LESSON 1

🌍 Intercultural Issues in Language Teaching – Full

Summary (Simplified)

🔸 What is Intercultural Communication?

Intercultural communication happens when people from different cultural or language
backgrounds talk to each other.​
Because they don’t share the same cultural values or ways of speaking, they might face
misunderstandings.​
Learning how to handle these differences helps improve communication and builds better
relationships.

🔸 Types of Communication
Interpersonal communication is simple communication between people, like friends,
teachers, or coworkers.​
Cross-cultural communication looks at how different cultures behave or communicate —
for example, how greetings differ in Japan and Algeria.​
Intercultural communication is when people from different cultures actually interact and
try to understand one another.

🔸 Why Do We Study Intercultural Communication?

We study this because the world is changing. Cultures are mixing more than ever, and
communication is key to living peacefully.​
Here are six reasons why this topic matters:

1. Globalization​
The world is connected by business, travel, and the internet. English is becoming a global
language. This mix of cultures means we need to understand one another better.

2. Internationalization​
Schools and universities are bringing global topics into their lessons. They want students to
understand international cultures, even without traveling.
3. Technology and Travel​
Phones, social media, and travel allow us to talk to people around the world instantly. This
means we meet different customs, languages, and beliefs every day.

4. Changing Demographics​
People are moving more than ever — for work, marriage, or safety. When they move, they
take their culture with them and mix with others, creating new identities.

5. Conflict and Peace​

When people don’t understand each other’s culture, it can lead to problems. Learning about
other cultures helps reduce conflict and brings peace.

6. Personal Growth​
Meeting different people makes us think about our own beliefs. We start to understand
ourselves better and grow as individuals.

🔸 The History of Intercultural Communication

This subject didn’t just appear — it has a history with important thinkers who helped shape it.

Franz Boas (1858–1942)​

Boas was the founder of linguistic anthropology. He said that language and culture are
connected.​
He believed that how people speak and what they write reflects how they understand the
world around them.

Sapir-Whorf Hypothesis​
Edward Sapir and Benjamin Whorf suggested that language changes how we think.

●​ Linguistic determinism says language controls our thoughts and memories.​

●​ Linguistic relativity says language influences how we see the world, but it doesn’t
fully control it.​

Edward T. Hall​
After World War II, Hall helped train diplomats to work in other countries. He studied how
culture influences communication — especially body language and silent messages.​
He said, “Culture is communication, and communication is culture,” showing how deeply
they are connected.

🔸 Intercultural Communication Today

Today, researchers study intercultural communication in new and specific ways:
1. Intercultural Interpersonal Communication​
This studies how people from different cultures create and manage personal relationships.

2. Intercultural Rhetoric​
This focuses on how people from different cultural backgrounds write and speak, especially
in a second language.

3. Ethnography of Communication​
This looks at how different cultures use language in everyday situations — like greetings,
meetings, or storytelling.

4. Intercultural Pragmatics​
This studies how people from different cultures use a shared language (like English) to
communicate in real life.

🔸 Problems in Intercultural Communication Research

Most research has been created in Western countries like the U.S. or Europe.​
These ideas don’t always match with African, Asian, or Arab cultural experiences.​
Some studies also ignore power — they act like all cultures are equal, when in fact, some
are seen as "better" or "stronger."​
Today, many researchers want to hear more voices from non-Western cultures and include
local ideas.

COURSE 2

🌐 Intercultural Issues in LT – Course 2: Culture and

Communication (Simplified Summary)

🔹 What is Culture?
Culture is everything people learn as part of society — like beliefs, laws, habits, art, and
ways of behaving.​
It’s not something we’re born with, but something we pick up as we grow and interact with
others.​
This idea comes from Edward Tylor, who called culture a “complex whole” of learned
behavior.
🔹 Culture Is Learned
Culture is taught to us as we grow up — this process is called enculturation.​
We learn what is “normal” from parents, teachers, religion, media, and others in society.​
We also learn language and culture together. What we think is polite or rude comes from
cultural learning.

🔹 Cultural Norms and Scripts

Cultural norms are shared ideas about what behavior is expected in certain situations.​
Over time, we build mental maps called cultural schemas — like knowing what to do at a
wedding or a classroom.​
These mental scripts guide how we act without us even thinking about them.

