ASL English Interpretation Program. Study Guide. INTR 312 Intercultural Communication

Transcription

1 ASL English Interpretation Program Study Guide INTR 312 Intercultural Communication Fall 2016

2 University of Northern Colorado American Sign Language English Interpretation Program Copyright 2016 by the University of Northern Colorado-Distance Opportunities for Interpreter Training Center All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the UNC-DO IT Center. The faculty and staff of the DO IT Center and the University of Northern Colorado bring expertise and many years of experience, passion, and dedication to supporting students working towards educational goals. While students can grow substantially from that platform of support, individual success or failure in achieving the outcomes of your specific program is ultimately your own responsibility. Communication is especially important within any distance education program. If questions or concerns arise or if something outside your control is interfering with your education, please contact your instructor, advisor or the administrative office. DO IT Center Lowry Campus 1059 Alton Way, Box 7 Denver, CO

3 Table of Contents Course Overview... 1 Purpose... 1 Impact... 1 Objectives... 1 Required Materials... 1 Course Preview... 2 Lesson Outlines... 2 INTR 312: Intercultural Communication... 4 Course Roadmap for Online Course... 4 Course Summary Conclusion Key Points... 10

4 Course Overview Purpose The purpose of this course is to explore identity, community, and your future profession in a cultural context. You will examine (a) definitions of culture and (b) how an identity and cultural orientation contribute to contact and conflict in cross-cultural situations. Impact Living in a global society, you will encounter and work with diverse groups of people in various settings. Having a clear understanding of, and appreciation for, intercultural communication and co-cultures will enhance your ability to adapt smoothly to events within your future profession. Objectives By the end of this course, you will be able to: Define culture as place, ancestry and people, art and artifact, language, psychology and worldview. Identify and discuss borderland cultures and apply this concept to the Deaf Community. Discuss cross-cultural influence on discourse and on interpreted events. Identify family and societal factors that influence ones culture. Classify features of high and low context culture and language, including values and discourse patterns of each. Create and analyze critical incidents arising from cross-cultural communication and discuss alternative explanations. Apply effective cross-cultural conflict resolution principles to a variety of cross-cultural critical incidents. Create, implement and analyze a class activity that fosters awareness and sensitivity to intercultural communication and culture(s) other than one s own. Compare/contrast majority and minority cultures and identify instances of oppression. Required Materials Textbooks Mindess, A. (2014). Reading between the signs (3rd edition). Yarmouth, ME: Intercultural Press. ISBN-13: Mindess, A. (2004). Reading between the signs-student workbook. Yarmouth, ME: Intercultural Press. ISBN: Samovar, L.A., Porter, R.E., McDaniel, E.R. & Roy, C.S. (2015). Intercultural communication: A reader (14th edition). Boston, MA: Wadsworth Cengage Learning. ISBN-13: Media The following media is posted in your Bb class in the Lesson 1 folder: Page 1 of 14

5 Front Range Community College (1993). Cross-Cultural comparisons: American Deaf culture and American majority culture. [DVD]. Westminster, CO. ereserves McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. This excerpted essay is reprinted from the Winter 1990 issue of Independent School. Course Preview During this 3-credit course, you will (a) discuss the impact of your own cultural values, beliefs, and attitudes on interpersonal and cross-cultural contact and communication and (b) analyze how your values, beliefs, and attitudes will impact events in your future profession by considering communication situations that occur cross-culturally and identify possible solutions. Lesson Outlines Lesson 1 - Approaches to Intercultural Communication In lesson 1, you will discover the basics principles of intercultural communication by reading the work of authors in the field of Intercultural Communication. Lesson 1 s learning objectives are: Discuss definitions of culture; Apply Hofstede s model of dimensions of culture as a way of understanding cultural difference; Describe ways in which cultural differences may lead to conflict; and Differentiate between aspects of culture that are easily learned by outsiders and those that are more difficult. Lesson 2 - Identity: Issues of Belonging In lesson 2, you will explore the concept of identity as well as analyze your own identity and culture. Having a sense of your own cultural identity is foundational for successful interactions with people of other cultures. Lesson 2 s learning objectives are: Discuss identity development; Identify factors that contribute to one s own identity and worldview; and Identify U.S. American cultural values. Lesson 3 - International Cultures: Understanding Diversity In lesson 3, you will explore examples of cultural beliefs, practices, and interactions from around the world including the meaning of Deaf culture and the diversity within the Deaf community. Lesson 3 s learning objectives are: Discuss examples of cultural differences in global cultures; and Page 2 of 14

