Oral Communication In Context PDF

FIRST QUARTER  Heart: Effective listening involves paying attention to COMMUNICATION verbal and nonverbal communication; allows us to care...

FIRST QUARTER  Heart: Effective listening involves paying attention to COMMUNICATION verbal and nonverbal communication; allows us to care enough to genuinely seek understanding - Two Latin words: communis and communicare - Communis: Make common Elements of the Communication Process - Communicare: Make common to many; Share - A process of sharing experience that is clear and Divided into elements that help us better understand its understandable mechanics or process. - Systemic process by which people interact 1. Speaker/Sender through the exchange of verbal and nonverbal - The source of information or message symbols to create and interpret meanings 2. Receiver/Listener - We must have an idea or information to share - The recipient of the message or - It can go back and forth between speaker and someone who decodes the message receiver until both parties are satisfied; having - Two essential elements in every the chance to correct and clarify things if they communication situation are the sender feel misunderstood and receiver - People encode the message 3. Message - The receiver will filter the message which - Information, ideas, or thoughts interprets the sender’s thoughts conveyed by the speaker in words or in - Be present, respectful, focused; you should feel, actions hear, and see 4. Encoding - Process of converting the message into Ting words, actions, or other forms that the - Chinese Character of “to listen” speaker understands - Captures the full spirit of listening - ex. If the message is to say hello, it will - Communication needs to be exact be encoded by sending messages, - All need to be present when you are listening to waving, etc. the words - The message stays the same but the - Listening is a full-body experience process of delivering that message - Balanced, complex, and subtle depends on the speaker - Only hearing and sight deal with the body while 5. Channel the others deal with emotions and state of mind - Medium or the means, such as personal - The balance creates richness and power in or non-personal, verbal or nonverbal, in listening; thus, comes impact for the speaker and which the encoded message is conveyed listener - It is an outlet which a speaker uses to - Teaches the balance between body and mind convey their message during listening and the multi-dimensional - If it is personal, it would be through nature of listening action or speaking - If it is non-personal, it would be done by Ears: Physiologically we need ears to listen; listens to message what is said and not said - Ex. email, newspaper, TV, text, etc. 6. Decoding King: True listening treats the other person as royalty - The process of interpreting the encoded message of the speaker by the receiver Eyes: We can also listen with our eyes - Sometimes there is miscom. and misinterpretations—receiver should be Undivided Attention: Active listeners focus their careful when interpreting the true attention on the person who is talking meaning of the message  - The audience is trying to reconstruct the - If nonverbal cues do not align with the verbal message by giving means to symbols message, ambiguity is introduced even as and interpreting it as a whole uncertainty is increased 7. Feedback - Reactions, responses, or information 3 Factors in Sending the Message - Berlo provided by the receiver 1. Message code: How symbols are structured - Reply to the sender 2. Content: Selection of material expressing the 8. Context purpose - Environment where communication 3. Treatment: This is how the message is presented takes place - It encompasses various factors that can 3 Dimensions - Connected to the Factors influence the interpretation and meaning 1. Elements: Ideas presented in the message of the message 2. Structure: How the message is organized - Ex. time, space, events, and environment 3. Production: Length and placement of the 9. Barrier / Noise message - The factors that affect the flow of communication Channel - Barriers can be anything that may be misrepresented or avert someone during - Medium or instrument used by the sender and the communication process the receiver to transmit information - Face-to-face conversation, telephone calls, text messages, email, internet, soc med, etc Sender and Receiver - The two essential elements in every Dimensions: communication situation are the sender and 1. Channel Credibility receiver - Expertness & trustworthiness of channel - Starts with them as to how the receiver perceives it - Sender: wishes to convey an idea or concept to - e.g. print media, TV others, seek information, or express a thought or 2. Channel Feedback emotion. This is done by encoding the idea by - Mostly occurs face-to-face bcs that’s selecting symbols with which the message is where you easily convey your feelings composed - How the channel responds to the - Receiver: Person to whom the message is sent receiver - e.g. Face-to-face communication Factors affecting Sender and Receiver 