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1
Chapter 5: Verbal Issues in Intercultural Communication
Martin, Experiencing Intercultural Communication, 6e
Chapter 5
Verbal Issues in Intercultural Communication
Study Objectives
After studying the material in this chapter, students should be able to accomplish the following
objectives.
1. Identify and define the components of language.
2. Discuss the role that language plays within different cultures.
3. Describe ways that people deal with language and communication style differences.
4. Explain how language is related to power.
5. Discuss multilingualism and the process of moving between languages.
6. Discuss the complexities of language policies.
Key Terms
• Argot
• Back translation
• Bilingual
• Cocultural groups
• Code switching
• Communication style
• Equivalency
• High-context communication
• Improvised performance
• Interlanguage
• Interpretation
• Language
• Language acquisition
• Language policies
• Low-context communication
• Multilingual
• Phonology
• Pragmatics
• Semantics
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Chapter 5: Verbal Issues in Intercultural Communication
Martin, Experiencing Intercultural Communication, 6e
• Social positions
• Source text
• Syntactics
• Target text
• Third culture style
• Translation
• Verlan
Detailed Chapter Outline
Introduction
• Language is a central element in intercultural communication, whether face-to-face or
online.
o There are often challenges, like understanding slang, and the issue of power is
always present.
o In addition to these challenges, sometimes a very small misunderstanding of one
simple sound or word can change the meaning in an intercultural interaction.
• The sheer number of languages spoken in the world today, about 7,000, is staggering.
o The top 10 languages (Chinese, Spanish, English, Hindi-Urdu, Arabic, Portuguese,
Bengali, Russian, Japanese, and Punjabi) are spoken by nearly half the world’s
population.
▪ Language experts estimate that 800 languages are spoken by New York City
alone.
I. The Study of Language
A. The Components of Language
• Linguistics usually divides the study of language into four parts: phonology, semantics,
syntactics, and pragmatics.
• Phonology is the study of the sound system of language—how words are pronounced,
which units of sounds (phonemes) are meaningful for a specific language, and which
sounds are universal. Because different languages use different sounds, it is often
difficult for nonnative speakers to learn how to pronounce some sounds.
• Semantics is the study of meaning—that is, how words communicate the meaning
people intend to get across in their communication. Sometimes semantics focuses on the
meaning of a single word. Even different cultures that share a language, such as Great
Britain and the United States, may have different words for the same object.
Martin, Experiencing Intercultural Communication, 6e
• Syntactics is the study of the structure of a language—the rules for combining words
into meaningful sentences. One way to think of this is to consider how the order of the
words in a sentence creates a particular meaning. Each language has particular rules
concerning the structure and expression of plurals, possessives, gender forms, subject-
verb-object arrangement, and so on. Learning a new language involves not only learning
new words and their meaning but also the particular rules that govern that language.
• Pragmatics is the study of how language is actually used in particular contexts; the
focus is on the specific purposes of language use. It is not enough to know the grammar
and pronunciation of a language. One must also know how to use the language.
B. Language and Perception
• People’s perceptions are shaped by their language.
o In a way, they communicate or paint pictures with words, and this may greatly
influence how they see groups of people, themselves, or important concepts.
• Another way to understand the way language and perception are intertwined is to think
about how the labels people use to refer to others and themselves can impact
perceptions.
o Sometimes people feel trapped or misrepresented by labels, when others use
labels that they don’t like or that they feel inaccurately describes them.
• Language use is closely linked to social structure, so the messages communicated
through the use of labels depend greatly on the social position of the speaker.
o If the speaker and listener are close friends, then the use of certain labels may not
be offensive or cause a rift in the relationship. But if the speaker and listener are
strangers, then these same labels might invoke anger or close the lines of
communication.
• The idea that the particular language one speaks determines their perception of reality is
best represented by the Sapir–Whorf hypothesis. The hypothesis was developed by
Edward Sapir and Benjamin Whorf, based on research they conducted on Native
American languages. They proposed that language not only expresses ideas but also
shapes ideas about and perceptions of the world.
II. Cultural Variations in Language
A. Attitudes toward Speaking, Writing, and Silence
• In some cultural groups, including many U.S. speech communities, speaking is highly
valued. It’s also important to be articulate in many contexts (interpersonal, small-group,
public speaking).
