Question:
Discuss about The cross cultural communication for Business .
Answer:
Introduction:
The cross cultural communication is one of the major issues that have been gaining much attention by the scholars for years. To enlighten the area of the cultural diversity and the impact of the same on communication, the chosen case study is based on the perception of cultural competence of the undergraduate community health students. The article emphasizes upon the cultural aspects of the community with number of variables in order to identify and analyze the barriers of communication presents in the specific cultural community group. On the other hand, the underlying purpose of the article is to present community health in terms of encountering challenges in the communication due to the cross culturalism. Moreover, the research paper proposes to promote the community health with its relation to the cross culture communicative elements.
Research Question:
How do cultural competencies enhance the cross-cultural experimental learning?
Theoretical framework:
The theoretical framework used in the research paper is based on the Campinha-Bacote’s model of cultural competence which incorporates with the fiver interrelated constructs of cultural competencies. The research is based on the health promotion along with an educational approach, the model is appropriate in terms of delivering health care to the community people.
Finding:
The findings are based on qualitative methodology and are divided into three themes for such as cultural knowledge and cultural awareness, observation and learning and cross-cultural communication. The findings present that in order to promote health care, the cultural knowledge and awareness are necessary for underling the specific values, practice and beliefs of the community people. The second theme refers to the challenges based on culture faced by the community students while learning whereas the third theme shows various aspects of the cross-culture communication reflected by the community students.
Conclusion:
The conclusion proposes that the enhancement of cultural competencies can help the community students in academic learning in classroom. The model of Campinha-Bacote’s based on cultural competence will help in delivering healthcare as well. In addition, the research implies that faulty member can also help the students to mitigate the challenges. However, the research is limited to the small context which needs further recommendation for wider literature study.
The purpose of this case analysis is to bring together your understanding of both the linguistic and cultural concepts presented in the course and then to apply them to a particular situation or group of people (in whatever way you may define them).
A case study is an analysis of a particular cross-cultural situation in which a number of variables are described and explained with a view to making the underlying communication interactions clear. You will be using the case analysis as an introduction to your final academic research portfolio that will explore theoretical and other research findings on the main topic(s) that the case analysis highlights. The topic may also be related to your short orals and your final seminar presentation (see below) and help in exploring a variety of perspectives or sub-focuses within your topic. A limited case analysis report does not have to be heavily theoretical at this stage of the research portfolio, but can still be descriptive and analytical.
Logistics:
You can find your case in any area you wish, whether already shown/discussed in class or in your other courses related to your degree. You can search through the news (both electronic and print media), literature (fiction, essays, etc.), research studies, videos, films, or online for a sample of a cross-cultural situation. Or, you could choose a more personal example, provided you can describe or transcribe it fairly accurately. Your case will be analyzed in terms of relevant communication features. Your first report is more of a descriptive analysis than a theoretical analysis at this stage.
Task:
Look over the list of elements that could be variables in a specific instance of cross-cultural communication and select the most salient ones that you think apply to the case sample you have found (given in class but also available on the website). Although some may not apply or be apparent in your case, try to cover as many elements on the list as are feasible.
Your analysis should be quite detailed concerning the linguistic, pragmatic, cultural and personal aspects of the case, as appropriate to the situation or evidence.
Case Study Proposal & Initial References (5%) MAX.= 1 pg. double-spaced, 12-point font
The proposal is a statement of intent that indicates an area of interest that you plan to investigate and analyze. This could be triggered by an incident in the media, a personal encounter (well transcribed or paraphrased), or something you have read.
Your proposal should indicate why the case is interesting, what aspect of cross-cultural communication it might reveal, who the interactants are (in terms of gender, age, SES, ethnicity, etc.), and their roles within the interaction.
You might also propose a likely communication feature that will be the focus of your analysis (e.g., affective aspects, linguistic choices, tone, codeswitching, identity determination, silence, grammatical or discourse features, politeness markers, etc.)
The proposal should include a first (incomplete) list of several references that might be worth reading to explore the topic. (Your library abstracts search skills will be helpful here, but you may also use any references presented in the course pack as long as they are not the sole sources for your case data.)