3. Channel Involvement 1. Communication skills - Participation of the senses in receiving 2. Attitude information from a communication 3. Knowledgable level channel 4. Socio-cultural system - e.g. Face-to-face communication 4. Channel Availability Message - Extent and frequency of the availability of a channel for use to a given audience - Verbal content like written or spoken words, - e.g. In some areas TV or print media sign language, email, text messages, phone calls, may not be available etc and includes nonverbal content or 5. Channel Permanency meaningful behavior beyond words like body - The channel’s availability to preserve language and carry the message - Intentionally or not, both verbal and nonverbal - e.g. Print media content is part of the information that is transferred in the message  6. Channel Multiplicative Power present but mentally absent (prejudice and - Speed and timeliness of a channel in defensive feelings can also interfere with covering areas of communication communication) - e.g mass media— tv, radio 4. Semantic Noise: Using unnecessary technical 7. Channel complementary language. Authors sometimes create semantic - Uses one channel and compliments or noise by using jargon or unnecessary technical supports another channel language. Syntax is a code; likewise in grammar, - Podcasts can now be watched on video we have a code to follow - e.g. Mass media, interpersonal channel Context - Words and sentences that surround any part of a discourse and that help to determine its meaning - Sometimes called linguistic context - Refers to the aspect of an occasion in which a speech-act takes place, including the social setting and the status of both speaker and person who is addressed Syntax and Semantics Noise - Connected with each other - Some sentences are syntactically correct and - Anything that interferes with the communication semantically wrong process between the speaker and an audience - Syntax | Set of rules that determines the - Interference arrangement of words in a sentence - 2 proponents: Julia T. Wood and Alan Jay - Semantic | Different interpretations of words; the Zaremba meaning of words, signs, and sentence structures Classification of Noise Acc. to Alan Jay Zaremba 1. External Noise: Sources are external Feedback - Atmospheric - Response from the receiver which gives the - Extra-terrestrial noises communicator an idea of how the message is - Man-made noises or industrial noise being received and whether it needs to be modified 2. Internal Noise: Noise which gets generated within the receiver or communication system Kinds - Thermal or white noise (Johnson noise) 1. Positive: When the intended message is - Shot noise achieved - Transmit time noise 2. Negative: When the intended message is not - Miscellaneous internal noise achieved 4 Kinds of Noise Acc. to Julia T. Wood 1. Physiological Noise: Whatever we feel— FUNDAMENTALS AND MODELS OF fatigue, headaches, medication—that affects the COMMUNICATION way we feel and think 2. Physical Noise: From our environment— overly How do we communicate? Structure? When to start and dim or bright lights, spam and pop-up ads, stop? Was it received or interpreted well? extreme temperatures, and crowded conditions 3. Psychological Noise: Affects how we communicate and interpret others— physically Miscommunication Aristotle’s Model - Leads to misunderstandings and confusion - He defines rhetoric as “the faculty of observing - Human communication is complex in any given case the available means of - Becoming more aware of what happens in a persuasion” conversation lessens the chance of - There is no feedback miscommunication (you have to know the (1) Ethos: Speaker context first) (2) Logos: Message - Transactional Model: We create meaning (3) Pathos: Emotion through a conversation - A person interprets a conversation through their relationship with the person they’re talking to Ways to Prevent Miscommunication 1. Passive hearing is not the same as Active Listening 2. Listening with both eyes and ears 3. Taking time to understand 4. Being aware of your filters in a conversation Communication Models Shannon and Weaver - Communication is complex and difficult to - Was propagated by Claude Elwood Shannon and determine where and with whom a conversation Warren Weaver while on theri work at Bell would start and end Laboratories - Sometimes it is helpful to consider different - Considered to be one of the earliest influential communication models models and was developed in 1948 - Simplifies the process by providing a visual - Shannon was working on an effective way to representation of the various aspects of a transmit electrical signals communication encounter - Found that static interferes during telephonic - Explains communication in a more detailed way conversations - Can’t genuinely recreate what will truly happen - Gradually developed into the noise concept of in a conversation communication - Models still serve a valuable purpose for - Also introduced a mechanism in the receiver students of communication which corrected the differences between the - Helps in preparing for future