Teaching Intercultural Communication with “An Idiot Abroad”

This art icle was downloaded by: [ Universit y of Texas Libraries] , [ Brit t ani Crook] On: 24 Sept em ber 2013, At : 08: 24 Publisher: Rout ledge I nform a Lt d Regist ered in England and Wales Regist ered Num ber: 1072954 Regist ered office: Mort im er House, 37- 41 Mort im er St reet , London W1T 3JH, UK Communication Teacher Publicat ion det ails, including inst ruct ions for aut hors and subscript ion informat ion: ht t p:/ / www.t andfonline.com/ loi/ rcmt 20 Teaching Intercultural Communication with “An Idiot Abroad” Brit t ani Crook Published online: 23 Sep 2013. 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Term s & Condit ions of access and use can be found at ht t p: / / www.t andfonline.com / page/ t erm sand- condit ions Communication Teacher 2013, pp. 1–5 Downloaded by [University of Texas Libraries], [Brittani Crook] at 08:24 24 September 2013 Teaching Intercultural Communication with “An Idiot Abroad” Brittani Crook Courses: Public Speaking, Small Group Communication, Intercultural Communication, Organizational Communication, Interpersonal Communication Objectives: Students will understand the importance of adapting communication appropriately in intercultural settings. Students identify cultural values, assess intercultural communication competence, and practice appropriately adapting their communication. Keywords: Intercultural Communication Competence; Cultural Values; Ethnocentrism; Intercultural Communication Introduction and Rationale A desired outcome of teaching intercultural communication is cultivating an understanding and awareness of different cultural values while attempting to increase intercultural communication competence within our students. Goals of teaching intercultural communication include assisting students in recognizing, accepting, and appreciating cultural differences (Klyukanov, 2005; Lusting & Koester, 2003; Samovar & Porter, 2004). Exposure to cultural value dimensions of power distance, high versus low context cultures, and collectivism versus individualism are important fundamentals for students to learn in order to be effective intercultural communicators. This activity in particular strives to create an environment where students are able to identify and describe cultural values shared through communication, critique the communication patterns demonstrated in the activity, and transfer that knowledge to their own personal experiences through small group and class discussion. Scholarship suggests that ethnocentrism influences intercultural communication through cultural values, emotions, and behaviors displayed in an interaction (Neuliep, Brittani Crook (M.A., Texas State University) is a Doctoral Candidate at the University of Texas at Austin in the Department of Communication Studies, 1 University Station, A1105, Austin Tx, 78712-0115, USA. Correspondence to: Brittani Crook, Communication Studies, The University of Texas at Austin, Austin, TX, USA. Email: brittani@utexas.edu ISSN 1740-4622 (print)/ISSN 1740-4630 (online) © 2013 National Communication Association http://dx.doi.org/10.1080/17404622.2013.839044 Downloaded by [University of Texas Libraries], [Brittani Crook] at 08:24 24 September 2013 2 B. Crook Chaudoir, & McCroskey, 2001). Specifically, individuals who perceive their own cultural values and world views as more legitimate than those values and views of people from other cultures (Taylor & Jaggi, 1974) are said to have an ethnocentric attitude. There is a clear relationship between ethnocentrism and intercultural competence, specifically the higher the ethnocentrism, the lower the intercultural competence (Bennett, 2004). Given that our students have greater opportunities to learn, study, and work with people from various cultures throughout their lifetime, this activity attempts to assist students in identifying a range of cultural values, recognizing the role ethnocentrism plays in intercultural communication, and assessing intercultural communication competence by watching a variety of clips from the “An Idiot Abroad” television series. The Activity Overview “An Idiot Abroad” is a television documentary series that follows Karl Pilkington, a man who would prefer to stay home in London than travel abroad but is duped into experiencing bucket list adventures by his friends and former radio show cohosts, comedians Ricky Gervais and Stephen Merchant. After viewing several excerpts, students will engage in a discussion focused on cultural values, ethnocentrism, and intercultural communication competence. Directions Before beginning this activity, a foundational knowledge of intercultural communication competence, cultural values, and ethnocentrism should be developed. Students will come to class after reading an assigned chapter on intercultural communication (e.g., Beebe, Beebe, & Ivy 2013, for the basic course; Floyd, 2011, for an Interpersonal course). Historically, I have spent one class session lecturing the chapter about intercultural communication and infusing lecture with a facilitated general discussion about intercultural communication. The following class session is dedicated to the activity and a thorough debrief. To begin the second session, I start with a quick mini-lecture or refresher discussion focused on some of the themes or topics that emerged during our general discussion the previous class period, highlighting specifically cultural values and intercultural communication competence. For example, students can be asked initial questions such as: “How do our cultural values affect our communication with others?”; “How does one’s intercultural communication competence and ethnocentrism affect their listening ability?”; “What are some associated interpersonal implications?”; “What are some implications of intercultural communication competence for public speakers?” Several clips from various episodes of “An Idiot Abroad” should be chosen in advance of class. Because Karl travels to a new location each episode, segments from multiple episodes should be chosen to show conversations with individuals from a Communication Education 3 variety of cultures that demonstrate different cultural values. For example, in Season 2 Episode 3, Karl travels to Thailand and Australia, in Season 2 Episode 6, Karl travels across America on Route 66, and in Season 2 Episode 7, Karl travels to Japan to climb Mount Fuji. Downloaded by [University of Texas Libraries], [Brittani Crook] at 08:24 24 September 2013 Watching “An Idiot Abroad” First, break the class into small groups before showing the clips for a more directed activity that encourages student participation in their groups before moving into a larger class discussion. Second, set the stage for the clips by providing a background and context for students who may not be familiar with the show. The description I share with my classes is described above as the overview of this activity. Then, instruct students to identify the cultural values of both Karl and the members of the culture he is conversing with and record notes about Karl’s ethnocentrism and intercultural communication competence level. For example, students can be instructed to identify a specific number of cultural values in