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Chapter 5: Verbal Issues in Intercultural Communication
Martin, Experiencing Intercultural Communication, 6e
o In these cultural groups, a secondary, or less important, mode of communication is
listening. Silence is sometimes viewed negatively. For example, people may feel
bad or embarrassed if there are too many pauses or quiet moments in
conversations, or they may feel that they aren’t really connecting with people.
o By contrast, many cultural groups place a primary emphasis on silence and
harmony and a secondary emphasis on speech. These groups may actually distrust
speech, particularly public speech.
▪ The Amish, for example, are sometimes referred to as “the Quiet in the
Land” due to their preference for silence, especially in public settings.
▪ Many East Asians not only distrust speech but also see the skillful use of
silence as an important aspect of competent conversation; it shows the
ability to read another person’s mind intuitively, and it may even be a
powerful way of controlling conversation.
o Thus, it is clear that different views on silence can cause misunderstandings and
even conflict in intercultural communication and that silence should be viewed as
a legitimate conversational strategy.
o The relationship between writing and speaking differs across cultures. In the
United States (and other Western cultures), people often emphasize writing over
speaking. Having something in writing, such as a written contract, is far more
powerful than a verbal promise.
▪ In some cultures, however, oral communication is valued more highly than
written communication. Publicly saying that one makes a commitment is
highly valued and seen as more significant than signing a paper.
B. Variations in Communication Style
• Communication style combines verbal and nonverbal elements. It refers to the way
people use language, and it helps listeners understand how to interpret verbal messages.
Recognizing different communication styles helps people understand cultural
differences that extend beyond the words they speak.
o A primary way in which cultural groups differ in communication style is a
preference for high-context communication or low-context communication. A
high-context communication style is one in which “most of the information is
either in the physical context or internalized in the person, while very little is in
the coded, explicit, transmitted part of the message.”
o In contrast, low-context communication places the majority of meaning and
information in the verbal message. This style of communication, which
emphasizes being explicit, is highly valued in many cultures where they feel it is
better to get to the point, be explicit, and not leave things unstated.
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Chapter 5: Verbal Issues in Intercultural Communication
o The indirect/direct dimension is closely related to high- and low-context
communication. A direct communication style is one in which verbal messages
reveal the speaker’s true intentions, needs, wants, and desires; the emphasis is on
low-context communication.
o An indirect style is one in which verbal messages may obscure or minimize the
speaker’s true intentions, needs, wants, and desires; the emphasis is on high-
context communication.
o Elaborate/understated styles refer to the quantity of talk that people value and is
related to attitudes toward speech and silence. The elaborate style involves the use
of rich, expressive language in everyday conversation. By contrast, in the
understated style, simple assertions and silence are valued.
C. Influence of Interactive Media Use on Communication Style
• In general, e-mail, text messaging and especially Twitter all emphasize low-context,
direct and understated communication.
o Interactive media provides increasing opportunities to provide contextual
information along with words; people add emoticons, emojis, and stickers to their
texts as well as photos and videos in order to convey more emotional meanings to
their messages.
o Not everyone adopts or uses all available technologies. Business experts report
that in many countries where high context, indirect communication is preferred,
even though digital communication is prevalent and available (and used in
marketing), business people prefer face-to-face contact or telephone (especially
for initial contacts).
o People may adopt the technologies to their own style. For example, high-context
communicators may use Skype and/or video teleconferencing rather than e-mail
because video and audio allows for more contextual cues.
D. Variations in Slang and Humor
• Slang is generally wittier and more creative than standard language and serves an
important function—it establishes a sense of community identity among its users.
o Slang is particularly important for youth cultures; it’s almost imperative to invent
slang that belongs to each generation, unintelligible to parents and other adults.
• Humor can be another cultural language variation that presents challenges. Trying to
use humor in a foreign language can be really challenging because the basis of humor is
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Chapter 5: Verbal Issues in Intercultural Communication
Martin, Experiencing Intercultural Communication, 6e
often relies on tone of voice (e.g., sarcasm), facial expressions, and other
nonverbal cues that are absent in these communication media.