conversations and transmitted and signals learning from previous one - Mechanism which introduced a technique that gradually led to the concept of feedback in the 1. Transmission / Linear long run - One-way communication/format in which a - Is directed at solving the problem of noise in the sender intentionally transmits a message to a channel when an electrical signal is transmitted receiver from one machine to another - We are left to presume that the receiver received - Small unlabeled box in the middle of the or did not receive it diagram represents the physical channel - No element of feedback (telephone line, fiber optic cable, or computer chip) - Shannon emphasized that his mathematical theory of communication is relevant only for understanding and solving the engineering problem of signal transmission, He refrained  from any implication the soution of this problem Laswell’s Model of Communication could have or understanding the semantic - Considered to be an influential model in the aspects of communication earlier days - Originally presented a mathematical theory of - 1948 to the early 1950s were the development communication years of communication - Shannon’s reluctance to generalize his theory - Bcs it was new at the time, the concept proposed could not prevent his and Weaver’s ideas on was prone to criticism communication from being quickly and - Was founded on a 5 W’s approach—WHO says enthusiastically received and being rejected by WHAT to WHOM through WHICH channel social scientists with WHAT EFFECT** - Primarily concerned with mass communication Elements and propaganda - Are mathematicians and engineers - The focus was on the source and channel - There is a sender, a channel, and a receiver through which information was sent - Intended to be a mathematical model but was - Based on the effect of the sender's message on later accepted to be part of the communication the receiver process (originally transmuted electronic - Persuasive rather than informative signals) - Indicated that there was an effect of the - Source of information which produced a communication that occurred message (sender) - Effect: Observed changes that occurred in the - Transmitter encoded the message into signals for receiver due to communication process that transmission occurred - Channel through which signals were to be - Communication did not occur in a vacuum; transmitted every message was sent with a purpose an gave - Destination where the message arrived after a rise to the concept of effect decoding - Entirely linear in nature; No element of feedback - Element of noise interferes when the communication is occuring Characteristics 1. A linear model 2. Based on the effect of the sender’s message on the receiver Problems with the Mathematical Model Problems with Lasswel’s Model - True to no feedback, the clarity and - No feedback for the message understanding of the decoded message was - It is very linear in nature (researchers say questionable communication is always in a circular motion - Situational or contextual noise at that point of because of feedback element) time was not taken into account - It presents communication as a persuasive - It wasnt known as to how effective the received process rather than informative process as the meaning was and if it lead to an effect in focus is on the effect that the communitcation behavior or action of the recipient casues on the receiver David Berlo’s S-M-C-R Model of Communication Knowledge - Communication is powerful, when communicating has in-depth knowledge of the topic or subject that one is talking about - This teamed with an open attitude allows a better outcome of communication - Knowledge on subject of conversation is important; thus, today’s technology does not - Source, message, channel, receiver model permit you to go laxed, people verify and - Depicted how there were several factors that respond to ignorance influenced each element in the process of communication Social Systems - Source encode the message through a channel - As humans, we are born into a family that which is decoded by the receiver (they have to belongs to a particular social system be on the same page) - May be a particular family unit, community, - Elaborated on the Shannon and Weaver model schooling, organization, industry, etc. but came up with his interpretation and then - Influential Factors: One’s location, published it in his book socioeconomic status, rave, religion, societal - Linear model bcs the stress is placed on the function message which is to be transmitted - We were all raised differently; looking at the - The IDEAL MODEL bcs you have to be in the family background, religions, culture, etc same wavelength - Every individual communicates and every - Has no concept of noise or barriers recipient receives and interprets the message - Communication used to be a one-way process according to these factors constantly within us - Source: Not all the time we are at the same and are an integral part of us wavelength Culture Communication Skills - Families follow different traditions, faith - If an individual has good communication