1. Why study Intercultural Communications?
Focus: introduces Intercultural Communication as a field
a. Important interrelated terms
b. Components of Intercultural Communication
c. Advantages of intercultural competence
2. What do we mean by communication?
Focus: defines the concept of communication in general and examines the influence of context on communication
a. Defining communication
b. Understanding communication and context in Intercultural Communication
c. Examining communication and the self
3. What do we mean by Intercultural Communication?
Focus: defines the concept of Intercultural communication in relation to communication in general and examines taxonomies that explain aspects of the intercultural experience.
4. What factors influence the Intercultural Communication process?
Focus: introduces the major cultural, social, and psychological factors that are commonly identified as influencing Intercultural Communication
a. Cultural factors
b. Social factors
c. Psychological factors
d. Obstacles to Intercultural Communication
5. How does verbal communication differ from culture to culture?
Focus: introduces the idea that conventions of language use and communication and relational style vary across cultures
a. Verbal codes
b. Translation, interpretation and additional language use
c. Communication styles
d. Relational styles
6. How does non-verbal communication differ from culture to culture?
Focus: introduces the idea of “difference” in communication as a manifestation of culturally-influenced variations in non- verbal behaviour
a. Kinesics (body language)
b. Paralanguage (vocal characteristics)
c. Proxemics (use of space)
d. Chronemics (use of time)
e. Olfactics (use of smell)
f. Haptics (use of touch)
g. Occulectics (eye contact)
7. How can we enhance our abilities to communicate with others who are different?
Focus: defines the concept of Intercultural Communication competence and identifies the personal benefits of improving competence
a. Models and theories of intercultural adaptation and cultural learning
b. Knowledge (cognitive) dimension
c. Skills (behavioural) dimension
d. Attitude
8. What ethical issues arise in Intercultural Communication:
Focus: identifies and addresses ethical issues that may arise in the context of Intercultural Communications, and encourages students to formulate responses to those issues
Interactive teaching methods require student engagement both within and beyond the classroom. Teachers will use academic and theoretical knowlege to coach and facilitate active student learning. Students are likely to conduct research with human participants as part of course requirements and evaluation. Instructors are responsible for making sure that such research is conducted in a manner consistent with College research ethics policies and federal policies. Students are expected to discuss, analyze and interpret intercultural communication in one-to-one, group, simulated role plays and real life settings. Role plays may be audio- or video-taped for the purposes of informed self-and peer-evaluation.
Interactive teaching methods may include the following:
Active participation of students
Given the emphasis on teacher interaction and student participation, course evaluation will include a combination of teacher, self, and group assessments. Students are expected to be self-motivated and to demonstrate professionalism, which includes active, engaged participation, good attendance, punctuality, effective collaboration, ability to meet deadlines, presentation skills and accurate self-evaluation.
Methods such as the following may be used to evaluate student work:
|
Reflective Journal |
25% |
|
Interaction Analysis |
25% |
|
Intercultural Project |
25% |
|
Professional Conduct |
15% |
|
Quizzes |
10% |
| Total |
100% |
Knowledge:
Upon completion of the course, successful students will be able to:
Skills:
Upon completion of the course, successful students will be able to:
Attitude:
Upon completion of the course, successful students will be motivated to:
A current edition of a text such as one of the following will be selected:
CMNS 1215 or 1216 recommended but not required
No corequisite courses.
No equivalent courses.
This course is not required for any other course.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
| Institution | Transfer Details | Effective Dates |
|---|---|---|
| Alexander College (ALEX) | ALEX SOSC 1XX (3) | 2016/05/01 to - |
| Athabasca University (AU) | AU CMNS 2XX (3) | 2015/05/01 to - |
| Capilano University (CAPU) | CAPU CMNS 1XX (3) | 2004/09/01 to - |
| Kwantlen Polytechnic University (KPU) | No credit | 2004/09/01 to - |
| Langara College (LANG) | LANG CMNS 1XXX (3) | 2005/05/01 to - |
| Simon Fraser University (SFU) | SFU CMNS 2XX (3) | 2004/09/01 to - |
| Thompson Rivers University (TRU) | TRU CMNS 1XXX (3) | 2014/09/01 to - |
| Thompson Rivers University (TRU) | No credit | 2004/09/01 to 2014/08/31 |
| Trinity Western University (TWU) | TWU COMM 1XX (3), May not take TWU COMM 302, TWU LING 302, TWU ANTH 302. | 2004/09/01 to 2019/08/31 |
| Trinity Western University (TWU) | TWU MCOM 1XX (3), May not take TWU MCOM 372. | 2019/09/01 to - |
| University of British Columbia - Okanagan (UBCO) | UBCO ARTS 1st (3) | 2012/01/01 to - |
| University of British Columbia - Vancouver (UBCV) | UBCV ARTS 1st (3) | 2004/09/01 to - |
| University of the Fraser Valley (UFV) | UFV GE 1XX (3) | 2004/09/01 to 2016/08/31 |
| University of the Fraser Valley (UFV) | UFV CMNS 180 (3) | 2016/09/01 to - |
| University of Victoria (UVIC) | UVIC LING 1XX (1.5) | 2004/09/01 to - |