ABSTRACTS

• Christopher Coyne, Culture, Common Knowledge and Post-Conflict Reconstruction.
  
• Carolin Fuchs, Student Language Teachers as Intercultural Learners in CMC-Based Project Work.
  
• Jing Liu, Intercultural Communication in Letters of Recommendation.
  
• Christopher Miles, Identity’s Playground: Linking Second Language Use with Strategic Competence.
  
• Hong Xiao and Eleni Petraki, An Investigation of Chinese Students´Difficulties in Intercultural Communication and its Role in Elt.
  
• Loretta Ya-Wen Teng, Collaborating and Communicating Online: A Cross-Bordered Intercultural Project between Taiwan and the U.S.
  

Christopher Coyne

Abstract

Post-conflict reconstruction is one of the most relevant policy issues in the world today. It is argued that widespread coordination characterizes a successful reconstruction. Critical to this outcome is common knowledge among citizens, which facilitates the coordination of activities on a set of beliefs aligning with the aims of reconstruction. The nature of common knowledge in the post-conflict context and its importance in coordinating citizens on reconstruction efforts are analyzed. Emphasis is placed on the role that existing cultural products play in generating common knowledge and institutional change. Historical evidence from German and Japanese cinema and media, effective mechanisms for transmitting common knowledge, serves to illuminate these claims.

Keywords: cinema, collective action, common knowledge, culture, media, post-conflict reconstruction

Carolin Fuchs

Abstract

This paper emerged from a larger study and analyzes the reflections of a transatlantic group of future language teachers who communicated with each other via the bulletin board and chat functions of FirstClass® to design a joint website module. The author employs the Grounded Theory method and engages in action research in order to identify and analyze instances displaying cross-cultural engagement. Data triangulation entails email and chat transcripts, pre-course questionnaires, self-assessments, post-course interviews, post-course questionnaires, post-course questions, logs, voices from the classroom, and learning process statements. Findings indicate that the transatlantic group was faced primarily with difficulties regarding consensus finding, joint decision-making, and a lack of awareness regarding potential personal and professional benefits of the project.

Keywords: intercultural learning - computer-mediated communication (CMC) – teacher education - model learning - negotiation

Jing Liu

Abstract

The letter of recommendation (LR) as a means to communicate across different cultures for the purpose of applying for entering a university can be problematic. Using contrastive rhetoric analytic framework, this paper compares LRs written by Chinese and English native speaker professionals. Discussion of culturally situated interpretations of the LRs is based on interviews with university professors who have been on the admission committee. The findings show similarities in macro discourse structure but differences in discourse content between the LRs, which suggest that successful intercultural communication in LRs requires meticulous dialogue with the ‘other’ according to Bakhtin’s theory of dialogism. Unequal power relationship between writer and reader is also discussed from critical discourse analysis perspective.

Key words: Letters of recommendation; intercultural communication; dialogism

Christopher Miles

Abstract

This case study examines how a French immigrant of Senegalese descent negotiates his L2 identity at a multicultural and multilingual workplace environment in the United States. The article is the result of a six-month qualitative case study in which the subject was shadowed and interviewed at his place of employment. The study explores the relationship between strategic competence and social identity and examines how the participant’s social identity and successful employment are linked to strategies of L2 language use and identity negotiation.

Key Words: Identity, Second Language Identity, L2 strategies, Sociolinguistics, strategic competence

Hong Xiao and Eleni Petraki

Abstract

This study discusses the intercultural communication competence of Chinese students who were studying at an Australian University. The study specifically explores the frequency of interactions between Chinese students and students from other countries; the difficulties they encountered and the reasons they attributed to these difficulties. Research results, derived from questionnaires and interviews, reveal that the Chinese students encountered many difficulties when interacting with students from other countries which they ascribed to lack of knowledge of intercultural communication, cultural shock and differences in nonverbal communication and politeness strategies. Findings suggest that intercultural communication skills should be an important component of English language teaching (ELT) in China particularly with the rapid globalization of English and its use in international business communication.

Keywords: intercultural communication; Asian ELT; Chinese students; University students

Janet M. Roberts

Abstract

The goal of this research is to examine how Arab women newly emigrated to the United States struggle to decide how to blend with or into the fabric of this country while still retaining their culture, language and religion in a manner that is comfortable and acceptable to them. All the interviewees were Arab/Muslim women from the countries of Iraq and Lebanon. The research also examines the conflict among Muslim women over the decision as to whether or not to wear the hijab or veil covering their heads.

This research is important in creating an understanding of the needs and differences, as well as the desires and similarities, of Arab/Muslim women and American women. It is also important for differentiating between assimilation, multiculturalism and selective acculturation. Any research and analysis that works to emphasize common values and acceptance of differences also works toward the building of a peaceful community.

Loretta Ya-Wen Teng

Abstract

This study explored the collaborative process of an online cross-cultural communication project between Taiwan and the U.S. The behaviors of the cross-cultural teams were analyzed and compared. The results indicated that the U.S. participants enjoyed interacting with their group members more, had developed a better sense of community, and were more comfortable with online communication. However, more of the U.S. participants lurked online. It was recommended that a modified web-based cultural and language exchange project be coordinated to accommodate the Taiwanese participants’ desire in learning English. Besides, cross-bordered teams should be informed of the proper online collaborative and communication skills.

Key words: online collaboration, cross-cultural communication, cross-bordered collaboration