成人大片

LING 2038 - Cross Cultural Communication

North Terrace Campus - Semester 2 - 2021

Misunderstandings often arise when speakers of different languages, or indeed speakers of the same language communicate. Some misunderstandings are easily identified and rectified or may be of little consequences. At other times there can be a complete breakdown in communication. Serious miscommunication can even result when neither party is aware that there is any problem. Both parties may think that the other is understanding perfectly what they are saying, though a major misunderstanding is unfolding resulting in misdiagnosis, mistreatment, gross injustice, financial penalty or the like. The course seeks to identify and make explicit sources of misunderstanding through practical investigation of interactions in a range of contexts. It will specifically address the use of interpreters, the role of dialectal differences and different cultural scripts (including subcultures within the same language group). Practical means of identifying and minimising misunderstandings will be promoted. This course will be of interest to a wide range of students, including students of Linguistics, Medicine, Nursing and other health professions, Law, Media, Education, Social Work, languages etc.

  • General Course Information
    Course Details
    Course Code LING 2038
    Course Cross Cultural Communication
    Coordinating Unit 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: Matteo Farina

    LECTURER: Dr Matteo FARINA
    Course Timetable

    The full timetable of all activities for this course can be accessed from .

  • 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 perspicaciously 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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 4, 5, 6
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 7
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    3, 4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 5, 7
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    4
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2, 3, 4
  • Learning Resources
    Required Resources
    (1) Samovar, L. A., Porter, R. E., McDaniel, E. R., & Roy, C. S. (2017). Communication between cultures (9th Edition). Cenage.

    (2) Pp. 11-13 of Zuckermann, Ghil‘ad et al. (2015). Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property. Australian Government: Indigenous Culture Support. .
    Recommended Resources
    AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studies): Guidelines for Ethical
    research in Australian Indigenous Studies. https://aiatsis.gov.au/research/ethical-research/guidelines-ethical-research-australian-indigenous-studies

    Australian Code for the Responsible Conduct of Research. https://www.nhmrc.gov.au/guidelines-publications/r39

    Cameron, Deborah et al. (1993), ‘Ethics, Advocacy and Empowerment: Issues of Method in Researching Languages’ Language & Communication 13(2) pp 81-94
    doi: 10.1016/0271-5309(93)90001-4 http://www.sciencedirect.com/science/article/pii/0271530993900014

    Farina, M. (2015). Facebook first post telling. Journal of Pragmatics, 90, 1-11. https://www.sciencedirect.com/science/article/pii/S0378216615003008.

    Farina, M. (2018). Facebook and Conversation Analysis. London: Bloomsbury. https://www.bloomsbury.com/us/facebook-and-conversation-analysis-9781350038288/   

    Fitzgerald, H. (2002). How Different Are We? Spoken Discourse in Intercultural Communication.   Clevedon: Multilingual Matters.

    Hofstadter, Douglas and Emmanuel Sander (2013), Surfaces and Essences: Analogy as the Fuel and Fire of
    Thinking. Basic Books.

    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 (1998), ‘Our culture: Our future. Report on Australian Indigenous Cultural and Intellectual Property Rights’.

    Janke, Terri / WIPO (2003), ‘Minding Culture, Case Studies on Intellectual Property and Traditional Cultural Expressions.’

    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.

    Lai, Jessica Christine (2012), ‘Maori Traditional Cultural Expressions and the Wai 262 Report: Looking at the
    Details’,i-call Working Paper doi: 10.2139/ssm.1996384 http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1996384

    New South Wales (NSW) Department of Community Services(2009), ‘Working with Aboriginal People and Communities’ http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf

    Nicholls, Christine(2005), 'Death by a thousand cuts: Indigenous language bilingual education programmes in the Northern
    Territory of Australia, 1972-1998', in N. H. Hornberger, C. Baker (eds), International Journal of Bilingual Education and Bilingualism special issue on Heritage /Community Language Education: US and Australian Perspectives, Multilingual Matters, UK. vol. 8, no. 2 &3 pp 160-177.

    Rice, Keren (2004), ‘Ethical Issues in Linguistic Fieldwork’ 2006 Journal of Academic Ethics 4, pp 123-155
    doi: 10.1007/s10805-006-9016-2 http://www.hrelp.org/events/workshops/aaken2013/assets/Rice_Fieldwork_Ethics.pdf

    Scollon, R., Scollon, S., & Jones, R. H. (2011). Intercultural communication: A discourse approach (3rd ed.). Oxford: Blackwell.

    Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. London: Palgrave Macmillan.

    Tannen, D. (1979). Ethnicity as conversational style (No. 55). Southwest Educational Development Laboratory.

