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Intercultural Communication examines culture as a variable in interpersonal and collective communication. It explores the opportunities and problems arising from similarities and differences in communication patterns, processes, and codes among various cultural groups. It explores cultural universals, social categorization, stereotyping and discrimination, with a focus on topics including race, ethnicity, social class, religion, gender and sexuality as they relate to communication.

Intro -- Contents -- Preface -- Chapter 1 -- Educating Teachers for a Multicultural School Environment -- Abstract -- Introduction -- References -- Part 1: Readiness of a Teacher to Work with Children While Playing -- 1. Introduction -- 2. Materials and Methods -- 3. Results -- 3.1. Play Activity in Russian Daycare Centres -- 3.2. Quality of Pre-School Education -- 3.3. National and Regional Peculiarities of Russian Pre-school Education -- 4. Conclusions -- References -- Part 2: Technology of the Didactic Game -- 1. Introduction -- 2. Materials and Methods -- 3. Results -- 3.1. Characteristics of Mothers -- 3.2. Readiness of Children for Studying at School -- 4. Conclusions -- References -- Part 3: Multicultural Language Development of Pre-school Children in Russia -- 1. Introduction -- 2. Concepts -- 3. Conclusions -- References -- Part 4: Preparing to Work with Text in Kindergarten -- 1. Introduction -- 2. Methods -- 3. Concepts -- 4. From Model to Technologies -- 5. Experimental Strategy -- 6. Experimental Technique -- 7. Parametre Definitions -- 8. Logical Statement Structure -- 9. Efficiency Check -- References -- Biographical Sketches -- Chapter 2 -- International Managerial Communication: An Analysis of Project Team Communication in a China-Based Country Organization -- Abstract -- Introduction -- Review of Literature -- English as World's Business Language and Lingua Franca -- Theory and Practice of Project Management -- National Culture -- Language Competency and Link-Pin Communication in International Business Context -- Research Method -- Qualitative Data Collection and Analysis -- Findings -- Stage 1: Making Initial Contact -- Stage 2: Forming Project Team and Visiting Potential Customer -- Stage 3: Communicating with Commercial Manager for Costing -- Stage 4: Adding Product Line Manager to Relay the State-of-the-Art Technology

This handbook takes a multi-disciplinary approach to offer a current state-of-art survey of intercultural communication (IC) studies. The chapters aim for conceptual comprehension, theoretical clarity and empirical understanding with good practical implications. Attention is mostly on face to face communication and networked communication facilitated by digital technologies, much less on technically reproduced mass communication. Contributions cover both cross cultural communication (implicit or explicit comparative works on communication practices across cultures) and intercultural communication (works on communication involving parties of diverse cultural backgrounds). Topics include generally histories of IC research, theoretical perspectives, non-western theories, and cultural communication; specifically communication styles, emotions, interpersonal relationships, ethnocentrism, stereotypes, cultural learning, cross cultural adaptation, and cross border messages;and particular context of conflicts, social change, aging, business, health, and new media. Although the book is prepared for graduate students and academicians, intercultural communication practitioners will also find something useful here. Ling Chen, Hong Kong Baptist University, Hong Kong.

Intro -- Instead of an introduction: Conceptual issues in analyzing intercultural communication -- I. Socio-'political contexts of intercultural communication -- Socio-political influences on cross-cultural encounters: Notes towards a framework for the analysis of context -- II. Socio-psychological perspectives of intercultural communication -- Attribution theory and intercultural communication -- Contact between German and Turkish adolescents: A case study -- III. Language choice -- Language choice in multilingual societies: A Singapore case study -- Why speak English? -- IV. Discourse processes -- Keeping the gate: How judgements are made in interethnic interviews -- Foreigner talk, code switching and the concept of trouble -- The man (or woman) in the middle: Discoursal aspects of non-professional interpreting -- V. Selected elements of discourse -- Multiple formulae. Aspects of Turkish migrant workers' German in intercultural communication -- The use of alors in French-Dutch negotiation: A case study -- What interactants do with non-talk across cultures -- About the Authors -- Index of Subjects -- Index of Names.

