Chabot College
Fall 2007
Course Outline for Speech 11
INTERCULTURAL COMMUNICATION
Catalog Description:
11 - Intercultural Communication
3 units
Intercultural communication, with a focus on the analysis and comparisons of message perception
and transmission in interactions between people from different cultures. Particular attention to values
and meanings reflected in American culture, specifically the crisscrossing dynamics of race, ethnicity,
gender, religion and class. Emphasis on practical application of skills for effective communication
between people of different domestic and international cultures. 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
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describe the basic communication process;
identify and demonstrate effective critical listening skills;
define culture and related terms;
analyze the dynamics of communication between people with different cultural heritages
(both international and domestic);
assess how communication affects and creates culture;
assess how culture helps create and affects communication;
identify diverse Western and non-Western cultural orientations, values, attitudes, and behaviors;
recognize and assess different communication and cultural patterns and their synergetic affects
on each other;
describe contemporary communication networks that link the United States politically,
economically, and socially with other countries;
analyze and describe how culture influences communication in both Western and non-Western contexts;
identify similarities and differences in communication styles that are unique to particular
international and domestic culture;
determine when cultural issues influence communication in developing interpersonal relationships;
demonstrate the basic knowledge of how to transcend Western and non-western cultural and
ethnic differences to build “community”;
identify and demonstrate specific communication skills necessary for intercultural communication
experience;
a. elements of conflict and conflict resolution
b. empathy
c. listening skills
identify the obstacles to effective intercultural communication
a. power and power relationships between cultures
b. stereotypes, ethnocentrism, racism, and prejudice
participate in class activities to improve communications skills when dealing with different cultural
backgrounds.
analyze co-cultures and compare and contrast decisions to assimilate or segregate from
“mainstream American” culture
Identify different cultural ethnicities, histories, and heritages and their influence upon “typical
American” cultural norms and mores.
Course Content:
1. Introduction to the communication process
2. Definition of culture and related terms
3. Cultural similarities and differences in American/Western and non-Western contexts
a. Gender (culturally variable)
b. Asian-American (non-Western based)
c. American-Latino/a (non-Western based, with Western influences)
d. African-American (Western based)
e. Other underrepresented groups
Chabot College
Course Outline for Speech 11
Page 2
Fall 2007
4. Historical and cultural influences on distinct communication styles
a. Gender historical influences
b. Asian-American historical influences
c. American Latino/a historical influences
d. African-American historical influences
e. Other underrepresented groups
5. Political, economic, and social interdependence between Western and non-Western cultures
6. Cultural background and its effects on communication behavior
7. Intracultural communication
a. co-cultures
b. assimilation and segregation
8. Intercultural communication
a. Verbal and nonverbal communication
b. Intercultural communication competence skills
9. Obstacles to intercultural communication competence
a. discrimination
b. stereotypes
c. ethnocentrism
10. Critical listening/active listening
11. Interpersonal communication and culture
12. Conflict and Conflict resolution
Methods of Presentation:
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Lecture/discussion
Audiovisual material
Guest presentations
Demonstrations/presentations
In-class group activities (peer to peer teaching)
Typical Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Research projects
b. Cultural Interview/Paper: Review scholarly literature regarding student’s ethnic history. Then
compare and contrast that history with a family member’s version of history. Relate this to
issues of identity
c. Create Your Own Culture Project: What is your culture’s main values? Who is the dominant
culture? What is their language based on? What is their non-verbal communication? Where
do they lie in terms of context and Hofstede’s value analysis?
d. Analysis of Conflict and Conflict Resolution using the Mass Media (TV, Film, etc.) as a source
2. Methods of Evaluating Student Progress
a. Quizzes
b. Midterm and final examination
c. Group assignments
d. Individual and group term projects
Textbook(s) (Typical):
The Good Black, Barret, Paul M., New York: Dutton, 1992.
Malcolm X, The Autobiography of Malcolm X, Alex Haley. New York: Ballantine Books, 1964.
American Mosaic, Mano, Sandra and Roche Rico, Barbara 3rd ed. Boston: Houghton Mifflin, 2001.
Experiencing Intercultural Communication: An Introduction, Martin, Judith N. and Nakayama, Thomas
K., 2nd ed. Boston: McGraw Hill, 2005.
Communication Between Cultures, Porter, Richard E. and Samovar, Larry A., 4th ed. Belmont:
Wadsworth/Thompson Learning, 2001.
A Different Mirror: A History of Multicultural America, Takaki, Ronald Boston: Backbay Books, 1993.
Special Student Materials:
Supplemental Instructional Packet
dk 10/30/06
C: Curriculum 2006-07