E. Variations in Contextual Rules
• While recognizing that there are differences in communication styles, one needs to
avoid stereotyping specific groups (such as Japanese or English speakers) in terms of
style. No group uses a particular communication style all the time. It is also important to
realize that the particular style one uses may vary from context to context.
o Many research studies have examined the rules for the use of socially situated
language in specific contexts. They attempt to identify contexts and then
“discover” the rules that apply in these contexts for a given speech community.
o People communicate differently in different cultural communities. Thus, the
context in which the communication occurs is a significant part of the meaning.
And while people might communicate in one way in one culture, they may change
their communication style for another culture. People who live “on the border”
between two different cultures often do this with ease. It’s called code switching.
III. Communicating Across Differences
• Even when people speak the same language, there can be differences in communication
style and language use. It probably depends on the context. Usually both persons try to
adapt somewhat to the language and style of the other—creating together what is
sometimes called a third culture style.
• Another way of thinking about intercultural interaction is as two people putting together an
“improvised performance.”
IV. Language and Power
• All language is social and powerful and complicates the view of intercultural interaction as
third culture building or an improvised performance.
o The language that is used, the words and the meanings that are communicated,
depends not only on the context but also on the social relations that are part of that
interaction.
• This section shows how language is related to social position and is used by cocultural
groups—groups that are not dominant in society’s social structure.
A. Language and Social Position
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• Just as organizations have particular structures and specific job positions within them,
societies are structured so that individuals occupy social positions—social constructs
embedded with assumptions about gender, race, class, age, sexuality, and so on.
• Power is a central element, by extension, of this focus on differences in social position.
o Groups also hold different positions of power in society. Groups with the most
power (Whites, men, heterosexuals)—consciously or unconsciously—use a
communication system that supports their perception of the world.
o This means that cocultural groups (ethnic minorities, women, gays, and
transgender individuals) have to function within communication systems that may
not represent their lived experience.
o There seem to be three general answers to this question of how cocultural groups
can relate to the more powerful (dominant) groups. They can communicate
nonassertively, assertively, or aggressively.
o Within each of these communication postures, cocultural individuals may
emphasize assimilation—trying to become like the dominant group—or they can
try to accommodate or adapt to the dominant group. They can also try to remain
separate from the dominant groups as much as possible.
B. Assimilation Strategies
• Some cocultural individuals may use nonassertive assimilation strategies. These
communication strategies emphasize trying to fit into and be accepted by the dominant
group. Such strategies might be self-censoring, and, above all, avoid controversy.
o However, there are potential costs as well, for both cocultural members and the
dominant group. The cocultural person may experience a lowering of self-esteem
due to the feeling that he or she cannot be authentic.
o In addition, these kinds of strategies can foster an unhealthy communication
climate that reinforces the dominant group’s social and political power.
• Assertive assimilation strategies also seek to downplay cocultural differences and
promote a convergence into existing structures. But they do so more forcefully than the
nonassertive strategies, not giving priority to others’ needs.
o However, these strategies may promote an us-versus-them mentality, and many
people find it difficult to sustain them for long. Eventually, the cocultural member
experiences burnout.
o Aggressive assimilation strategies emphasize fitting in; cocultural members using these strategies
go to great lengths to prove that they are like members of the dominant group.
o One such strategy is self-ridiculing. The benefits of these kinds of strategies are
that the dominant group does not see the cocultural group members as “typical,”
but the costs sometimes involve ridicule from other cocultural members.
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Chapter 5: Verbal Issues in Intercultural Communication
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C. Accommodation Strategies
• Nonassertive accommodation strategies emphasize blending in with the dominant group
and also tactfully challenging the dominant structure to recognize cocultural practices.
Strategies include increasing visibility and dispelling stereotypes.
o For example, an African American manager might point out that she isn’t
particularly good friends with the one other African American in the organization;
just because both workers are minorities doesn’t mean they’ll be good friends.
o The potential benefits for both dominant and cocultural groups are obvious. In this
case the cocultural member is gently educating her colleagues and helping to
change stereotypes of the cocultural group.
• Assertive accommodation strategies are probably the most commonly used and involve
trying to strike a balance between the concerns of cocultural and dominant group
members.
o These strategies involve communicating self, doing intragroup networking, using
liaisons, and educating others.
• Aggressive accommodation strategies involve becoming a part of dominant structures
and then working from within to promote significant changes, no matter how high the
personal cost. Cocultural members who use these types of communication strategies
may be seen as confrontational and self-promoting.