6 Identify U.S. American Deaf cultural values and compare and contrast them with U.S. American majority culture. Lesson 4 - Co-Cultures: Living in a Multicultural Society In the United States, there are people of various cultural backgrounds; both those who have been here throughout their lives and those who have recently arrived from other places. In lesson 4, you will look at relations between and among groups within the United States. Lesson 4 s learning objectives are: Discuss interaction between co-cultures within the United States; Discuss multicultural identity in the U.S. American Deaf community; and Discuss cross-cultural influence on discourse and on interpreted events. Lesson 5 - Intercultural Messages: Verbal and Nonverbal Communication In lesson 5, you will focus on intercultural differences in terms of nonverbal communication, beliefs about time, and sense of space. You will explore issues of oppression and audism. Lesson 5 s learning objectives are: Discuss the influence of cultural differences in nonverbal behavior, time orientation, and space on intercultural interactions; Determine when cultural adjustment is needed in future professional settings; and Identify techniques for cultural adjustment in future professional settings. Lesson 6 - Cultural Contexts: The Influence of the Setting In lesson 6, you will look at the influence of culture in specific settings; such as business, healthcare, and education. Lesson 6 s learning objectives are: Discuss the importance of interpreters continued involvement in the Deaf community; Discuss the influence of culture in specific settings such as education, business and healthcare; Define oppression and audism as well as recognize instances of each; and Recognize instances of both oppression and audism in one s own actions. Page 3 of 14

7 INTR 312: Intercultural Communication Course Roadmap for Online Course The course roadmap defines the lesson s goals and outcomes as well as outlines the activities you will complete during the lesson. The icons in the first column of the roadmap indicate activities and assignments worth points while the dates in the second column indicate specific timeframes and due dates. Make sure to check out the assignment descriptions and rubric for the specifics steps you will take to demonstrate your learning and how your learning will be assessed. A calendar version of this roadmap is available in Canvas. Points Dates Activities Done! 8/22 Introduction: Post a video introducing yourself, explaining how intercultural communications fits into your future career, and stating your cultural identity. Lesson 1: Approaches to Intercultural Communication Lesson 1 s learning objectives are: Discuss definitions of culture; Apply Hofstede s model of dimensions of culture as a way of understanding cultural difference; Describe ways in which cultural differences may lead to conflict; and Differentiate between aspects of culture that are easily learned by outsiders and those that are more difficult. 8/ Read: Lesson 1 Insights 8/ View: Cross-Cultural Comparisons: American Deaf Culture and American Majority Culture 8/23 Office Hour: 6:00-7:00 pm Mountain in Conference 8/ Discussion (A1): Post a written response (video) 8/ Discussion (A1): Respond to a peer s post (video) 8/ Read: Reading Between the Signs, Chapter 1 & 2 Workbook: Read pp. 1-7 and do pp Page 4 of 14

8 Points Dates Activities Done! 8/29 Office Hour: 6:00-7:00 pm Mountain in Conference 9/1 1.6 Discussion (A1): Post signed reaction (readings/workbook) 9/4 1.7 Discussion (A1): Respond to a peer s reaction (readings/workbook) 9/4 1.8 Autobiography (A2): Post entry 1 AND Post entry 2 (your choice) LABOR DAY SEPT. 5 9/6 1.9 Read: Intercultural Communication, Chapter 1 (shared reading and assigned article) 9/6 Office Hour: 6:00-7:00 pm Mountain in Conference 9/ Discussion (A1): Post summary with key points AND Post written response 9/ Discussion (A1): Respond to a peer s post Lesson 2: Identity: Issues of Belonging Lesson 2 s learning objectives are: Discuss identity development; Identify factors that contribute to one s own identity and worldview; and Identify U.S. American cultural values. 9/ Read: Lesson 2 Insights 9/ Read: Reading Between the Signs, Chapters 3 & 4 Workbook: pp /12 Office Hour: 6:00-7:00 pm Mountain in Conference 9/ Discussion (A1): Post signed reaction (readings/workbook) 9/ Discussion (A1): Respond to a peer s reaction (readings/workbook) 9/ Autobiography (A2): Post entry 3 (your choice) 9/ Read: Intercultural Communication, Chapter 2 (shared reading and assigned article) Page 5 of 14

