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ERIC Number: ED386764
Record Type: Non-Journal
Publication Date: 1995-Apr-22
Pages: 12
Abstractor: N/A
Reference Count: N/A
The Affective in Multicultural Communication.
Lynch, Patricia L.
Teaching intercultural communication differs greatly from teaching many other courses within communications and the larger curriculum. How the audience is impacted differs from most courses, and ignoring that reality short-circuits a professor's ability to maximize the learning experience. With goals of understanding and bridging cultural differences, intercultural communication, directly and indirectly, draws students to intrapersonally focus on differences; students are asked to deal with awkward or insecure aspects of themselves. In addition, learners are requested to openly communicate about sensitive personal and social differences. When dealing with the tenuous, unknown, or uncomfortable, many students use silence, glib retorts, noncommittal comments, or masking behaviors to cope. Further, there are several variables inherent in the audience dynamics of students who decide to take an intercultural communication course. These students come with gleeful enthusiasm and a rather self-aggrandizing mindset of being fully open, non-prejudiced, curious, and skilled in dealing with differences. There are times when these students seem to believe that there is little for them to learn. Powerful instructional guidance for dealing with such problems is found in P. G. Zimbardo's seminal work, "Influencing Attitudes and Changing Behaviors," which lists several suggestions for getting students to focus on their behavioral experiences or getting them involved in behavioral experiences. Learning is most fully facilitated by inviting learners' cognitive, affective, and behavioral involvement with course content. (Contains a model and nine references.) (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A