skills, practices, beliefs, community or ethnic the communication surely is better as the orientations, values, laws they abide with, receiver can grasp the message quickly societal norms they follow, etc - Poor comm skills can hamper healthy - Cultural nuances enhance any communication communication - What may be appealing and beautiful in one - Includes varied skills like fluent speaking, clear culture, maybe highly derogatory in another presentation, clear reading / writing, careful culture listening, avoid clutter, cutting the other person - While communicating, it is advisable to short, etc understand the recipient of the message and the cultural background before the message is Attitude spoken and vice versa with the recipient - Sender’s attitude is of equal importance as the recipient's attitude to create the impact of the Problems with Berlo’s Model message - Linear; no concept of feedback - Depends on his / her understanding of self, the - No concept of noise or barriers other, and the environment around - Some scholars mention the lack of the concept - Can create a whole lot of meaning and influence of the sixth sense or feeling that can effect the effect of the message communication - Sender and recipient's attitude matter - Attitude influences one’s involvement and focus on something 2. Interaction / Interactive Wilbur Schramm’s Model - Our sender becomes the receiver and the receiver becomes the sender—roles interchange - Generates meaning by sending messages and receiving feedback within physical and psychological contexts - Incorporates feedback which makes it more interactive - Feedback - Messages sent in response to other messages - One-way; unidirectional - Leads to more complex understanding - Modified it and created a Venn diagram; adding of the roles of participants in a the field of experience communication encounter - Similar to Berlo’s model - Has two sender-receivers who exchange - 2 fields of experience overlap and share messages something similar - Each participant alternates roles as sender and - Was further revised in 1971 receiver in order to keep a communication - Share same field of experience encounter going - There is a feedback and now there is a cycle - We alternate between roles of sender/receiver - Is used in both intrapersonal and interpersonal very quickly and often without conscious communication thought Components of Osgood-Schramm Interactive Model of Communication Sender - Encodes and sends the message 1. Physical Context: Environmental factors in Message - Content shared between the parties communication encounter Receiver - Interprets or decodes a message ○ Size of room, colors, layout, Semantic Barriers - Differs with beliefs, experience, and temperature, and lighting of a space values that influences how the sender conveys a message 2. Psychological Context: The mental and and how the receiver interprets it emotional factors in a communication encounter - Shows how meaning is transferred from one ○ If you’re feeling well, stress, anxiety, person to another and other emotions - He added field of experience: basing it on individual beliefs, values, experience, and Charles E. Osgood - 1954 learned meanings both as an individual or part of - Communication is seen as a dynamic process the group where there is a healthy interactive relationship Denotative: Literal meaning of the message that is between. source and receiver universally same and accepted by all - Simple model Connotative: Based on one’s emotional or personal experiences (figurative language, metaphors; different among other people; based upon their evaluation) Feedback: - Model take communication as a never ending process which constitutes messages and feedback - Each person is both sender and receiver, so there must be interpretation of the message on each turn  - Interpreted data is also known as informations - The message passing takes place with constant - Makes communication effective but could feedback being provided from both parties possibly cause problems too as the message sent - Feedback for one is the message for the other after encoding might not be the same when - Not opened for everyone to undersgbd and know decoded by the receiver - Instead of linear, it is circular - Is not conventional - Important component as it lets the sender know Diagram: if the receiver has interpreted the message or not - Message becomes useless if the receiver does not understand it making feedback different than the expected outcome 3. Transaction / Transactional - Most ideal or realistic out of all - Is happening simultaneously - No sender and receiver but communicators bcs they don't need to change roles - Co-creating meanings - More complex understanding of context - Arrows show the message is intentional and - Many scholars view communication as more receiver needs to give feedback. They also show than a process that is used to carry on the process of production of technical encoding, conversations and convey meaning interpretation, and decoding - Differs from others by conceptualization of - Jagged Lines show the availability of cues can