🔹 The "Invisible" Side of Culture

Often, we don’t notice our own culture because it feels “normal” or “automatic.”​
This is why scholars call it “invisible culture” — it only becomes visible when we meet
someone different.​
A famous story by David Foster Wallace about fish and water shows how hard it is to notice
the environment we’re used to.

🔹 Culture Is Relative
No culture is the absolute best or most “right.”​
We can only understand our culture by comparing it to others.​
Something that seems strange to us might feel completely normal to someone else.

🔹 Ethnocentrism vs. Ethnorelativism

Ethnocentrism is judging other cultures by the rules of your own — thinking your culture is
better.​
Ethnorelativism means understanding that no culture is perfect, just different.​
To communicate well with others, we must move from ethnocentrism to ethnorelativism.

🔹 Culture Is Shared
Culture connects people who see themselves as part of the same group.​
These groups can be based on race, religion, job, language, gender, and more.​
We also belong to smaller groups called subcultures or speech communities — like
musicians, doctors, or gamers.

🔹 Culture Is Dynamic (Always Changing)

Culture isn’t fixed — it grows and changes over time.​
It changes as people mature and as new ideas or technologies influence society.​
What is “normal” today might change tomorrow, depending on trends, migration, or history.

🔹 Culture and Communication

Culture is learned and shared through communication — both spoken and unspoken.​
Words, body language, silence, eye contact, and gestures all carry cultural meaning.​
Edward Hall said: “Culture is communication, and communication is culture.”

🔹 Individualism vs. Collectivism

Cultures can focus more on the individual or on the group.​
Individualist cultures value freedom, self-expression, and personal opinion (like the USA
or UK).​
Collectivist cultures value harmony, tradition, and group loyalty (like China or Nigeria).

🔹 High-Context vs. Low-Context Communication

High-context cultures (like Japan, Saudi Arabia) use indirect communication — silence,
gestures, and unspoken rules are very important.​
Low-context cultures (like Germany, USA) are direct — people say exactly what they
mean and value clear speech.​
This can cause misunderstandings when people from different styles communicate.

🔹 Why Teaching Culture Is Important in Language Classes

Culture should be treated as the “fifth skill” in language learning, along with reading, writing,
listening, and speaking.​
Teaching culture helps students understand how to behave, speak, and respond correctly in
another country.​
It also helps students reflect on their own culture and become more open-minded and
respectful.
🔹 Goals of Teaching Culture in EFL (English as a Foreign Language)
1.​ Help learners become aware of their own culture and habits.​

2.​ Teach students what to expect when communicating in the target culture.​

3.​ Encourage students to accept cultural differences instead of judging them.​

COURSE 3: Non-Verbal Communication in Foreign Language Teaching

🤫 Course 3: Non-Verbal Communication in Language

Teaching – Simplified Summary

🔸 What is Non-Verbal Communication?

Non-verbal communication means sharing messages without using words.​
This includes body movements, tone of voice, facial expressions, eye contact, space, and
touch.​
Even if we don’t speak, we are always communicating something with our actions.

🔸 Why is It Important?
Psychologist Albert Mehrabian said 93% of communication meaning comes from non-verbal
messages.​
People often believe body language more than words, especially if the two don’t match.​
To communicate well across cultures, we need to understand and use non-verbal cues
correctly.

🔸 How Do We Learn It?

Children learn non-verbal behaviors by watching others — not by being taught directly.​
They see how people act and copy them to fit in with their culture.​
Unlike grammar, non-verbal skills are learned silently, through life experience.
🔸 Types of Non-Verbal Communication
Here are the most common types:

1. Vocalics

This includes tone, volume, pitch, speed, and pauses in speech.​

A loud voice might seem honest in one culture but aggressive in another.

2. Kinesics (Body Language)

Includes posture, gestures, and facial expressions.​

Different gestures (like hand signals) can have different meanings in different cultures.