• Cocultural members who use these types of communication strategies may be seen as
confrontational and self-promoting. However, they also reflect a genuine desire to work
with and not against the dominant group members.
D. Separation Strategies
• Nonassertive separation strategies are employed by individuals who assume that some
segregation is part of everyday life in the United States.
• Generally, people live, work, learn, play, and pray with people who resemble
themselves.
• This is generally easier for the dominant group than for cocultural members. Some
cocultural individuals regard segregation as a natural phenomenon but also use subtle
communication practices to maintain separation from the dominant group.
• Assertive separation strategies reflect a conscious choice to maintain space between
dominant and cocultural group members and seem to be used much less frequently than
the nonassertive strategies.
o One of the benefits of assertive separation strategies, like the nonassertive
strategies, is that they promote cocultural unity and self-determination.
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Chapter 5: Verbal Issues in Intercultural Communication
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• Aggressive separation strategies are used by those for whom cocultural segregation is an
important priority. These strategies include attacking others. Individuals using these
strategies often criticize those who use assimilation or accommodation strategies.
o While cocultural members do not have the power base that members of the
dominant group have, these strategies do enable cocultural members to confront
pervasive discriminatory structures. However, they also risk retaliatory attacks by
the dominant group.
V. Moving Between Languages
A. Multilingualism
• People who speak two languages are considered bilingual; people who speak more than
two languages are considered multilingual. Rarely, however, do bilinguals speak both
languages with the same level of fluency. More commonly, they prefer to use one
language over another, depending on the context and the topic.
o Multilinguals must engage in language negotiation. That is, they need to work out,
whether explicitly or implicitly, which language to use in a given situation. These
decisions are sometimes clearly embedded in power-relations.
• Cocultural groups often develop argot, a separate way of communicating. Argot often
involves creating a way of communicating that distinguishes insiders from outsiders in a
group. Insiders can understand what is being said, while outsiders cannot. In many
ways, it is similar to learning another language.
o In French, one type of argot is called verlan. Verlan refers to the reversing of
words in order to confuse those who do not understand verlan. It most often
involves reversing syllables to create different words.
• Global forces can sometimes produce other changes in language use, like producing a
new dialect—the new multicultural English that is emerging among the young in Great
Britain and replacing the traditional cockney.
• Language acquisition simply refers to the process of learning another language.
Language acquisition studies have shown that it is nearly impossible for someone to
learn the language of a group of people they dislike. And learning another language can
lead to respect for another culture.
• One interesting linguistic phenomenon that has implications for the teaching and
learning of other languages is called interlanguage. Interlanguage refers to the type of
communication that emerges when native speakers of one language are speaking in
another language. The native language’s linguistic structure often overlaps into the
second language, which creates a third way of communicating.
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Chapter 5: Verbal Issues in Intercultural Communication
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• Given the choice, some people, particularly in the United States, do not feel the need to
learn a second language. They assume that most people they encounter either at home or
abroad will be able to speak English. Or perhaps they feel they have been successful so
far without learning another language, so why start now and if the need arises in a
professional context, they can always hire an interpreter.
• While the advantage of being an English speaker may make it easier for Americans to
travel overseas, there may be some downsides.
• Being monolingual makes Americans less cosmopolitan and more provincial—
compared to others they are competing against in the current global economy.
o The fact is that a person who only knows one language may be understood by others, if the
language is commonly spoken (like English) as a foreign language, but can never understand what
others are saying in their own languages, will always have to rely on translators, and are more
likely to misunderstand what others are saying. Perhaps more importantly, they miss the
opportunity to learn about a culture.
B. Translation and Interpretation
• Because it is impossible to learn all of the languages in the world, one must rely on
translation and interpretation—two distinct but important means of communicating
across languages.
• Translation generally refers to the process of producing a written text that refers to
something said or written in another language. The original-language text of a
translation is called the source text; the text into which it is translated is called the
target text.
• Interpretation refers to the process of verbally expressing what is said or written in
another language. Interpretation can either be simultaneous, with the interpreter
speaking at the same time as the original speaker, or consecutive, with the interpreter
speaking only during the breaks provided by the original speaker.