communication, sender and receiver, role of be unlimited (VVVV) context - Valence Signs (+), 0, (-) show the degree of - Portrays context as physical and psychological attractiveness of the cues in the message influences that enhance or impede - Speech act is the particularinstance of communication communication in the model - Context focuses on message transmission and - Filters are the realities of people engaged in reception communication where the senders’/receivers’ - Views communication as a force that shapes our personal filters might differ according to realities before and after specific interactions cultures, content of the message occurm it must account for contextual influences - Noise is the probem that arises in outside of a single interaction communication flow and disturbs message flow - Cconsiders how social, relational, and cultural - Public cues (Cpu) - physical, environmental or context frame and influence our communication artificial and natural or man-made encounter - Private cues (Cpr) is the private objects of - As you listen you are formulating ideas; not orientation which include senses of a person; can waiting for feedback to formulate the idea be verbal or nonverbal, or behavioral cues - Behavioural cues can be verbal (Cbehv) or Barnlund’s Transactional Model of Communication nonverbal (Cbehnv) - Model is a basic interpersonal communication which articulates that sending and receiving of Advantages of Barnlund’s Transactional Mode of messages happens simultaneously between Communication people - Share field experience of sender and receiver - Multi-layered feedback system - Talks about simultaneous message sending, - Continuous process where sender and receiver noise, and feedback interchanges and are both equally important  - Taken by critics as the most systematic model of - Focuses on the importance of nonverbal clues communication when they appear to conflict with words used or tone in which they are spoken Disadvantages of Barnlund’s Transactional Mode of 1. Nonverbal Behavior (facial expressions) Communication 2. Tone of Voice - Very complex 3. Literal Meaning of the Spoken Word - Both sender and receiver must understand the 38% - Voice, tone, modulation, pauses codes sent by the other; each must possess a 55% - Body, movements, face, arms similar “code book” →concept is not mentioned 7% - Words/Verbal in the model but understood →93% of communication is nonverbal 7 Classifications of Communication - Knapp NONVERBAL COMMUNICATION Proxemics (Distance) →Check the handout provided: - Communicating using distance NONVERBAL+COMMUNICATION+HANDO… - Different cultures have different comfort levels of distance - Vital form of communication as it is considered - ex. Filipinos are used to being close to people natural, unconscious language, which expresses (mano) people’s true and deep feelings or intentions at a - As children grow older and become less certain moment dependent on parents they require more space - Process where people have an intentional or - Men tend to take up more space than women unintentional manipulation of normative actions and expectations, express experiences, feelings, Edward T. Hall’s 4 Levels of Distance and attitudes in order to relate and control 1. Intimate: 0-18in themselves, others, and their environments 2. Personal: 18in-4 feet - Transfer of meaningful information from one 3. Social: 4-10 feet person to another by means other than written or 4. Public: 10 feet to infinity spoken language - “Oral and nonoral messages expressed by than Haptics (Touch) linguistic means” - Messages transmitted by vocal means that don't - Communicating through touch involve language - ex. Filipinos express through touch - Sign language and written words are not - Communicating through nonverbal haptics considered as non verbal communication. involves handshake, pat, kiss, slap, hug, - Through actions, you are already sending out massage, hit, kick, embrace, tickle, etc messages; intentional or not - Each touch communicates a unique message like - Nonverbal communication is powerful; 60% of fear, disgust, love, encouragement, gratitude, all communication is nonverbal sympathy, anger, sex, pain, violence, etc. - Knowledge of several factors involved with nonverbal The power of touch: - Is subject to change according to culture and - A study found that stranger that were touched gender were more likely to change left in a phone booth - A study found that food servers who used touch 3 Core Elements in Effective Face-to-Face receive larger tips Communication or Attitudes- Dr. Albert Mehrabian - Library study found that students who were - Account for how we convey our liking or slightly touched by clerk while checking out disliking of another person library books evaluated the library much more favorably than those who were not touched. Chronemics (Time) - Many self-help books suggest mirroring - Time is handled differently with different techniques to get people to like them to slowly cultures build rapport - Being late is a sign of disrespect and them not being considerate of your own time Gestures - Ex. Filipino