each clip, and list the occasions in which those values are demonstrated in the clip. Following each clip, instruct students to share their observations with their group members and discuss the consequences of these cultural values as displayed through the communication of the actors. Encourage each group to come up with two or three examples to share with the class. These small group reports tend to promote a more detailed analysis of the clips, as well as prompting a larger class discussion that involves more student participation. Optional Observational Homework Activity If the instructor wants to extend this activity into an observational learning assignment, students could collect their own examples of ethnocentrism, cultural values, and intercultural competence as a homework activity. For example, students are provided with a choice of focusing on one of the intercultural communication constructs discussed in class, and are instructed to complete an observation assignment to transfer course knowledge to the real world in their personal lives. This can be completed by asking students to observe communication at their workplace, in their dorm, or through watching a television show or movie. Students can complete a brief reflection paper describing their observations or students may be instructed to bring an artifact to class. In either situation, these examples are shared in small discussion groups the following class meeting. Debriefing The final step in the activity is to have students report on the clips shown in class. Usually the debriefing questions are done during the class discussion after watching the clips. The debriefing questions can also be distributed to the small groups after the clips and then discussed as a class. Some potential questions to end the discussion of intercultural communication can include: 4 B. Crook Questions about Ethnocentrism and Intercultural Communication Competence (1) What examples of ethnocentrism did you see during the clips? (2) How does ethnocentrism interact with intercultural communication competence? How is this displayed in Karl’s communication? (3) What barriers in adapting his communication did you see Karl display? Downloaded by [University of Texas Libraries], [Brittani Crook] at 08:24 24 September 2013 Questions about Cultural Values (1) What cultural values are displayed by Karl and the culture he is visiting? What values, if any, were shared by both individuals? (2) How do the values you observed in the clips compare with your own cultural values? General Concluding Questions (1) (2) (3) (4) How easy or hard was it to identify cultural values presented in the clips? How would you recommend Karl increase his intercultural competence level? Why is it important to be aware of intercultural communication? If you are travelling abroad for a semester, how will you prepare for your communication with individuals in the host country? (5) How do you see these concepts playing out in your professional life after college? My students have reported that participating in this exercise has given them a greater understanding of cultural values, ethnocentrism, and intercultural communication competence. In my experience, students have also had fun participating in this activity, as the clips are humorous. Students are frequently shocked by some of the statements Karl makes as he reflects on his travels, but this tends to spark thoughtful and interesting discussion about intercultural communication and the practical implications that these topics have on the students’ personal and professional lives. Appraisal I have used this activity with small classes (30 students), but believe it is well suited for larger lectures as well by modifying the small group discussion to a think-pairshare format or showing the clips and facilitating a more general discussion with the class. Most clips range from three to eight minutes, so the number of clips selected largely depends on the length of the class meeting. However, I have used this activity successfully in 50-minute, 80-minute, and three-hour block classes. By adding in the optional homework component, this activity becomes an active learning experience in which students have applied the concepts discussed in class, identified additional real world examples, and then shared those examples with a small group of peers. When using this activity in introductory courses and upper level courses, I have observed two main differences regarding the time necessary for preparing the class to engage in the activity and the depth of the discussion following the activity. First, the amount of time required for lecturing and clarifying concepts tends to be less for students in upper level courses, as they have most often already completed an Downloaded by [University of Texas Libraries], [Brittani Crook] at 08:24 24 September 2013 Communication Education 5 introductory course and are familiar with these concepts. Therefore, this activity may be folded into one class meeting rather than breaking it across multiple sessions. Second, I have observed that students in upper level courses tend to be more comfortable disclosing their personal experiences and thoughts, so this activity tends to yield a livelier discussion in those classes. However, breaking the class into small groups has helped promote discussion in classes that are more reserved. In all, my students seem to respond well to this activity. The clips are current and entertaining, and prompt thoughtful discussions about what it means to communicate with members of diverse communities. Students who have not had the opportunity to interact with cultures outside of their own often report that they did not fully appreciate how important and challenging it may be to communicate with people from another culture. I have noticed that these takeaways seem to emerge from class discussions that include international students and students who have spent time abroad. I have found that it is through discussion with these students that the concepts come to life and resonate more fully with the class. References and Suggested Readings Beebe, S.A., Beebe, S.A., & Ivy, D.K. (2013). Communication: Principles for a lifetime (5th ed.). Boston, MA: Pearson. Bennett, M.J. (2004). Becoming interculturally competent. In J. Wurtzel (Ed.), Toward multiculturalism: A reader in multicultural education (2nd ed., pp. 62–77). Newton, MA: Intercultural Resource Corporation. Floyd, K. (2011). Interpersonal Communication (2nd ed.). New York, NY: McGraw-Hill. Klyukanov, I.E. (2005). Principles of intellectual communication. New York, NY: Pearson. Lusting, M.W., & Koester, J. (2003). Intercultural competence: Interpersonal communication across cultures. New York, NY: Allyn & Bacon. Neuliep, J.W., Chaudoir, M., & McCroskey, J.C. (2001). A cross-cultural comparison of ethnocentrism among Japanese and United States college students. Communication Research Reports, 18, 137– 146. doi:10.1080/08824090109384791 Samovar, L.A., & Porter, R.E. (2004). Communication between cultures (5th ed.). Belmont, CA: Wadsworth. Taylor, D.M., & Jaggi, V. (1974). Ethnocentrism and Causal Attribution in a South Indian Context. Journal of Cross Cultural Psychology, 5, 162–171. doi:10.1177/002202217400500202