• The tradition of translation studies has tended to emphasize issues of accuracy and
equivalency—the condition of being equal in meaning, value, quantity, and so on. That
is, the focus, largely from linguistics, has been on comparing the translated meaning to
the original meaning.
o In some instances (e.g., translating research questionnaires), equivalency of
meaning is very important. A special back translation technique can improve the
translation’s accuracy, and is often used in small amounts of text, like a
questionnaire or an essay.
• People often assume that anyone who knows two languages can be a translator or an
interpreter. Research shows, however, that a high level of fluency in two languages does
not necessarily make someone a good translator or interpreter. The task obviously
requires the knowledge of two languages.
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Chapter 5: Verbal Issues in Intercultural Communication
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• Because of the complex relationships between people, particularly in intercultural
situations, translation and interpretation involve far more than linguistic equivalence,
which traditionally has been the focus.
C. Language Politics and Policies
• Some nations have multiple official languages.
• In the United States, there is no official, legal national language, although English is the
de facto national language.
o There were discussions about language policy during the writing of the
Constitution, as a number of languages were spoken by Europeans in the
Americas at that time, including English, French, German, and Spanish.
Ultimately, however, the Founding Fathers decided to not say anything in the
Constitution with regard to language.
• Laws or customs that emerge to determine which language is to be spoken where and
when are referred to as language policies. These policies often emerge from the politics
of language use.
• The European Union (EU) has 23 official languages and some 60 indigenous languages
(e.g., Sardinian in the South, Basque in the west). The official EU policy is to protect
linguistic diversity and promote knowledge of language with a goal of a Europe where
everyone can speak at least two other languages in addition to their own native
language.
• There are different motivations behind the establishment of language policies that guide
the status of different languages in a place. Sometimes nations develop language
policies as a way of protecting minority languages so that these languages do not
disappear. Other language policies are governed by location. Sometimes language
policies are developed with language parity, but the implementation is not equal.
Discussion Questions
1. Is it possible for two people to communicate effectively if they don’t speak the same
language?
2. Should everyone learn a second language?
3. How do you feel when someone refers to you with a label you like and a label you don’t
like?
4. What is the relationship between the language you speak and the way you perceive reality?
5. What are some cross-cultural variations in language use and communication style?
6. What does a translator or an interpreter need to know to be effective?
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7. Why are some people of the opinion that we should not use labels to refer to people but
that we should treat everybody as individuals? Do you agree?
8. Why do people have strong reactions to language policies like the “English-only”
movement?
9. What is your communication style? Are you a high-context or low-context communicator?
10. What are some of the functions of language and ways we use language?
11. What are your cultural rules concerning silence and public forms of speech?
12. What is the Sapir–Whorf hypothesis, and what does it have to do with language and
perception?
13. Why do people use labels when referring to themselves or to others?
14. What are some of the advantages of being bilingual or multilingual?
15. What are some of the challenges presented by speaking more than one language?
16. What are some of the ways co-cultures adapt to dominant group communication styles?
17. When might it be appropriate to use code switching?
Classroom Exercises and Chapter Activities
1. Nuts and Bolts of Second-Language Acquisition Assignment: The purpose of this
assignment is to familiarize students who have not experienced learning a second language
with the challenges and benefits of this process. Have students select someone they know
who has learned to speak another language fluently (this could be someone who has lived
in another country or someone from another country who is living here). Instruct them to
interview the person on what it was like to learn the second language, why he or she was
motivated to learn it, and what process of learning he or she went through. Students should
then write a brief report about what they learned, answering the following question: What
should you know about learning _______? (Fill in the blank with the specific language
e.g., “Spanish”).
2. Current Language Issues Assignment: This assignment is designed to increase students’
awareness of current debates over language usage. Choose a language-related issue (e.g.,
English only or bilingual education), and assign teams of four members each to play
certain roles associated with the topic. For example, if you chose the English-only debate,
one team could represent the group of non-English-speaking immigrants, another the
police department or healthcare system, and another English-speaking taxpayers. Instruct
each team to split into two pairs. One pair should present the positive benefits of the
proposed language issue, and the other pair should present the drawbacks. Students within
each pair should research their side of the issue. You can give them two weeks to prepare
for the class debate on the issue. Students will probably need part of the class period before
the scheduled debate to coordinate efforts with their partners. On the day you split the
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students into teams, you should briefly discuss the history of the issue with the class and
describe the format for the debate. On the day of the debate, arrange the desks in a large
circle, and instruct the student teams to sit together. You may want to make place cards for
each team so that the other teams will be able to remember which perspective they are
speaking from. Start the debate by choosing one team to present the issue from their role
perspective. Give each pair three minutes to present their side of the issue. After each team
has finished, allow all students to question the teams or challenge their positions in a five-
minute cross-examination. This process continues until all of the teams have presented on
the issue.
