Intercultural Competence

Introduction of Research Scholar Introduction of Supervisor

Name: Mubashar Latif Name: Ingrid

Roll No: r1024765 Designation: Assistant Professor

Class: English Department: English Language

Session: 2024-25 University: Thomas More

Faculty of English Language

THOMAS MORE UNIVERSITY

 ASSIGNMENT

Program: English Language. Session: 2024-25

Subject: English Roll No: r1024765

Name: Mubashar Latif Father’s Name: Abdul Latif

Title: Intercultural Competence

Theme.1

Introduction

Intercultural competence is a critical skill in today's interconnected world. As societies

become more diverse and global communication becomes increasingly vital, the ability to
navigate cultural differences with sensitivity and effectiveness is indispensable. This paper will
reflect on my personal growth in the field of intercultural competence. It will demonstrate how
my understanding of cultural diversity, communication styles, and intercultural frameworks has
evolved through experiences, reflections, and academic insights. My journey, marked by
moments of self­awareness and challenging interactions, has shaped me into someone who
values cultural exchange and aims to foster more inclusive environments.

Understanding Intercultural Competence

Intercultural competence is the ability to interact appropriately and effectively across

cultures. It involves not only knowledge of cultural differences but also the emotional and
cognitive tools necessary to navigate complex intercultural interactions. Early in my exploration
of this topic, I understood intercultural competence primarily in terms of theoretical
knowledge. However, I have since come to realize that it is not merely an intellectual pursuit; it
is a dynamic process that requires ongoing self­reflection, openness to new perspectives, and
the willingness to adjust one’s behavior in response to cultural contexts.

The first model I encountered that significantly influenced my understanding of

intercultural competence was Bennett’s Developmental Model of Intercultural Sensitivity
(DMIS). This model describes a continuum of cultural sensitivity, ranging from ethnocentric
stages like Denial and Defense, to ethno relative stages like Acceptance and Adaptation.
Reflecting on my past interactions, I realize that I started my journey in a state of Denial, where
I was unaware of the depth of cultural differences that influenced my communication and
behaviors. Over time, however, I transitioned into more ethno relative stages as I began to
understand and appreciate these differences.

Culture is Everywhere and Nowhere (Erwin Hoffman)

Erwin Hoffman's concept that "Culture is Everywhere and Nowhere" emphasizes that
culture is both a pervasive force in human interactions and often an invisible or
unacknowledged part of our lives. Hoffman suggests that while culture influences everything
we do, it is often taken for granted or overlooked in everyday life. People tend to only notice
cultural differences when they are brought into sharp contrast, such as in intercultural
encounters. His idea challenges the tendency to compartmentalize culture as something that
can be neatly identified in a specific group or geographical area. Instead, it encourages
individuals to see cultural influences as inherent in all human behavior, yet not always
immediately obvious or easy to define. This framework helps individuals reflect on the fact that
all people, even those from the same culture, are influenced by various cultural norms and
practices, and that intercultural competence involves being mindful of these influences in
ourselves and others. It urges people to question their assumptions about culture and
understand that it operates in subtle and complex ways, often unconsciously.

Edward T. Hall’s High­Context vs. Low­Context Communication

Edward T. Hall’s distinction between high­context and low­context communication focuses on

the degree to which individuals rely on explicit verbal communication versus implicit cues such
as non­verbal behavior, social hierarchies, and shared understanding.

� High­context cultures (e.g., Japan, China, Arab countries) rely heavily on implicit
communication, non­verbal cues, and the context of a situation to understand the
message.
� Low­context cultures (e.g., Germany, the United States, and Scandinavia) value clear,
direct, and explicit communication where messages are conveyed primarily through
words. Understanding high­ and low­context communication is vital for effective cross­
cultural communication. Misunderstandings can arise if individuals from high­context
cultures are interacting with individuals from low­context cultures, and vice versa. This
framework helps individuals adjust their communication styles accordingly.
Theme.2

Early Understanding and Challenges

When I first began teaching, my approach was largely rooted in my own cultural
context. I didn't recognize the significance of cultural differences in shaping the learning
experiences of my students. My early experiences involved teaching students who shared a
similar cultural background, and the interaction felt natural. However, as I expanded my
teaching to a more culturally diverse group, I started to encounter situations where my
assumptions about teaching strategies and student behavior were challenged.

For instance, in one of my early courses, I had a group of international students who had been
raised with different educational norms. I was accustomed to encouraging students to voice
their opinions in class discussions, a practice that was in line with my own cultural experiences.
However, some of the international students, particularly from East Asia, were hesitant to
speak up, due to a cultural emphasis on deference to authority and the value placed on silence.
Initially, I found this behavior frustrating and perceived it as a lack of engagement. It wasn’t
until I reflected on my own cultural biases and sought to understand their perspectives that I
realized the importance of adjusting my teaching methods to be more inclusive of different
cultural communication styles.

Personal Growth and Reflections

Throughout the course, I have not only deepened my knowledge of intercultural

communication but also become more self­reflective. One of the most profound insights I
gained was recognizing the importance of cultural humility. Unlike cultural competence, which
focuses on acquiring specific knowledge about other cultures, cultural humility emphasizes a
lifelong commitment to self­evaluation and self­critique. This perspective has encouraged me to
acknowledge my own biases and assumptions and approach intercultural interactions with an
open mind.