A 3- to 5-minute oral in class on the due date will present your proposal to the class for feedback and suggestions.
Case Study Analysis Report (10%) MIN. 2 pgs. to MAX.= 5 typed pages, double-space
12-point font (approx 1,000-1,200 words)
NOTE: A report is NOT an essay but rather a focused sectioned analysis, formatted with headings and subheadings.
This initial report of your case study portfolio should be a thorough description of your actual sample situation. It should also include a projection of likely theoretical perspectives that would aid in your more detailed analysis in part II.
The case study analysis (part I) should focus on the cross-cultural communication aspect, supported by the evidence found in an actual encounter, video clip, media source, readings, etc. Be specific with your examples and also be sure to support your analysis of the case with relevant references as appropriate. (The information from your collaborative assignment could be a part of this analysis IF relevant to your focus.)
Part II: Main Research Portfolio (35%)
Proposal for the final paper 5%
The proposal is a plan (1 page typed max.) for your research, plus a short list of initial references (which may include those provided in the course as well as other sources you found). The proposal may be based on the case study and so extend the topic to include a projection of research focuses and theoretical perspectives as suggested by relevant academic sources. However, you may also change topics if you prefer.
Seminar Oral Presentation (5%)
PLUS Key Point Notes for the class (5%)
The seminar presentation is a summary of the key aspects of your final research. It should be about 8 to 10 minutes long, with either a Power Point to be posted online or the right number of handouts for the class to do notetaking. Students will be writing short responses to the seminar presentations and will submit at least 5 responses as part of their own portfolios.
Responses to 5 seminar presentations (*one per presentation day) (5%)
Final Research Portfolio & Report (15%)
The final report should be a thorough theoretical analysis of the case/sample you introduced in your Part I report. It should go into more details and provide specific examples from the case to support the theoretical conclusions or perspectives you find relevant. You are not obliged to stick to a single theoretical model for all aspects of your case analysis.
MAX.: 8 pages, double-spaced, 12-point font (approx. 2500 words)
NOTE: A report is NOT an essay but rather a focused sectioned analysis, formatted with headings and subheadings.
Your final bound binder (e.g., duotang) should include all components, sectioned, with a:
Cover Page with all necessary personal and course ID
Table of Contents listing the sub-sections of your Research Portfolio
(Only paginate the actual components listed below.)
The prof gave us some articles to use as a case study my subject with sojourning.
P. SOJOURNING (studying or working abroad)
Cameron, L. J. (1990). Staying within the script: Personality and self-directed learning. System, 18 (1), 65-75.
Cannon, E. (2011). Tips from an accidental ‘interculturalist’. Cross-Cultural Communication, 7 (1), 112-121.
Furnham, A (1993). Communicating in foreign lands: The cause, consequences and cures of culture shock. Language, Culture and Curriculum, 6 (1), 91-109.
Gmelch, G. (1997). Crossing cultures: Student travel and personal development. International Journal of Intercultural Relations, 21 (4), 475-490
[more anthro. than linguistics]
Imahori, T.T. & Lanigan, M. (1989). Relational model of intercultural competence. International Journal of Intercultural Relations, 13, 269-286.
Kalberg, S. (1987) West German and American interaction forms: One level of structured misunderstanding. Theory, Culture & Society, 4, 603-618.
Li, H., Fox, R. F. & Almarza, D. J.(2007). Strangers in stranger lands: Language, learning, culture. Online Submission; International Journal of Progressive Education, 3 (1).
Magnan, S. S, & Back, M. (2007) Social interaction and linguistic gain during study abroad. Foreign Language Annals, 40 (1), 43-61.
Serrie, H. (1984). Cross-cultural interaction: Some general considerations for innocents abroad. Studies in Third World Societies (Williamsburg) no. 28, 53-58.
Taillefer, G. (2005). The literacy practices of British, French and Spanish law students as background for study abroad. Journal of Research in Reading, 28 (4), 435-451
