgrave Macmillan.
Torres Strait Regional Authority (2011), ‘Cultural Protocols Guide’.
Wilkins, David (1992), ‘Linguistic Research under Aboriginal Control: A Personal Account of Fieldwork in Central Australia’. Australian Journal of Linguistics 12.1: 171-200.
Online Learning
Course material will be posted on MyUni.
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Learning & Teaching Activities
Learning & Teaching Modes
This course is delivered through a two-hour lecture (on campus and online) and one-hour tutorial each week. Lectures will provide much of the content, but will also provide opportunity for discussion of issues. Tutorials will be more focussed on practical engagement with language data, problem-solving and discussion. Formative work will be undertaken in tutorials to prepare students for the completion of summative assessment tasks.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
- 1 x 2-hour lecture per week (x12)
- 1x 1-hour tutorial per week (x10)
- 6 hours reading per week (x12)
- 2.5 hours research per week (x12)
- 2 hours assignment preparation per week (x10)
Learning Activities Summary
Week 1 Introduction to Intercultural Communication and Discourse Analysis Week 2 Understanding language: Acts, Events, Situations, Context Week 3 Politeness and Power Week 4 Interpreting Discourse Week 5 Topic and Face Week 6 Ideologies in Discourse Week 7 Forms of Discourse Week 8 Socialisation Week 9 Generational Discourse Week 10 Gender and Sexuality Discourse Week 11 Corporate and Professional Discourses Week 12 Reviewing Intercultural Communication Practices Specific Course Requirements
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Multiple-choice Quiz 20% Practical and Annotated Bibliography 30% Essay 40% Weekly Reflection 10% Assessment Detail
1- Multiple-choice Quiz (1.5 hours, 20%)
Students will be required to demonstrate their knowledge of the material covered in weeks 1-3 (inclusive), by answering 20 multiple choice questions online. Each question is worth 2 marks.
2- Practical and annotated bibliography (1500 words, 30%)
Part I: Identify a site of investigation and conduct your own analysis of interdiscourse communication using ethnographic techniques. Make a transcription of the event that you plan to analyse.
Part II: Identify and annotate four sources relevant to the research topic of your essay. You will receive feedback which will help you to refine your research essay. These sources must be identified yourself through undertaking research in scholarly databases – they cannot be sources provided as part of unit materials on MyUni (though these can be a good starting place for searching for sources and understanding your topic). The sources must be from peer-reviewed journals or chapters from scholarly books.
3- Essay (2500 words [not including references], 40%)
Write an essay on a speech event you have observed where is interdiscourse communication (this can be in your personal life, on TV, or in the media). Include your transcription from your previous assignment (not included in word count) and use your knowledge of cross-cultural communication and sound academic sources to inform your analysis. Think about the following research questions in your essay:
How is this action, task, or practice positioned within what discourse systems? What cultural tools are called upon to accomplish the task in action or practice? What kinds of relationships are involved? What kinds of beliefs or values are displayed? How are these actions productive of ‘culture’ or of participation in particular discourse systems? And how are these actions significant in producing ‘others’, that is, out-group members, through practices of inclusion or exclusion?
Do not cite lectures or tutorials as references - locate the relevant information in scholarly sources. This is an independent research task. Aim to include at least five relevant scholarly sources for a passing grade.
More information on the assignments for this course will be available on MyUni.Submission
All assignments are to be submitted online, with a cover sheet attached.
Ensure that your Full Name, Course Title, Assignment Title & Topic appear on the cover sheet.
Always keep a copy of your work.
Assignments submitted late require a doctor’s certificate, counsellor’s certificate or similar proof/documentation.
Extensions (normally up to one week) may be negotiated with the Course Coordinator, but this MUST be organised prior to the
due date.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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