🔸 More on Gestures
There are four types of gestures:

●​ Illustrators – support what you're saying (e.g. pointing while giving directions).​

●​ Regulators – help control conversation (e.g. nodding to let someone talk).​

●​ Emblems – signs with clear meaning, like a “thumbs up.”​

●​ Affect Displays – show emotions, like smiling or crying.​

🔸 Facial Expressions
Six emotions are universal across all cultures: happiness, sadness, anger, fear, surprise, and
disgust.​
But how we show emotions can differ. Some cultures express feelings openly, others hide
them.​
We learn when to smile, cry, or show anger based on our culture.

🔸 Oculesics (Eye Contact)

Eye behavior is an important part of communication.​
In some cultures, eye contact shows confidence and respect. In others, it can be rude or
aggressive.​
For example, American children are taught to look at adults. In North Asia, looking down is
more polite.
🔸 Proxemics (Use of Space)
Edward Hall described four types of space:

●​ Intimate (close family), Personal (friends), Social (acquaintances), and Public

(strangers).​
The amount of space we keep changes between cultures.​
Example: In Latin America, people sit close. In the U.S., they prefer more space.​

🔸 Haptics (Touch)
Touch means different things in different cultures.​
Some cultures (like Egypt, Colombia) use lots of touch. Others (like the UK or Sweden) use
little.​
Touch can show emotions, power, or closeness, depending on the setting.

🔸 Expectancy Violation Theory

We all have expectations about personal space and eye contact.​
When someone breaks these rules (stands too close, stares too long), we feel
uncomfortable.​
This can lead to negative feelings or stereotypes about that person’s culture — often without
realizing it.

🔸 Teaching Non-Verbal Communication in EFL Classrooms

Non-verbal communication should be taught alongside reading, writing, listening, and
speaking.​
This helps learners match their body language with the new language they are learning
(called bi-kinesic ability).​
It makes their communication more natural and appropriate in the target culture.

🔸 Useful Classroom Activities

To teach non-verbal cues, teachers can use:

●​ Videos with real conversations​

 ●​ Drama and role-play to practice emotions and body language​

●​ Interviews to observe and copy natural behavior​

●​ Interactive lessons where learners guess the meaning of gestures​

🔸 Final Thoughts
Understanding non-verbal communication helps language learners speak more naturally.​
It also avoids cultural misunderstandings, especially when facial expressions, gestures, or
space rules are different.​
By learning these skills, learners become more confident and respectful communicators in
other cultures.

COURSE 4: Language and Identity

🧑‍🏫 Course 4: Language and Identity – Summary in

Simple Words

🔸 What is Identity?
Identity means how we see ourselves and understand who we are.​
It includes our personality, beliefs, background, and how we relate to the world.​
Identity is shaped by our culture, family, language, and personal choices.

🔸 How Identity is Formed – Primary Socialization

From childhood, we learn who we are by how others treat us and what they expect from us.​
Family, teachers, and society teach us values, behaviors, and roles.​
We slowly learn how we’re similar or different from others, which shapes our identity.

🔸 Cultural Differences in Socialization

In some cultures, people focus on being independent and making their own choices — this is
individualism.​
 In others, the family or group is more important — this is collectivism.​
For example, in Western cultures, young adults often choose their careers, but in other
cultures, family may decide.

🔸 Identity is Multiple and Complex

We don’t just have one identity — we have many roles (student, sibling, friend, etc.).​
Different sides of our identity show up in different situations or times in life.​
So identity is not simple; it’s rich and layered.

🔸 Identity is Dynamic (Changing)

Identity is not something fixed — it grows and changes as we experience new things.​
We develop new views and sometimes change how we see ourselves.​
Our identity is always developing, not something we’re just “born with.”

🔸 Avowed vs. Ascribed Identity

Avowed identity is how we choose to show ourselves (our clothes, speech, actions).​
Ascribed identity is how others see us — even if we don’t agree.​
We can’t fully control how others label or judge us, especially in new cultures.

🔸 Identity Can Change by Situation (Salience)

We have many parts of identity, but some are more important in certain situations.​
For example, when traveling, your national identity might feel stronger.​
Salience means which identity stands out the most in a specific moment.