Time - A form of nonverbal communication where - A study found that people who arrive 15 minutes visible bodily actions communicate particular late are considered dynamic, but much less messages, either in place of speech or together competent, composed and sociable than those and in parallel with spoken words that arrive on time. - Includes movement of hands, face, etc - Interpreted as insincere and has a lack of effort - Can be seen as subtle or not-so-subtle cues. - Anderson and bowman have identified three - We use gestures to take place of words or help specific examples of how chronemics and power increase understanding of what is being said converge in the workplace—waiting time, talk - Deliberate movements and signals are an time, and work time important way to communicate meaning without words Kinesics (Behavior) - Common gestures include waving, pointing, and a thumbs up sign; other gestures are arbitrary - Communicating through body movements and and depending on culture behaviors - Waving hand - hello or good-bye - Ekman and Frismen established - Head nod - yes - Shaking head side-to-side - no Facial Expressions: - Differ from location to location - Face is capable of conveying 250,000 expressions Physical Appearance - Smiling increases sociability, likeability, and - Our choice of clothing, hairstyle, and other attraction appearance factors are also considered a means - Food servers who smile more often earn of nonverbal communication increased tips → Appropriateness is needed - Students caught cheating found students who - 10 research in color psychology has smiled were treated with more liniency demonstrated that differentiated colors can evoke different feelings and self-presentation Eye Contact - Researchers found that appearance can take part - Shows sincerity in how much one can earn - Successful panhandlers (beggars) establish eye →Attractive people tend to earn more and contact bcs we get to see them eye-to-eye receive more benefits - More people are more likely to comply when - Culture is an important influence on how more eye contact is used appearances are judges - Establishes a connection between people - ex. Thinness is valued in Western cultures whereas a fuller physique is seen as wealthy in Body Language Asian countries - Mirroring: Building rapport with others by - Your physical appearance is the picture you mimicking their nonverbal cues present to the world → Giving a friendly atmosphere - People like those who are similar or equal to Artifacts (Dress, belongings, etc.) them - “Mirroring” body language facilitates - Material objects as an extension of oneself compliance object; you can identify people by their artifacts → It persuades someone to agree with them - Clothing has the power to influence - The situation governs appropriate dress  - Even if it is not directly implied that it is an Substituting extension of them, it is seen through the - Use of nonverbal behaviors to say things rather different artifacts than words - People’s uniform tells others what that person - Speaker is replacing the words into actions does for a living - We often answer questions others ask by responding non-verbally rather than verbally Vocalics (Paralanguage) - Ex. nodding your head to answer a question - Use of voice to communicate includes elements rather than just saying “yes” such as pitch, rate, pauses, volume, tone of voice, silences, laughs, screams, sights, etc. Complementing - Laughter can even be interpreted differently - Use of nonverbal behaviors to strengthen what is - Voice has the power to manipulate and/or being said with words persuade - Illustrators: support what is being said verbally; - There is such power in voice, not only through can convey emotions through emojis words, but in tone - Complimenting words with nonverbal cues, - Studies have found that people who talk louder, gestures, etc faster. And more fluently are more persuasive. - Ex. a friend says “I am so sorry” and at the - Deep voices are often viewed as more credible same time makes a sincerely sad face - Powerless style of communication (pauses, uhms, uhs. tag questions) lowers perceptions of Accenting credibility - Way we emphasize certain words in order to clarify what we mean - Tone change Environment - What we surround ourselves with Regulating Ex: The way we decorate our houses - When we manage, we are assisting the group in - Environment is often used to influence order to be organized nonverbally - Controls the flow of the conversation, and tells - Several researchers have found that us when it is our turn to talk or when the other supermarkets strategically place products. person is finished talking - Staples such as dairy, meat, and produce are in - Ex. During convos, one may pause to allow the back or on opposite sides of the store, in room for comments order to force shoppers to browse other aisles Contradicting - When people are saying one thing yet their Functions of Nonverbal Communication nonverbal behavior is telling us something - Most of the time we communicate with completely differently nonverbal cues - More shallow Repeating