To debrief the debate, you could raise the following questions:
• What do you know about this issue now that you did not know before the debate?
• Is it easier for you to take a stand on this issue now than it was before the debate?
Why?
• What do you think should happen in society for conflict over this issue to be
resolved?
• What are the possible solutions?
• What would be the outcomes for intercultural communication and relationships
between cultural groups?
• How does the debate over this issue in society affect intercultural communication and
intercultural relationships today?
• What is the role of power in the debates over this issue?
3. Variations in Language Style Assignment: This assignment will help students differentiate
between elaborate and understated communication styles. Assign or have students locate a
speech written in one of the styles. During class, have students read an excerpt from their
speech that they believe best exemplifies that communication style. After all of the speech
excerpts have been read, ask the students the following questions:
• Which style did you prefer to read or listen to? Why?
• What are the positive points about each style? (Even the style you do not prefer.)
• What are the negative points about each style?
• Are your opinions based on your cultural preferences?
• Is one style better than the other?
4. Regional Language Variations Activity: Show students the video American Tongues.
Then, in small groups, have them discuss the many examples of regional variations in
language that are portrayed in the video. You might ask the students to discuss their
answers to the preceding questions in their small groups.
Martin, Experiencing Intercultural Communication, 6e
5. Power of Labels Exercise: This exercise is designed to demonstrate the power that labels
have and the way labels are used to describe both the negative and the positive
characteristics of entire groups of people. On the board, list a few broad terms such as
“man,” “woman,” “lawyer,” and “doctor.” Ask the students to quickly write as many labels
as they can think of for each term. Do not give the students much time to do this, as they
may begin to edit out the labels that are least favorable. The students’ first thoughts will
yield the best and most honest labels. Once they have completed their lists, have students
share their answers while charting them under the appropriate term on the blackboard. You
can either collect all the answers for all the terms at one time or start with one term, gather
the labels, discuss them, and then go on to the next term. The following are a few
suggested debriefing questions:
• Which of the labels communicate positive characteristics, and which of the labels
communicate negative characteristics?
• Which labels would you use to describe yourself?
• Which labels would you not like others to use when describing you?
• Are there some labels only your close friends, relatives, or others can call you? Why?
• What role do status and power play in labeling?
6. Exploring Labels Assignment: The purpose of this assignment is to encourage students to
recognize the labels they have been exposed to for other cultural groups and the way these
labels may influence communication between members of different cultural groups.
Instruct students to choose one cultural group represented in the United States and to write
a report that addresses the following:
• Identify and describe the culture using the labels you can remember. Write honestly;
your identification and description of the labels is not an indication that you agree
with them.
• Discuss how you think you learned these labels and from what sources they have
been derived.
• Describe how these labels may hypothetically influence communication with an
individual from the culture you are discussing.
7. Communication Style Activity: This exercise is designed to make students more aware of
their own preferred communication style by asking them to play a role that may contain
verbal and nonverbal behaviors that are different from their own. Divide the students into
pairs, and have them decide who is person A and who is person B. Distribute a set of
behaviors to one member of each pair, which they are to act out without revealing to the
other person. They can talk about whatever they like during the five or so minutes they will
be acting out their roles as long as they do not reveal their behaviors explicitly to their
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partner. When you have called “time,” ask the students to share their roles with each other.
Below are some sample scripts.
Person A: You prefer sitting quite close to the other person, and you touch him or her
frequently on the arm while talking. You avoid eye contact, and you are reluctant to
disagree with anything the other person says to you. When you answer the other person’s
questions, you do it very indirectly, maybe through the use of long stories with elaborate
language.
Person B: You are very direct and forthright with your opinions and your body language.
This means you maintain direct eye contact, and “tell it like it is.” You like a lot of space
around you and avoid touching others or being touched. When others avoid being direct,
you make an effort to get them to be more open.