🔸 Types of Identity
●​ Ethnic identity – Connection to your ethnic group or heritage​

●​ Racial identity – Based on physical/biological traits​

●​ National identity – Linked to your country or citizenship​

●​ Cultural identity – Feeling part of a culture (beliefs, customs)​

 ●​ Age identity – How you see yourself based on your age​

●​ Class identity – Based on your social or economic background​

●​ Gender identity – Related to roles and expectations for men and women​

●​ Religious identity – Feeling part of a religion or belief system​

🔸 Language as Part of Identity

Language is one way we express identity.​
We might change how we speak depending on who we talk to (this is called
accommodation).​
Convergence means adjusting to be closer to others; divergence means standing out or
being different.

🔸 Subtractive vs. Additive Bilingualism

Subtractive bilingualism happens when learning a new language weakens your first
language or culture.​
Additive bilingualism means learning a new language while keeping your original one
strong.​
Additive is better for identity — it helps learners become richer and more confident in both
languages.

🔸 Why This Matters for Language Teachers

Teachers should help students understand identity in the new culture, so they’re not
confused or shocked.​
Also, teachers should help students keep their first culture while learning the second — not
replace it.​
This makes students stronger, open-minded, and proud of who they are.

🔸 Key Reflection Questions

●​ How do you see yourself when speaking your native language vs. a second
language?​
 ●​ Has anyone ever judged your identity unfairly? How did you feel?​

●​ Does your identity change when you are with different people or in different places?​

COURSE 5: Barriers to Intercultural Communication

🚧 Course 5: Barriers to Intercultural Communication –

Simple Summary

🔸 What Are Barriers in Intercultural Communication?

Barriers are things that stop or harm communication between people from different cultures.​
These barriers often come from the way we think about people who are different from us.​
The main ones are: social categorization, othering, stereotyping, and discrimination.

🔸 Social Categorization
This is when we put people into groups like “us” vs. “them” to make sense of the world.​
It helps us feel like we belong but can also cause prejudice against those we see as
“different.”​
We judge individuals based on their group — not on who they really are.

🔸 Othering
Othering means seeing someone as part of a group and not as a unique person.​
It creates distance between “us” and “them,” and can lead to negative views.​
People may be reduced to stereotypes, especially in times of conflict or misunderstanding.

🔸 How to Reduce Othering in EFL Classes

1.​ Focus on what different cultures have in common, not just what’s different.​

2.​ Avoid using negative words like “weird” or “wrong” when talking about cultural
differences.​
 This helps students become more open and respectful.​

🔸 Stereotyping
Stereotyping is when we believe all people in a group are the same — based on gender,
race, age, etc.​
For example: “All old people can’t learn” or “Men are better at math.”​
Stereotypes are usually unfair and often negative, even if they seem small.

🔸 How to Fight Stereotyping in Class

Use lessons that:

●​ Encourage students to reflect and think critically.​

●​ Show real examples of people breaking stereotypes.​

●​ Compare how stereotypes differ across cultures.​

Teaching students to question and challenge stereotypes helps build understanding.

🔸 Globalization and EFL Teaching

English is taught the same way around the world, but this can ignore local culture.​
Students might feel like their own language and traditions don’t matter.​
Teachers should connect the learner’s home culture with the culture of English-speaking
countries.

🔸 Discriminatory Language
Language can hurt — it can reflect or cause discrimination.​
There are 3 harmful types:

1.​ Sexist language – makes one gender seem better than the other.​

2.​ Pejorative language – uses disrespectful words about a group.​

3.​ Taboo language – offensive words that hurt or shock others.​

🔸 Political Correctness (PC)
PC means using kind and respectful language that doesn’t hurt people.​
It includes avoiding offensive jokes or stereotypes based on race, gender, religion, or
background.​
Teaching students PC English helps them communicate kindly and inclusively in real life.

🔸 Why This Matters for EFL Learners

1.​ It helps students feel proud of their culture, not ashamed.​

2.​ It teaches them to speak English in a way that respects other people.​

3.​ It reduces misunderstandings and promotes peace in global conversations.​

✅ Summary of Key Points

●​ Othering and stereotyping block real communication and connection.​

●​ Teachers should include learners' home cultures in lessons and focus on shared
values.​

●​ Respectful language and cultural awareness make learning English more

meaningful.​

COURSE 6 and COURSE 7

🌏 Course 6: Intercultural Transitions – Summary in

Simple Words

🔸 What Is an Intercultural Transition?