Deceiving - Use of nonverbal behavior to say what you are - Behavioral experts find contradicting and saying in words deceiving similar - Emblems: Nonverbal behaviors that we use to - Person says one thing but means another, we can display what we mean use our deception detection skills to determine - Not the one repeating the act, it’s with the one that the person’s behavior contradicts their you are communicating with words - Ex. Head nods at the same time as someone is - Can be used when interrogating in criminal acts saying “yes” - There is a discrepancy between verbal and nonverbal messages, researchers advise that you  believe the nonverbal cues which are more DEVELOPMENTAL MODEL OF difficult to fake INTERCULTURAL SENSITIVITY - 3 Deception Clues can be indicated through > Dr. Milton Bennett facial/vocal expression, gestures, or slips of the - Created in 1986, 1993, 2004, and 2013 (was tongue developed in progress) as a framework to explain how people experience and engage cultural difference INTERCULTURAL COMMUNICATION - A grounded theory; based on observations he made in academic and corporate settings about “We can love what we are, without hating what and who how people become more competent we are not.” intercultural communicators - Not only limited with other nationalitie, it also - By recognizing how cultural differences are incorporates culture, lifestyles, attire, identity being experienced, predictions about the - To overcome stereotypes effectiveness of intercultural communication can - Happens when individuals interact, negotiate, be made and educational interventions can be and create meanings while bringing in their tailored to facilitate development along the varied cultural backgrounds continuum - For some scholars, intercultural communications - It is advised to go through the process carefully pertains to communication among people from and slowly different nationalities - Describes the perspectives and behaviors in the - Is influenced by diff ethnicities, religious, and face of cultural difference, and outlines a sexual orientations continuum of increasing cultural awareness, - Both interpretations show that intercultural understanding, and adjustment communication takes place when people draw - Includes 6 stages: Denial, Polarization/Defense, from their cultural identity to understand values, Minimization, Acceptance, Adaptation, and prejudices, language, attitudes, and relationships Integration - Sending and receiving messages across - Each stage describes a cognitive structure that is languages and cultures communicated through attitudes and behaviors - Chart of personal growth includes Ethnocentric ICEBERG: Massive mass of ice is not seen in the stages (Monocultural mindset) and Ethnorelative surface but you need to delve in deeper to fully stages (intercultural mindset) understand it 1. Life ways - Dress, food, housing, artifacts, etc 2. Language - Words, “frames,” naming 3. World View - Deeper meaning > Purpose, meaning, cosmology, interpretation, theories, why, relationships, notions of the sacred Surface Culture - What is known to people - The whys - Tangible: We can see it Deep Culture - Something you need to learn more - - Not tangible; can’t be seen but is understood Stage 1: Denial - Begin to recognize that all people are people, - The individual does not recognize cultural whether they have different traditions or not differences as they only see their own culture - We tend to not look in deep in the different - Created based on the belief that the person’s cultures culture is the only real culture - Love is the universal languages - They fail to see cultural differences and tend to - Primary Emotion: Tolerance isolate themselves from other groups - Able to tolerate differences in culture - Not interested in cultural differences and could - Most difficult to move from because people not care less abt others than the ones that are in think that they are doing okay their direct culture - To move from tis stage, learners need to develop - Primary Emotion: Indifference cultural self-awareness and experience - We can’t go past through the next stages without differences going through this stage - Learners will also benefit from strengthening listening skills, and open-mindedness and Stage 2: Defense working on the ability to perceive others accurately - Individual starts to recognize cultural differences - Need to know different cultures and know what and is intimidated by them, resulting in either a it is all about this superior way] - Learners often feel as though their own culture Stage 4: Acceptance Stage is the only good culture - “These people and I have learned different - Consists of negative stereotyping and us to them values and experiences, and I think we can learn thinking from one another - A person is in defense may feel threatend by - Begins to appreciate important cultural other cultures and their differences differences in behaviors and eventually in values - People tend to be very critical of other cultures - After crossing the bridge, we are now to have an and have a narrow focus on what appropriate