The E-Journal of Intercultural Relations, Summer 1998, Vol. 1(3)   Originally Posted: 6/30/98; Revised 7/6/98 Teaching/Training Resource A Syllabus for Intercultural Communication -- Hassencahl

Taught by Frances J. Hassencahl Department of Communication and Theatre Arts Old Dominion University Norfolk, VA

Nearing Autumns close
My neighbor --
How does he live, I wonder
-- Basho

We live with many neighbors. This course cannot introduce you to all of them. We will examine some broad principles that we can use to study intercultural communication. We will then focus upon two groups: the Arabs, and the Japanese. Old Dominion University has a long standing relationship with Morocco and is developing programs with Egypt, Syria, Japan, and Korea. The Institute of Asian Studies was established in 1991 at ODU. Your instructor was a participant in a Fulbright group project in Morocco (summer 1989) and a Malone Fellow in Egypt and Iraq (summer 1990) and Saudi Arabia and Qatar (summer, 1993) and was part of a faculty exchange in 1994 and 1995 with the University of Aleppo in Syria under a grant from the U.S. Information Agency secured by Dr. Don Smith in the Sociology Department at ODU. She roomed with a student from Tokyo in graduate school and has found the experience of communicating with another culture both delightful and frightful. We will have much to learn from each other.

Texts:

• Intercultural Encounters, Donald Klopf, Morton, 1995.
• Understanding Arabs, Margaret K. Nydell, Intercultural Press, 1987.
• With Respect to the Japanese, John C. Condon, Intercultural Press, 1984.

Books for Graduate Students:

• International Business Communication, David A. Victor, Harper Collins, 1992.
• Women of Land and Myrrh, Hanan Al Shaykh, Anchor. 1989 (or) The Showa Anthology, eds. Van C Gessel and Tomone Matsumoto, Kodansha, 1989.

This course is taught simultaneously as an undergraduate and graduate course.

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UNIT I:
Working definitions and frameworks for the study of intercultural communication - Week I.

Read Chapters 1-3 in Klopf.
Assignment #1: Create a family tree. Go back as far as you can- get dates, names, countries of origin and occupations. Introduce yourself to the class. Use your "tree" as a basis for introducing yourself to the class on Jan 16.

UNIT II:
A Nation of Immigrants - Week II & III.

Read Chapters 3 & 4 in Klopf.
Activities:

• Self Introductions - Jan 17
• View film "Moscow on the Hudson", Jan 23 & 25
• Discussion of the film within the context of assignment #2

Assignment #2: Respond to "Moscow on the Hudson." How does the communication of the main character fit with the variations of intercultural communication as discussed in Klopf-chapter 4? What activities help/hinder assimilation? How assimilated should individuals be before they become citizens? Due Jan 30.

UNIT III:
Forces that create and maintain cultural differences - Week IV-VIII

Read Chapters 3-6 & 10 in Klopf
Lecture/discussion on what comprises and creates a culture; a subculture.
Audio - cut from "And God Gave Us This Country."
Lecture on low and high context cultures

Assignment #3 - Create a Cultural Resumé - Due April 25. Oral report also April 25.

UNIT IV:
Perception and Needs Theory - Week VIII

Lecture/Discussion on Perception and Motivation
Activities: In class activity on attribution theory

UNIT V:
The Impact of values, beliefs & attitudes - Weeks IX & X

Read Chapters 7-11 in Klopf
Lecture/discussion on values, beliefs and attitudes.
Activities: In class exercise on values
Quiz over Klopf chapters 1-12 - March 21. (See Questions over Klopf)

UNIT VI:
The Arab World -- Weeks XI and XII

Read Nydell
Quiz over Nydel - April 4
Lecture/Activities:

• Lecture on the geography of the Arab World by Dr. Don Zeigler.
• Lecture on the status of women under Islam and films, "Measure of Distance" and "Women in
  Saudi Arabia."

(See Questions over Unit VI)

UNIT VII:
Focus on Japan -- Weeks XIV and XV

Read Condon
Assignment #4:
Interview an individual who is a foreign national and either working or studying here. Guidelines are:
1. Name, country of origin, reason for being in the U.S.
2. What did they believe about the U.S. prior to coming that they now know is not true; is true?
3. What aspects of life in the U.S. was the easiest to cope with; the most difficult?
4. What aspects of their country do Americans seem to know the most about; the least?
Students should interview students in the English as a Second Language program. Times and places to be arranged. Written report due on April 18.

Quiz over Condon
Lectures/Activities:

• PBS films on Japan
• Guest Lecture on the Status of Women in Japan (Dr. Katz)
• Lecture/Discussion on how Japanese and Americans manage relationships with strangers, acquaintances, friends and intimates.

(See Questions over Unit VII)