The urgency of the problem under study lies in the fact that the problems of intercultural communication of the peoples of Russia, which were on the agenda during the ХIХth - early XXth centuries, did not lose their relevance in the 21st century. The Volga-Ural region with its multinational and multi-confessional population is of special interest in this respect. The article reveals the significance of the cultural and historical experience of Islamic and Christian culture interaction in the Volga region and the Urals as the most important basis for the development of tolerant relations and the confirmation of the dialogue of cultures at the present stage. It is also stressed that intercultural exchange is the best way to harmonize ethnic-confessional relations. Attention is paid to the theory of intercultural dialogue by N.S. Trubetskoy. The fruitfulness of Trubetskoy's ideas for the development of intercultural dialogue ideas is marked by modern scientists and politicians. The purpose of the article is to show the development of interethnic and interconfessional dialogue of the Volga-Ural region peoples in the process of communication at the household level and in the sphere of education. ; peer-reviewed

This Element asserts how identity as a construct enables a critical awareness of how speakers position themselves and are positioned by others in intercultural encounters. It discusses how identity vis-à-vis culture has been theorized through social psychological, poststructuralist, and critical lenses, and how identity is discursively constructed and mediated. Rejecting essentialist notions of language and culture, this Element demonstrates how inscriptions of identity such as race, ethnicity, nationality, and class can be used to critically examine the dynamics of situated intercultural encounters and to understand how such interactions can index competing and colluding ideologies. By examining identity research from different parts of the world, it casts a light on how identities are performed in diverse intercultural contexts and discusses research methodologies that have been employed to examine identity in intercultural communication.

There is a question of the multiple types of intercultural communication, the mutual influence of cultures in the era of globalization. The specific term acculturation, associated with the influence of cultures on each other (ethnocultures here are mainly considered here) with a significant change in one or both of them, while maintaining a significant difference between cultures, is popular among specialists engaged in such phenomena. Considering this term in the framework of this paper, mainly in connection with social rather than personal phenomena, the author nevertheless concludes that there is a need for an ethical balance between cultures at the level of personal of intercultural communication. The author draws attention to the crisis of politics and the theory of multiculturalism of the West that does not take into account the complexity of culture as such, the complexity of intercultural communication, and does not essentially aspire to the necessary ethical balance in the field of contact between people of different nationalities in the modern world. It is also concluded that the moral force of culture is capable, if desired, to resist unnecessary influences, undergoing changes only to the extent that is necessary in certain historical conditions. It is this factor that mainly contributes to the preservation of the existing wealth of cultures in the modern world.

This paper reports on a rich, qualitative research study that aimed to discover how undergraduate and culturally diverse students experienced a collaborative, international, online, experiential project to learn about intercultural communication. Student participants in the study endorsed experiential learning in culturally diverse groups about intercultural communication through intercultural communication. The data revealed how participants made sense of and responded to intercultural communication amongst team members by juxtaposing personal experience of working in the online international learning group, their own cultural heritage and the literature available to them. The author concludes that experiential learning is a powerful tool for learning about intercultural communication through intercultural communication in the context of online, international and culturally diverse teams working on business case studies. It is also recommended as an activity that serves the process of internationalising a business communication curriculum and some of the broad aims of global citizenship.

The objective of interculturally-oriented language teaching is intercultural competence. The theory of perspective transformation (Taylor 1994) provides a model for the learning of intercultural communication. When practicing, the cognitive, affective, and behavioral components of competence as well as students' stage of intercultural sensitivity must be paid attention to.
The Culture General Assimilator (Brislin et al. 1986; 1996) is a programmed learning approach based on simulation and consisting of critical incidents with alternative explanations and their rationales. When analyzing reasons for the problems and misunderstandings, students begin to learn about culturally influenced behavior.
The Same but Different hypercourseware developed for Finnish polytechnic students contains 25 modified critical incidents. The incidents have hotwords linked to display further information about the word. The program was implemented using the Asymetrix Multimedia ToolBook 4.0-CBT Edition authoring system. To develop The Same but Different further, the program has been tested with information technology students (n 78).

In this paper we explore and describe aspects of intercultural communication in an Internet based virtual environment. In spite of a massive Anglo-American dominance, the Internet share of non-English language use and of participants from non-English speaking countries is steadily increasing (cf Flydal). Our study is based on observing spontaneous text-based communication in a potentially multilingual and multicultural setting, the Active Worlds multi-user VR system. The paper examines a number of features of this communication, such as length of contributions, languages used, origins of participants, types of introductions, topics, vocabulary and communication management.