    Torres Strait Regional Authority (2011), ‘Cultural Protocols Guide’. http://www.tsra.gov.au/__data/assets/pdf_file/0005/1778/tsra20cultural20protocols20guide.pdf

    Troy, Jaky (1992) http://www.williamdawes.org/docs/troy_paper.pdf

    UNDRIP (United Nations Declaration on the Rights of Indigenous Peoples) (2007-8). http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

    Walsh, Michael (1997). ‘Cross Cultural Communication Problems in Aboriginal Australia’, Darwin: North Australia
    Research Unit. Discussion Paper No.7.

    Wilkins, David (1992), ‘Linguistic Research under Aboriginal Control: A Personal Account of Fieldwork in Central Australia’. Australian Journal of Linguistics 12.1: 171-200.

    Zuckermann, Ghil‘ad 2003. Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan.

    Zuckermann, Ghil‘ad (2003), ‘Hideous Spectre of Censorship’. The Times Higher Education Supplement, 15 August, p. 14.

    Zuckermann, Ghil‘ad (2006), ‘“Etymythological Othering” and the Power of “Lexical Engineering” in Judaism, Islam and Christianity. A Socio-Philo(sopho)logical Perspective’, pp.237-58 (Chapter 16) of ‘Tope Omoniyi and Joshua A. Fishman(eds), Explorations in the Sociology of Language and Religion (Discourse Approaches to Politics, Society and Culture series). Amsterdam: John Benjamins.
    .

    Zuckermann, Ghil‘ad (ed.) (2012). Burning Issues in Afro-Asiatic Linguistics. Cambridge Scholars.

    Zuckermann, Ghil‘ad (ed.) (2014). Jewish Language Contact, Special Issue of the International Journal of the Sociology of Language

    Zuckermann, Ghil‘ad (2020). Revivalistics: From the Genesis of Israeli to Language Reclamation in Australia and Beyond. New York: Oxford University Press. ISBN 978–0–19–981279–0 (pbk), ISBN 978–0–19–981277–6 (hbk). Special Friend's 30% Discount Promo Code: AAFLYG6


    Online Learning
    An interview with Stolen
    Generation Barngarla man Howard Richards and his wife Isabel: https://www.youtube.com/watch?v=H-lURCA_ErM

    Language Revival: Sleeping
    Beauties Awake: http://www.waikato.ac.nz/news-events/media/2012/language-revival-sleeping-beauties-awake

    Language revival expert
    calls for native tongue title: http://www.scoop.co.nz/stories/CU1208/S00480/language-revival-expert-calls-for-native-tongue-title.htm

    Additional course-related material will be posted on MyUni including Announcements and other resources.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is delivered through a two-hour lecture (online) and one-hour tutorial (in-person or online) each week. Lectures will provide much of the content, but will also provide opportunity for discussion of issues from time to time. 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

    Intercultural/Cross-Cultural
    Communication (CCC): a requirement for the interdependent global society

    Week 2 Communication and culture: the voice and the echo
    Week 3 The deep structure of culture: lessons from the family
    Week 4 Worldview: cultural explanations of life and death
    Week 5 Cultural history: precursor to the present and future
    Week 6
    Cultural values: road maps for behaviour

    Week 7 Culture and identity: situating the individual
    Week 8 Verbal messages: exchanging ideas through language
    Week 9 Nonverbal communication: the messages of action, space, time and silence
    Week 10 Intercultural communication in contexts: applications in business, education and healthcare
    Week 11 The challenges of cross-cultural communication: managing differences
    Week 12 Living overseas: misunderstandings and miscommunications across languages. A case
    study
    Specific Course Requirements
    Attendance to the 80% of tutorials is compulsory. Students will be expected to complete additional exercises and small-scale investigations between tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation). Please note that a maximum grade of 85/100 will be awarded to students who actively participated and completed activities during tutorials and lectures.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Mid-Point Assignment 20%
    Oral Presentation (during tutorials) 25%
    Post-Presentational Paper 45%
    Attendance & Contribution
    (Positive Participation)
    10%
    Assessment Related Requirements
    Attendance to the 80% of tutorials is compulsory. Students will be expected to complete additional exercises and small-scale investigations between tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation). Please note that a maximum grade of 85/100 will be awarded to students
    who actively participated and completed activities during tutorials and lectures.
    Assessment Detail
    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.

    All assignments must be in grammatical English.

    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.

    Assignments submitted during the teaching semester will be returned within approximately two weeks of the submission 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 .

  • 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.

  • Student Support
  • Policies & Guidelines
  • 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.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.