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Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
Chapter Exercises
Chapter 11: Cultures Within Cultures
Exercise 1: Perspectives of “Ideal” Ethnic Relations
Purpose
To learn more about two of the most popular perspectives of “ideal” ethnic relations in the
United States
Instructions
Among many perspectives that define people’s ideas of ethnic relations in the United States, we
often hear two commonly referred to as “melting pot” and “salad bowl.” Research the two
perspectives to inform yourself of both sides of the argument. You may go to CQ Researcher for
articles on the topic.
Conclusions
Share your thoughts on the advantages and limitations of the two perspectives and discuss the
following questions.
1. Is it possible to combine the notions of "melting pot" and "salad bowl?” Why or why not?
2. If a combination is possible, does the mix change over time and/or under different
circumstances?
Exercise 2: Oral History Interviews
Purpose
To learn more about the history of cultures and subgroups from the members of those cultures
and subgroups
Instructions
Arrange an interview with an individual who is from a culture or group that is not the dominant
culture of your location and that you are not personally a member of. If possible, choose an
individual who is of an older generation.
Name of Individual:
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
Culture or Group:
The following questions can act as a guide for your interview. Consider other questions that
would be particularly informative based on your interviewee’s cultural background.
1. What do you remember of the experiences of being an immigrant or subgroup
member?
2. What do you recall of your first experiences of communication with members of the
dominant culture in the United States?
3. What types of changes in communicating with the dominant culture do you think have
been most significant?
Conclusions
From this interview, what can you conclude about earlier days of immigration or subgroup
identification?
Exercise 3: Mexican Proverbs
Purpose
To discover Mexican values through proverbs
Instructions
Proverbs can be defined as "a short, well-known pithy saying, stating a general truth or piece of
advice" (Oxford Dictionaries). They communicate the opinions, feelings, manners, or customs of
a community of people.
1. Determine the message of each of the proverbs below.
2. What does the proverb tell you about the people who created the proverb?
3. Think of a contrasting proverb from another culture.
Ganar un pleito es adquirir un pollo y perder una vaca. [To win a dispute is to gain a
chicken and lose a cow.]
La amistad sincera es un alma repartida en dos cuerpos. [True friendship is one soul
shared by two bodies.]
De médico, poeta, músico y loco todos tenemos un poco. [Of doctor and poet, musician
and madman, we each have a trace.]
El sol es la cobija del pobre. [The sun is the blanket of the poor.]
Un hombre sin alegría no es bueno o no está bueno. [A man without happiness is either
not good or not well.]
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
Note: Sellers, Jeff M.; Sellers, Jeff M.; Nelson, Annika Maria; Soto, Gary. The Folk Wisdom of Mexico
(San Francisco: Chronicle Books, 1994).
Exercise 4: Using New Cultural Knowledge
Purpose
To use knowledge of the Hispanic subculture to examine intercultural communication situations
Instructions
Read and analyze the incident described below. Consider such things as what cultural values are
being reflected and how the incident could have been avoided or handled more effectively.
Alicia’s teacher wrote some English words on the blackboard. Alicia did not understand
what many of the words meant. She asked her teacher, but the teacher told her to ask her
at the end of the school day. At that time, however, there were many other children who
were waiting for the teacher to help them. Alicia went home and did not wait to ask the
teacher about the words she had not understood.
Note: Adapted from R. D. Albert, “Mexican-American Children in educational settings: Research on
children’s and teachers’ perceptions and interpretations of behavior,” quoted in Rosita Daskal
Albert, “The intercultural sensitizer or culture assimilator: A cognitive approach,” in Dan Landis and
Richard W. Brislin (Eds.), Handbook of Intercultural Training, Volume II (New York: Pergamon, 1983),
p. 194.
Exercise 5: Experiencing Bilingualism
Purpose
To better understand the experience of shifting from one language to another
Instructions
If you are not Spanish/English bilingual, read the following selection aloud, then read the English
translation and answer the questions that follow.
Line 1: Perhaps you will never answer my letters.
Line 2: Ya nada espero ni pido nada.
Line 3: Wouldn’t it be absurd to ask the mailman
Line 4: si me trae un sobre que brilla
Line 5: like a tiny star?
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
Note: “Poesía Última,” translated by Leslie Keffer, in Nora Jacquez Wieser (Ed.), Open to the Sun: A
Bilingual Anthology of Latin-American Women Poets (Van Nuys, CA: Perivale Press, 1979), pp. 74–75.
Reprinted with permission.
English translation
Line 2: At this age I don’t hope or ask for anything.
Line 4: if he’s bringing a letter that shines
Conclusions
1. Describe your ability to speak in a language you did not know and how you would feel if you
had to read it out loud to a group of native speakers.
2. Describe how you might feel about yourself as a communicator if you had to.
Exercise 6: Examining Amish Culture in the United States
Purpose
To better understand the use of separation by the Amish in the United States
Instructions
1. Re-read the textbook section on the Amish in the United States
2. Research other sources for more information on the Amish culture. Specifically, try to find
firsthand accounts of living in a separatist Amish community
3. Consider how you would feel if you were a member of this group
Conclusions
1. Could you understand the perspective of an Amish community member?
2. Do you think you would view separation from dominant U.S. culture the same as you do
now if you were raised Amish?
3. In your research, did you learn anything new about Amish culture? Did it break or reinforce
the views or stereotypes you previously held?