A key experience that demonstrates my growth in cultural humility was an interaction I

had with a colleague from a different cultural background. Previously, I would have
automatically assumed that their preference for indirect communication meant they were less
confident or assertive. However, through the lens of cultural humility and the insights gained
from the course, I recognized that their communication style was influenced by their cultural
norms of politeness and respect. I adjusted my approach to better understand their perspective
and to avoid misinterpretations, which enhanced the effectiveness of our collaboration.
The Intercultural Communication Competence (ICC) Model

This model emphasizes the importance of certain skills and attitudes for effective
intercultural communication. Key elements of the ICC model include:

� Knowledge: Understanding cultural differences in communication, values, and social

norms.
� Skills: The ability to listen actively, observe non­verbal cues, and adapt communication
styles.
� Attitudes: A mindset of openness, respect, and empathy toward others from different
cultures.

This model underscores the need for a combination of cognitive, behavioral, and
affective components in intercultural competence. It suggests that individuals must
continuously work on enhancing their understanding, skills, and attitudes to engage
meaningfully in intercultural contexts.

Challenges Encountered and Overcome

Intercultural competence is not a linear process, and there have been moments when I
struggled to understand certain cultural dynamics. One of the biggest challenges I faced was
navigating cultural shock during a study abroad experience. When I first arrived in a foreign
country (Belgium), I felt overwhelmed by unfamiliar customs, language barriers, and social
expectations. It was difficult to reconcile my own cultural identity with the values and behaviors
of the host culture.

However, drawing on Lustig and Koester’s framework of intercultural communication,

which emphasizes adaptability and flexibility, I learned to approach these challenges with
curiosity rather than judgment. By recognizing the value of cultural intelligence (CQ), I was able
to build my cognitive, motivational, and behavioral capabilities to engage with the host culture
more effectively. This process took time, but it resulted in a deeper appreciation for how
different cultural norms shape everyday interactions.

Future Development

Looking ahead, my goal is to continue refining my intercultural competence by pursuing

deeper engagement with diverse cultural communities. In particular, I hope to further explore
the intercultural dialogue model, which encourages reciprocal and respectful exchanges
between cultures. As I continue to broaden my network and engage with individuals from
various backgrounds, I plan to integrate critical cultural awareness into my interactions,
recognizing not only cultural differences but also the power dynamics and historical contexts
that influence intercultural communication.

Additionally, I aim to work on further developing my skills in cultural empathy, which

involves not only understanding other perspectives but also emotionally connecting with them.
This will help me avoid superficial interactions and promote deeper, more meaningful
connections across cultures.

Implications for Teaching:

� In a High­Context Classroom: You might need to use more implicit cues, foster group
cohesion, and provide space for students to express their understanding indirectly. The
content structure might need to be flexible, with an emphasis on relationships and a
shared understanding of expectations.
� In a Low­Context Classroom: You’ll likely need to be explicit about what you expect
from students, ensuring that instructions are clear and concise. The content will be
structured with a focus on outcomes, and students may be more accustomed to direct,
task­oriented interactions.

Theme.3

Conclusion

My journey in the field of intercultural competence has been transformative. By

engaging with key frameworks, models, and theoretical perspectives, I have gained a greater
understanding of my own cultural assumptions and biases. More importantly, I have developed
a toolkit for navigating intercultural encounters with greater sensitivity, adaptability, and
respect. While the process of becoming intercultural competent is ongoing, I feel well­equipped
to continue developing these essential skills in both my personal and professional life.
Ultimately, the course has not only broadened my perspective on the world but has also
empowered me to contribute more effectively to the diverse, interconnected global
community. Reflecting on my growth in intercultural competence, I realize that my journey has
been shaped by both theoretical learning and real­world experiences. I have gained greater
awareness of my own cultural assumptions, developed empathy for people from different
backgrounds, and learned to navigate intercultural challenges with patience and curiosity.
Intercultural competence is not a destination but a process that requires ongoing self­
awareness, open­mindedness, and the willingness to adapt. As I continue to develop these
skills, I feel more equipped to engage meaningfully with people from diverse cultures and
contribute to creating more inclusive and respectful environments. These frameworks provide
invaluable tools for enhancing cultural awareness, improving communication, and building
stronger relationships across cultural boundaries.

Reflecting on role as a teacher from an intercultural perspective can be both enriching

and inspiring. The communication style adopted high­context or low­context plays a significant
role in shaping interactions in the classroom, particularly in a diverse and culturally rich
environment.

In high­context communication, much of the message is implied rather than explicitly stated.
Cultural nuances, shared knowledge, and non­verbal cues are key. For example, in many
cultures, teaching is less about direct instruction and more about guiding students to discover
knowledge through relationships, stories, and mutual understanding. This style encourages
deep, reflective conversations where context, shared history, and non­verbal communication
enrich the learning experience.

From an intercultural perspective, teaching in this way requires sensitivity to the diverse
backgrounds students bring into the classroom. The high­context approach allows teachers to
tap into the subtleties of each student's cultural frame of reference, recognizing that what may
be understood by one student could be unfamiliar or misinterpreted by another. It challenges
educators to continually seek understanding beyond the surface level, encouraging open­
mindedness and a commitment to learning from students' diverse experiences.

On the other hand, low­context communication is more explicit, direct, and relies less
on shared understanding or non­verbal cues. In cultures that prefer low­context
communication, clarity and efficiency are emphasized, and the teacher's role is often that of an
expert delivering clear, structured information. When teaching from a low­context perspective,
you may find yourself focusing on direct instruction, clear expectations, and the explicit
articulation of concepts and goals.

In an intercultural classroom, adopting a low­context approach might be useful when

dealing with students who are not familiar with the educational norms of the culture or the
language of instruction. However, it’s also essential to balance this with an understanding of
the broader context—recognizing that students from high­context cultures may struggle with
direct communication if they aren't familiar with this approach. You may need to use additional
scaffolding, like visual aids, written instructions, or time for reflection, to ensure understanding.
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