An intercultural transition happens when someone moves to a new place with a different
culture or language.​
 This can be temporary (like students or workers) or permanent (like immigrants and
refugees).​
How people feel and adapt depends on their reason for moving and how long they stay.

🔸 Voluntary vs. Involuntary Migration

Voluntary migrants choose to move for study, travel, or work. They usually feel more in
control.​
Involuntary migrants are forced to move because of war, politics, or danger. Their
experience is more stressful.​
They may feel more fear, confusion, or sadness in the new place.

🔸 Temporary vs. Permanent Stay

Sojourners go to a new place for a short time and plan to return home.​
Immigrants and refugees stay longer or permanently, which deeply affects their identity.​
Long-term residents experience stronger cultural and emotional changes.

🔸 What is Acculturation?
Acculturation means adapting to a new culture through daily contact and experiences.​
It includes learning a new language, social rules, and customs.​
Sometimes, people even discover new things about themselves during the process.

🔸 4 Acculturation Strategies (John Berry)

1.​ Assimilation – Forget old culture, fully accept the new one.​

2.​ Integration – Keep old culture and mix it with the new one.​

3.​ Separation – Keep old culture and avoid the new one.​

4.​ Marginalization – Reject both old and new cultures, feel lost.​

🔸 Culture Shock (Short-Term Adaptation)

Culture shock is the stress or confusion people feel when they enter a new culture.​
It happens because of new food, language, customs, or unfamiliar social rules.​
Common causes: unrealistic expectations, no preparation, and big lifestyle changes.

🔸 U-Curve Model of Adaptation

1.​ Honeymoon – Everything feels exciting and new.​

2.​ Shock – Feelings of stress, rejection, or confusion.​

3.​ Adjustment – Learning how things work, gaining respect.​

4.​ Mastery – Feeling comfortable, having dual identity.​

The W-curve adds: 5. Reentry shock – Difficulty going back to home culture.​
6. Resocialization – Adjusting again to home life.

🔸 What Affects Intercultural Adaptation?

1.​ Communication Skills – Language ability and emotional strength.​

2.​ Environment – How welcoming the host country is.​

3.​ Personality – Traits like being open, strong, and positive.​

4.​ Cultural distance – How similar or different the cultures are.​

🌐 Course 7: Intercultural Communication Competence

(ICC) – Summary

🔸 What is ICC?
ICC means being able to communicate well with people from other cultures.​
Michael Byram’s model includes 5 important parts:​
Knowledge, Skills, Attitudes, Interaction, and Cultural Awareness.
🔸 The 5 Elements of ICC (Byram’s Model)
1.​ Attitudes – Be curious, open-minded, and willing to understand others.​

2.​ Knowledge – Learn about cultures, traditions, and social rules.​

3.​ Skills of Interpreting and Relating – Understand cultural differences and explain
them clearly.​

4.​ Skills of Discovery and Interaction – Learn new cultural information and use it in
real conversations.​

5.​ Critical Cultural Awareness – Evaluate your own and other cultures fairly, with
respect.​

🔸 Communicative Competence
●​ Linguistic competence – Using grammar and vocabulary correctly.​

●​ Sociolinguistic competence – Choosing words based on the situation (formal,

informal, etc.).​

●​ Discourse competence – Creating meaningful conversations and texts in a

culturally appropriate way.​

🔸 Globalization and EFL Challenges

English is taught the same way worldwide, but this often ignores students' cultures.​
In Byram’s view, learners should connect their own culture with English-speaking cultures.​
This helps them communicate more meaningfully and confidently.

🔸 Age and ICC Learning

●​ Young children can’t fully understand complex cultural ideas yet.​

●​ Teenagers start thinking more deeply, and ICC can be taught clearly.​

●​ Adults often have personal goals and opinions; teaching should include topics like
equality and human rights.​
🔸 How to Plan ICC in Curriculum
When teaching ICC, Byram says to follow these steps:

1.​ Know the local and world context.​

2.​ Think about students’ age and level.​

3.​ Set goals clearly.​

4.​ Decide what parts of ICC to focus on.​

5.​ Organize the topics in the best order.​

“ Don’t forget me in your duaa… May Allah grant me and you what we wish for”