Week 4 Assignment
November 2, 2019
I selected scenario 3 – Intercultural communication and online delivery of courses. Imagine I was in the situation that I was a consultant to a local university that seeks to create a series of joint, synchronous online classes with a Chinese university. The model for dual teaching and interaction from my country’s professor and the Chinese professor is found within the article. That article was an intercultural communication event via video bridge: bringing Russian and American students together.
How do I maximize the expertise of both professors for the benefits of the students?
It was important to understand how people from different social and ethnic backgrounds help to make the right learning environment. During a process of change, I, consultant, worked with an effective plan with the knowledge and development of the students. Each Chinese and American professor would need to have a translator to help mediate. I, the consultant, would ensure to provide accommodations for each professor. The Russian and American students may adjust to each other. At the same time, a conflict may be an obstruction (block) for the students to adapt and to understand with each other. It would be their challenge.
The conflict was that no one could understand any communication differences. Would it be a problem to make the Russian students feel “adjusted?” American students may face some cultural conflicts or differences. It can create a lot of conflicts and frustrations between Russian and American students. One way I can create is a visual gesture communication course to help buffer the communication barrier. It was how intercultural communication and conflicts could create problems, and at the same time, it would be overcome (Gregersen & Youdina, 2008). The use of language no longer connects people to others when individuals were denied the use of their language that they recognize its importance (Lusting & Koester, 2018).
If I analyze both cultures involved, what would be the three major points of contention and misunderstanding between the cultures? How would I recommend turn-taking in conversations and debates in the class?
The third person who was a translator should be present. The translator could convert English to another language, Russian. The Internet Protocol number of video bridges was used to connect multiple sits into a multipoint video conference (Gregersen & Youdina, 20008). It could create interactive abilities. It is essential to meet the student’s expectations at the same time. I, the consultant, would start with figuring a way to help take turns by setting up a group of students assigned for the semester or quarter.
The goal is to introduce one subject area at a time. What would be the first three subject areas I would recommend and why? Make sure I take into account the interests and needs of both countries.
It is recommended to make the lesson plans in the sound, video, and closed-captioned — the goals (objective) of the first three subjects.
- The Math subject would be in the numbers part.
- English should be at the same linguistic level.
- The History subject can be on a general or advanced level.
All of the subjects listed would be in both languages and set up on both sides on the board in half showing the language. Math would not be a problem. However, English and History may be a problem. The Russian language would be added to ensure that both sides of students have the same access to language. The sets of goals for the development should be equal. The language was learned without awareness (Lustig & Koester, 2018). Intercultural communication is a different situation. The students might not be able to understand the language and vocabulary words. At the same time, I, the consultant, can provide the counseling guidance to the students. The learning lessons could help the students to grow and succeed. The idea was to make the learning lessons easy.
Gregersen, T., & Youdina, T. (2008). An intercultural communication event via video bridge: Bringing Russian and American students together. International Journal of Teaching and Learning in Higher Education, 20 (2), 262–266.
Lustig, M.W., & Koester, J. (2018). Intercultural competence: Interpersonal communication across cultures. (8th ed.). Boston, MA: Pearson.