MLL 625                                                                                                                                       Spring ‘02         Ron Schwartz                                                                                                                             [625.topics.S’02]

               MLL 625: COURSE TOPICS, ACTIVITIES, READINGS & ASSIGNMENTS                 

      codes: o = overhead;  e = in-class CC training exercise; h = handout; f = film or video; /_____/ author of                   handout; 1:1-58 = e.g., Chapt. 1, pp. 1-58 in Samovar/Porter's text; (___/___) = due date for                                assignments
      note: All overheads (o) show source by author and/or title of book or article on the overhead. Copies of all overheads are available in the MLL 625 reserve binder in the Resource Center for Language and Culture.  

 	         TOPICS         	    ACTIVITY/MATERIALS	   TEXT	
A.	Introduction 
	*Avoid terms like (o)
*Points of view (o)
*Cultural truisms /Klopf/ (o)
*Prejudice (o)
*Stereotyping (o)
*Ethnocentrism (o)
*Communication (o)
*Culture (o)
*CC Communication (o)
*Advantages/Disadvantages: 12 training          methodologies /Kohls/ (h)
*Communication studies approaches /Jandt/ (h & o)
	1:1-58
A & B
 (2/11)	
B.	The cultural, political, geographical, racial, ethnic, & religious world	*The cultural, political, geographical, racial, ethnic, & religious world (o)
*Nations divided: cultural & linguistic (o)
*Map of Mexico (o)
*Map of Bulgaria (o)
*C2 questionnaire: pre & post /Harris & Moran/ (h & in-class exercise)
*Contrasting cultures: surface observations (h&e)
*5 Countries I know nothing about & My cultural profile
  (___/____)	

C.	Culture and its characteristics: definitions
	*C. Culture and its characteristics: topics /Haviland-Kottak-Schwartz/ (h)
*Definitions and observations (o&h)
*Scripts (o)
*Cultural relativism (o)
*”Cultural relativism and universal human rights” /Fluehr-Lobban/  My opinion! (_____/_____)
*Comparison of cultural variants /Austin/ (___/___)		

 D.	Phenomenal & ideational views of culture
	*85 CC topics (h)
*Phenomenal vs. ideational: observing another culture /Schwartz/ & Realistic 
description /Haviland/ (o&h)
*Conclusions: how do you describe and observe another culture? /Shirts/ (o&h)
*Nanook of the north (f)
*Describing surface behaviors: Nanook of the north (in-class exercise) 
*”Body ritual among the Nacirema” /Miner/ (_____/______) 	2:59-114
     A
  (2/25)	
 E.	Macro-cultures & micro-cultures	*A cross-cultural misunderstanding in Salt Lake City (o)
*Klopf’s 8 micro-cultures (o)
*Brace & Walker’s individual cultural profile (o)Filipino-German American: importance of micro-cultures (o)
*Identifying your individual micro-cultural profile (in-class exercise)
*Nations with more than one major linguistic group (o)
*Native roots of Americans (o)
*Languages spoken at home in the U.S. (o)
*US ethnic population growth projection: year 2050 (o)
*Myth of the melting pot: America’s racial and ethnic divides /Booth/  (____/_____)		
 F.. 	The symbols of culture	*Non-verbal communication: outline notes (h)
*Nature of non-verbal communication (o)
*Types of touch (o)
*Words are minor contributors to transmitting emotions (o)
*Nonverbal courtship patterns in women /Moore/ (o)
*American cultural interpersonal distances (o)
*20 Gestures /Morris/ (o)
*Categories of non-verbal communication /Levy/ (h)
*Slang (e)
*The power of words (e)	4:205-254
      B
   (2/25)

5:255-296
      A
    (3/4)	
  G.	Social organization 
How and why do cultures change?	*Survival simulation /Schrapper/ (in-class exercise & h)
*Survival simulation logs - due after each simulation
*Developing a training simulation /King/ (h)
*Trinkets and beads (f - in-class exercise)
*Trinkets and beads (______/_____)	3:115-204
      B
   (3/11)	
 H.	The manifestation of culture through values	*Anglo-Oriental marketing (e)
*Rosemary: a parable /Holmes & Guild/ (h & in-class exercise)
*Alligator river (o)
*The woman from Punch (h & in-class exercise)
*Sentence starters (o & in-class exercise)
*Proverbs (o & in-class exercise)
*Anglocentric vs Hispanic-centric values in education /Banks/ (h)
*Comparative table: Mexico & US /Kras/ (h)
*Cultural differences in the classroom (h)
*Fundamental and basic values of Chinese(o)
*Ten variables and associated cultural orientations (o)
*Decoding cultural dimensions (h)
*15 things that you like to do (in-class exercise)
*Ill-fated foreign products /Maledicta/ (o & in-class exercise)
*17 steps to heartwarming behavior: how values are learned /Martin/ (h)	7:371-423
       A
    (3/18	
I.	Racism, stereotyping, prejudice, ethnocentrism, & discrimination 	*Tactics for removing cross-cultural communication behaviors /Taylor/ (h & h)
*Strategies for responding to slurs and ethnic jokes /B’nai B’rith/ (h)
*Things I first learned (in-class exercise) 
*Those who hate /Soundprints/ (audio-tape)
*Hate messages /Southern Poverty Law Center/ (o)
*Stereotyping test (in-class exercise)
*For the record (h)
*Pyramid of hate /Anti-Defamation League/ (o)
*6 theories of prejudice formation /Banks/ (o)
*White privilege: unpacking the invisible knapsack /McIntosh/ reaction paper (_____/____) 		
J.	Culture shock and its remediation
Adapting to a culture	*Symptoms of culture shock (o)
*Exposure to another culture: triggering multiple emotions (o)
*Adapting-Acculturation: ten tips (o)
*Effective personal attributes /Brace & Walker/ (h)	8:424-455
     B
  (3/18)	
K. 	Dimensions of culture	*Individualism & collecttivism (o)
*High/Low contexts (o)
*Communication problems -Attribution theory: Greeks and Americans (o)
*Masculinity & femininity (o)
*Contact &  non-contact cultures (o)
*High power & low power distance (o)
*Work environments perceptions (o)
*Cultural universals (o)
*Higher-order needs (o)
*Maslow’s hierarchy of needs (o)	
	