9 Points Dates Activities Done! 9/19 Office Hour: 6:00-7:00 pm Mountain in Conference 9/ Discussion (A1): Post summary with key points AND Post written response 9/ Discussion (A1): Respond to a peer s post 9/ Crit. Incident (A3): Analyze Critical Incident 1 Lesson 3: International Cultures: Understanding Diversity Lesson 3 s learning objectives are: Discuss examples of cultural differences in global cultures; and Identify U.S. American Deaf cultural values and compare and contrast them with U.S. American majority culture. 9/ Read: Lesson 3 Insights 9/ Read: Reading Between the Signs, Chapters 5 & 6 Workbook: pp /26 Office Hour: 6:00-7:00 pm Mountain in Conference 9/ Discussion (A1): Post signed reaction (readings/workbook) 10/2 3.4 Discussion (A1): Respond to a peer s reaction (readings/workbook) 10/2 3.5 Autobiography (A2): Post entry 4 (your choice) 10/3 3.6 Read: Intercultural Communication, Chapter 3 (shared reading and assigned article) 10/4 Office Hour: 6:00-7:00 pm Mountain in Conference 10/6 3.7 Discussion (A1): Post summary with key points AND Post written response 10/9 3.8 Discussion (A1): Respond to a peer s post 10/9 3.9 Crit. Incident (A3): Analyze Critical Incident 2 Page 6 of 14

10 Points Dates Activities Done! Lesson 4: Co-Cultures: Living in a Multicultural Society Lesson 4 s learning objectives are: Discuss interaction between co-cultures within the United States; Discuss multicultural identity in the U.S. American Deaf community; and Discuss cross-cultural influence on discourse and on interpreted events. 10/ Read: Material of your choice Workbook: pp /10 Office Hour: 6:00-7:00 pm Mountain in Conference 10/ Discussion (A1): Post signed summary, reaction, APA reference and written key points 10/ Discussion (A1): Respond to a peer s post 10/ Autobiography (A2): Post entry 5 (your choice) 10/ Read: Intercultural Communication, Chapter 4 (shared reading and assigned article) 10/18 Office Hour: 6:00-7:00 pm Mountain in Conference 10/ Discussion (A1): Post summary with key points AND Post written response 10/ Discussion (A1): Respond to a peer s post 10/ Crit. Incident (A3): Analyze Critical Incident 3 Lesson 5: Intercultural Messages: Verbal and Nonverbal Communication Lesson 5 s learning objectives are: Discuss the influence of cultural differences in nonverbal behavior, time orientation, and space on intercultural interactions; Determine when cultural adjustment is needed in future professional settings; and Identify techniques for cultural adjustment in future professional settings. 10/ Read: Lesson 5 Insight 10/24 Read: Material of your choice Workbook: pp /27 Discussion (A1): Post signed summary, reaction, APA reference and written key points Page 7 of 14

11 Points Dates Activities Done! 10/30 Discussion (A1): Respond to a peer s post 10/30 Autobiography (A2): Post entry 6 (your choice) 10/ Read: White privilege: Unpacking the invisible knapsack (e-reserves) 10/31 Read: Intercultural Communication, Chapter 5 (shared reading and assigned article) 10/31 Office Hour: 6:00-7:00 pm Mountain in Conference 11/3 5.3 Discussion (A1): Post summary with key points (chapter 5) Post written response (chapter 5) Post written response (White Privilege) 11/6 5.4 Discussion (A1): Respond to a peer s post (chapter 5) Respond to a peer s post (White Privilege) 11/6 5.5 Crit. Incident (A3): Analyze Critical Incident 4 Lesson 6: Cultural Contexts: The Influence of the Setting Lesson 6 s learning objectives are: Discuss the importance of interpreters continued involvement in the Deaf community; Discuss the influence of culture in specific settings such as education, business and healthcare; Define oppression and audism as well as recognize instances of each; and Recognize instances of both oppression and audism in one s own actions. Develop your posters for Intercultural Encounters (A4). 11/7 6.1 Read: Reading Between the Signs, Chapter 13, 14, & Afterword 11/7 Office Hour: 6:00-7:00 pm Mountain in Conference 11/ Discussion (A1): Post signed reaction (readings) 11/ Discussion (A1): Respond to a peer s post 11/13 Autobiography (A2): Post entry 7 (your choice) Page 8 of 14