intercultural mindset behaviors and cultures are correct - Learners are able to recognize and appreciate - Polarization : reversal bicultural differences through both behaviors →Us right, them wrong and vice versa and values - Primary emotion: fear / anger - Promotes the belief that one’s culture is just one - Inferior primary emotion: shame of the many cultures that exist in the world →conforming to the dominant culture as one is - An important aspect of this stage is that people deemed as the acceptable culture don't necessarily have to agree on anything, they - As manifested in a marginalized group and just need to recognize that there are other ways dominant group: of going about certain situations - There are other cultures existing: it’s either we - People in this stage are often curious about other feel inferior or superior cultures and have a desire to learn - You dont need to agree with their practices, you Stage 3: Minimization just need to accept and respect - Altough individuals see cultural differences, - Primary Emotion: Curiosity they bank more on universality of ideas rather - In order to move from this stage learners need to than on cultural differences gain culturally specific knowledge - Learner begins to find commonalities between - Learners must also have respect for others’ themselves and people of other cultures values and beliefs and maintain tolerance of - Superficial cultures are mostly judged during ambiguity this phase of the model - Examples: eating, money, and others Stage 5: Adaptation Third Culture Kids - The individual is very open to world views when - They continue to look for their identity accepting new perspectives - Learners begin to be competent in how to communicate with people of their cultures - Learners are able to incorporate the world view of others into their on world view - A major aspect of this stage is that the learner will see the world through another’s eyes; thus, learners can change their behavior in order to communicate more effectively Constructive Marginality - Ready to immerse yourself in doing others’ - Experience of individuals who exist between practices two or more cultures but don’t fully identify - Primary Emotion: flexibility / tolerance for with any single one ambiguity - This can result in disconnection and alienation, - There is a danger of stopping at adaptation, it can also present opportunities for unique because there is a possibility of not going back perspectives and adaptability to your roots bcs this is what you’re used to - Can manifest in different ways, depending on - To achieve adaptation and move on to the next how an individual navigates their relationship stage, learners must be able to experience with multiple cultures empathy for other cultures. - Learners will also develop risk-taking skills and 3 Main Forms of Cultural Marginality problem-solving skills. Lastly, learners will need Encapsulated Marginality flexibility with other cultures. - When a person feels trapped between cultures, - Empathy: Putting yourself in someone else's unable to comfortably reconcile their cultural shoes differences - Sympathy: Feeling bad for someone else - Often feel confused, alienates, and torn between - Clarifying goals competing cultural identities - Structural change - Challenges: They experience significant internal conflict and uncertainty. May experience Stage 6 - Integration psychological stress as a result of this - Final stage dissonance - Rarely do learners achieve this level of cultural sensitivity Bi-Cultural Marginality - During integration the learner is able to have - When one successfully navigates and integrates other cultural experience move in and out of two or more cultures their own world view - they are also able to function effectively and - People maintain a marginal self-identity and maintain relationships in both cultures view themselves as “in-process” →Adaptability: - People that reach integration are often culture - Can switch between cultural behaviors, mediators communion styles, and norms depending on the - Able to help others understand different cultures content and promote unity between these two cultures - They often feel comfortable in different cultural - Empathy: Seeing things from the perspective of settings and con meditate between diverse others groups - Ex. speaking both languages at home Constructive Marginality - Individuals who embrace their cultural marginality as a source of strength - They acknowledge their differences and use them to build bridges between cultures, viewing their unique position as a positive asset rather than a hindrance - ex. Those who have lived in multiple places use their knowledge on their cultures to bring people together →Empowerment: - Allows ppl to use their experience of existing between cultures as a platform for greater empathy and understanding - Can leverage their cultural insights to foster intercultural communication and collaboration, becoming mediators or cultural amabassadors - Transcends cultural differences and turn their marginal status into a constructive role in diverse settings SECOND QUARTER