L.	Negotiating across cultures	*The cows of Dalo Ken Peye: resolving conflict among the Kpelle (f)
*Managing intercultural negotiations /Casse & Deal/ (h)
*Different negotiating styles: US and
 Japanese /Haris & Moran/ (h)
*Negotiating tactics /Brake & Walker/ (h)
*Consensus is /unknown/ (h)
*Guidelines for American negotiators /Brake & Walker/  (h)
*Barriers in communication /Schwartz/ (h)
*Consensus is (h)
*Plus these quickies (o)
*Negotiating styles /Harris & Moran/ (h)	6:297-370
 A & B
  (4/8)	
M.	Counseling across cultures	*Minority group children & behavior disorders /Sue & Sue/ (h/		
N.  	Strategies for teaching cultures: K-adult (FL & ESOL)	*Strategies for teaching culture /Omaggio/ (h)		

          CC TRAINING: COURSE TOPICS, ACTIVITIES, READINGS & ASSIGNMENTS

         codes: o = overhead;  e = in-class CC training exercise; h = handout; f = film or video; K = Kohl's text; 
                    (____/____) = due date for assignments
	      TOPICS	ACTIVITY	TEXT	
T1  	What is cross-cultural training? 
What are the goals & objectives of CC training?		*General goals: cross cultural training (h)
*Objectives of intercultural training: overseas    postings (h)
 *Characteristics of training (h)		
T2	Training as a relatively new form of learning	*CC/Intercultural training: definition (h) *Overview of CC print resources    (___/___) 	K:1-12
#s1,2,3
 (2/18)	
T3	Intercultural training specifically	*Cross-cultural needs analysis & profile (h)
*Sample CC training agenda (h)
*Sample CC training outlines (h)
*Doing business in Mexico (h)	K:13-56
  #1
 (3/4)	
T4	Philosophy of trainin	*Philosophy of training (h)
*A good trainer 		K:57-68
  #2
(3/11)	
T5	The technology of training (Instructional Systems Design)	*10 steps for developing CC training (o)
*ISD model (o)	K:69-76 & 77-88 & 89-96
  #3
 (4/1)	
T6	Needs assessment and/or task analysis	*SEE G. ABOVE	

 	
T7	a. using films & videos in CC training

b. Using the Internet and Web in CC training	*Cultural learning materials evaluation form (h)
*Multicultural evaluation form (h)
*CC video/film training checklists (h)
*Internet /sources for CC information           [Avlonitis] (h)
*Profile of Internet and Web resources  
 (____/_____)		
T8	Developing behavioral objectives			
T9	Developing & using critical incidents, CC encounters & simulations in CC training	*How to write a critical incident (h)
*"Natural disaster" (h)
*Cultural encounter (____/_____)
*Cultural incident  (_____/_____)		
T10	Trainer competencies & trainer roles
		K:97-          116
   #1
(4/15)	
T11	Developing & using role- plays in CC training	*Situational exercises (h)
*Role-plays (h)
*Role play  (____/_____)		
T12	Training methodologies		K:117-    140
   #2
 (4/15)
	
T13	Designing the individual training session	*Format for CC training exercises (h)	K:141-144 & 145-154
  #3
(4/15)	
T14	Working with small groups		K:155-
    164
 #1
(4/22)	
T15	Feedback		K:165-
170 & 171-178
   #2
  (4/22)	
T16	Evaluation of training		K:179-
    190
   #3
 (4/22)	

Chapter Reactions: (Samovar & Porter. Intercultural Communication: A Reader.)
	For each chapter, write a 3 page reaction (not a summary or outline) paper. The paper should be “informally” written and should cover what you found interesting, controversial, enlightening, insightful, etc. in the chapter.  If you disagree with the author’s ideas or findings, say so and include your own personal experiences or ideas. Each chapter has 5-6 different articles. You do not have to include each article in your reaction paper. It’sacceptable to focus on one or two articles. Be sure to put everything in context, e.g., Janzen in “Five paradigms of ethnic
relations” (pp.. 52-58) ............  Be prepared to discuss your reaction paper, in class, before it is handed-in. 
Note: You are expected to read and be prepared to discuss in class all chapters. 

Chapter Overviews: (Kohls & Brussow. Training Know-How for Cross Cultural and Diversity Trainers.)

	For each chapter, develop a one page outline (with a one or two sentence explanation) of what is included in the chapter. This outline can be used as a reference by you in the future if you are asked to develop a training proposal. Be prepared to discuss your outline, in class, before it is handed-in. 
Note: You are expected to read and be prepared to discuss in class all chapters. 

Model:

Chapter: Trainer Competencies/Trainer Roles (pp. 97-116)                          Group: #__      

1. What to look for in an Intercultural Trainer (pp. 97-98)
This information would be very helpful in hiring a CC trainer because explanations are given regarding what makes up a good intercultural trainer. Areas include sensitivity to trainees, previous over-seas living experience, and the ability to take feedback.

2.  Trainer Competencies for the Cross-Cultural Trainer (pp. 100-104)
This section covers the follow important points...............................