Next, ask the following questions:
• What behaviors were you asked to perform?
• How did it feel to perform that particular behavior?
• Is that behavior your preferred way of communicating? Why? Why not?
• How did it feel to have the other person acting out his or her behaviors?
• What did you learn about your own communication style?
8. The Power of Words: A powerful way to introduce a discussion of the power of language
is to have the students take two pieces of scratch paper and write the word “mother” or
“freedom,” whichever means the most to them. Have them look at the word and think
about what it means to them. On the second piece of paper, have them write a one- or two-
word descriptor of the most disgusting thing they can think of (you never have to know
what it is). Have them look at that and “try to get a visual.” Then, instruct the students to
kiss the piece of paper with the disgusting thing and put the other paper with the positive
value on the floor and step on it. Generally, students are hesitant but comply, and you can
ask them how they felt. The purpose of this exercise is to illustrate the power of words. It
can also lead to a discussion of semantics and denotation and connotation.
Suggested Videos
1. American Tongues (Distributed by Facets Multimedia, 1988, 56 minutes)
This video examines the regional diversification of American dialects, slang, and accents.
It also examines the attitudes toward language use (especially southern and Black English
dialects).
Martin, Experiencing Intercultural Communication, 6e
2. Bilingual Americans (Distributed by Video Knowledge, New York, 1990, 55 minutes)
This two-part video analyzes language issues and the impact of culture on U.S. society.
3. Dialects (Distributed by Indiana University, 1959, 29 minutes)
This video exhibits a few of the various dialects found in the United States and describes
the geographical areas where these dialects are found.
4. Language and Communication (Distributed by Insight Media, New York, 1994, 30
minutes)
This film conveys how the feelings and ambitions of a culture are expressed through its
language. Keith and Claudia Kernan discuss the structure of language and its relationship
to thought and dialect and raise the question of whether language reflects or influences
culture.
5. Gender and Communication: She Talks, He Talks (Distributed by Insight Media, New
York, 1994, 22 minutes)
Examining the communication gap between men and women, this video explores the
various ways in which men and women communicate, and it acknowledges what may have
created these differences. Among the topics explored are why some men give importance
to the literal meanings of words, why some women tend to weaken their speech patterns,
and what motivations each has for asking questions.
6. Communicating Across Cultures (Copeland / Griggs Productions / Intercultural Press,
2002, 30 minutes)
This video discusses how misinterpretation can result from various communication styles.
It also addresses the uneasiness many people feel when faced with issues of gender and
race and suggests some ways to aid better communication.
7. When the Levees Broke: A Requiem in Four Acts: Spike Lee (2006, 256 minutes)
This affectionate, heart-rending portrait of New Orleans in the wake of destruction tells the
agonizing personal stories of those who encountered a harrowing agony and survived to
tell a tale of misery, despair, and triumph. The film all together has four acts, each dealing
with a different aspect of the events that preceded and followed Katrina’s calamitous
passage through New Orleans.
8. http://www.youtube.com/watch?v=VAEIcsOL2n4: In this video, Bishop Alvarez wants to
speak Spanish at a town hall meeting. His congressional representative (Jim Himes, 4th
District of Connecticut) was born in Lima, Peru, and also lived in Bogota, Colombia,
before moving to New Jersey, after his parents got a divorce. He is fluent in Spanish. The
audience’s anger is an important discussion point.
17
Chapter 5: Verbal Issues in Intercultural Communication
9. https://www.youtube.com/watch?v=5m5M7XyQ3qg (High vs. low context
communication)
10. https://www.youtube.com/watch?v=DK6ST72JJFk (Introduction to Phonology)
11. http://www.youtube.com/watch?v=pc9FXdg6rg4 (Cameroon)
12. http://www.youtube.com/watch?v=TEMGuUPip_M (Kobe Italian)
13. http://www.youtube.com/watch?v=vhMQhMFgE-Y&feature=related (Mila Kunis
speaking Russian)
14. https://www.youtube.com/watch?v=2U9TlvTh0GI (Bradley Cooper speaking French)
15. https://www.youtube.com/watch?v=Ua7nyAaf3pE (British vs. American accents)
16. https://www.youtube.com/watch?v=9dImB_dV4Pc (Linguistic-Code Switching)