12 Points Dates Activities Done! 11/ Read: Intercultural Communication, Chapter 6 & 7 (shared reading and assigned article) 11/15 Office Hour: 6:00-7:00 pm Mountain in Conference 11/ Discussion (A1): Post summary with key points AND Post written response 11/ Discussion (A1): Respond to a peer s post 11/ Crit. Incident (A3): Analyze Critical Incident 5 11/21 Office Hour: 6:00-7:00 pm Mountain in Conference 11/ Cultural Encounters (A4): Submit links (and access information) for your 2 posters to Assignment Tool FALL/THANKSGIVING BREAK 11/ /29-12/3 6.9 Cultural Encounters (A4): Facilitate your poster discussions AND Participate in the discussion of 4 other posters (remember the two posts per posters are made of different days) 11/29 Office Hour: 6:00-7:00 pm Mountain in Conference 12/ Autobiography (A2): Post entry 8 (2 parts) End of Semester 6.11 Complete online course evaluation. Check your Bearmail for the dates the evaluation is open. Congratulations! Final grades will be posted within 3 days of the end of semester. Page 9 of 14

13 Course Summary Conclusion During this course, you have been introduced to the characteristics of culture as a foundation for analyzing your own and other cultures, including Deaf culture. You have defined and described cultural identity and examined your own values, beliefs, and perspectives. You have explored cross cultural issues and causes of conflict. And finally, you have applied your new level of understanding about culture to several cross cultural case studies. Key Points Cultural understanding begins with an awareness of your own culture. Most often, you are so immersed in your own culture that you consider its norms the right way to do things. You often do not realize that cultures develop as a way to approach the world and there are many right ways to do that. Unfortunately, this often causes people to be ethnocentric, that is to judge others behavior by the rules of your own cultures, instead of considering the fact that their culture may have different rules. Cultural differences may lead to conflict and miscommunication. Many professional, especially interpreters, work between at least two (and often more) cultures. You need to be aware of ways in which cultural differences may impact your future profession. Various factors contribute to the development of culture and identity. You belong to a range of cultures; which may be more or less salient depending on context. Identity is influenced by both the way you enacts these cultures and in the way others see you. You express your identity in a variety of ways. Although they coexist in one geographic location, there are significant differences between U.S. American Majority Culture and U.S. American Deaf Culture. All cultural differences influence discourse, nonverbal behavior, time orientation, and space. As a professional, you may need to consider whether cultural adjustments are needed to ensure that communication is effective. A number of co-cultures exist in the United States; one co-culture is U.S. American Deaf culture. You now know that Deaf people are not only influenced by Deaf culture, but also by U.S. American Majority culture and by other cultures to which they belong. Deaf people have long been the object of oppression both in the U.S. and internationally. As a professional, you must be aware of audism and oppressive behavior in your own interactions with the Deaf community. Page 10 of 14

14 Portfolio Considerations for ASLEI Students While this course is still fresh in your mind, pause to review your learning looking through the lens of your capstone portfolio that is due at the end of your ASLEI journey. Consider the following: 1) Identify any applicable Entry-to-Practice Competencies that may be related to the course objectives; 2) Identify possible evidence items; 3) Identify potential reflection pieces that could be used in the narrative of the Coversheet; 4) Use your organizational system to house these items and thoughts until you are ready to work on writing future Coversheets; (Hint: If it's possible to work on all or part of a Coversheet at this time, why not draft it now?!) and finally, 5) Check in with classmates to see if some collaborative thinking might be worth your investment of time what did others identify and how are they thinking of using the learning from this course? Page 11 of 14