COURSE COORDINATOR, LECTURER, TUTOR AND ASSESSOR: TBC

On successful completion of this course students will be able to:

1- understand the importance of cross-cultural communication
2- think critically and analyse perspicaciously communication issues
3- understand how culture affects communication especially cross-cultural communication
4- be able to better interact with other communities all over the globe
5- develop intercultural awareness
6- possess linguistic analytical skills to assess cross-cultural misunderstanding
7- draw comparisons between a range of conversational styles
8- write a coherent and logically-argued essay involving cross-cultural communication, drawing on a range of perspectives and source materials.

(1) Samovar, L. A., Porter, R. E., McDaniel, E. R., & Roy, C. S. (2017). Communication between cultures (9th Edition). Cenage.

(2) Pp. 11-13 of Zuckermann, Ghil‘ad et al. (2015). Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property. Australian Government: Indigenous Culture Support. http://www.zuckermann.org/.

(3) Kheir, A. E. (2019). The Matrix Language Turnover Hypothesis: The Case of the Druze Language in Israel, Journal of Language Contact, 12(2), 479-512. doi: https://doi.org/10.1163/19552629-01202008 

AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studies): Guidelines for Ethical
research in Australian Indigenous Studies. https://aiatsis.gov.au/research/ethical-research/guidelines-ethical-research-australian-indigenous-studies

Australian Code for the Responsible Conduct of Research. https://www.nhmrc.gov.au/guidelines-publications/r39

Cameron, Deborah et al. (1993), ‘Ethics, Advocacy and Empowerment: Issues of Method in Researching Languages’ Language & Communication 13(2) pp 81-94
doi: 10.1016/0271-5309(93)90001-4 http://www.sciencedirect.com/science/article/pii/0271530993900014

Farina, M. (2015). Facebook first post telling. Journal of Pragmatics, 90, 1-11. https://www.sciencedirect.com/science/article/pii/S0378216615003008.

Farina, M. (2018). Facebook and Conversation Analysis. London: Bloomsbury. https://www.bloomsbury.com/us/facebook-and-conversation-analysis-9781350038288/   

Fitzgerald, H. (2002). How Different Are We? Spoken Discourse in Intercultural Communication.   Clevedon: Multilingual Matters.

Hofstadter, Douglas and Emmanuel Sander (2013), Surfaces and Essences: Analogy as the Fuel and Fire of
Thinking. Basic Books.

Jackson, Jane (2014), Introducing Language and Intercultural Communication. London – New York: Routledge.

Jandt, F. E. (2012). An Introduction to intercultural communication: Identities in a global community. Thousand Oaks, CA: Sage.

Janke, Terri (1998), ‘Our culture: Our future. Report on Australian Indigenous Cultural and Intellectual Property Rights’.

Janke, Terri / WIPO (2003), ‘Minding Culture, Case Studies on Intellectual Property and Traditional Cultural Expressions.’

Janke, Terri (2012), ‘New Tracks, Indigenous Knowledge and Cultural Expressions and the Australian Intellectual Property System’.

Kheir, A. E. (2022). Passing the Test of Split: Israbic-A New Mixed Language, Journal of Language Contact, 15(1), 110-156. doi: https://doi.org/10.1163/19552629-15010003 

Kheir, E. A. (2023). Codeswitching as an Index and Construct of Sociopolitical Identity. Leiden, The Netherlands: Brill. doi: https://doi.org/10.1163/9789004534803 

Kotthoff, H., & Spencer-Oatey, H. (Eds.). (2007). Handbook of intercultural communication. New York: Mouton de Gruyter.

Lai, Jessica Christine (2012), ‘Maori Traditional Cultural Expressions and the Wai 262 Report: Looking at the
Details’,i-call Working Paper doi: 10.2139/ssm.1996384 http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1996384

New South Wales (NSW) Department of Community Services(2009), ‘Working with Aboriginal People and Communities’ http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf

Nicholls, Christine(2005), 'Death by a thousand cuts: Indigenous language bilingual education programmes in the Northern
Territory of Australia, 1972-1998', in N. H. Hornberger, C. Baker (eds), International Journal of Bilingual Education and Bilingualism special issue on Heritage /Community Language Education: US and Australian Perspectives, Multilingual Matters, UK. vol. 8, no. 2 &3 pp 160-177.

Rice, Keren (2004), ‘Ethical Issues in Linguistic Fieldwork’ 2006 Journal of Academic Ethics 4, pp 123-155
doi: 10.1007/s10805-006-9016-2 http://www.hrelp.org/events/workshops/aaken2013/assets/Rice_Fieldwork_Ethics.pdf

Scollon, R., Scollon, S., & Jones, R. H. (2011). Intercultural communication: A discourse approach (3rd ed.). Oxford: Blackwell.

Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. London: Palgrave Macmillan.

Tannen, D. (1979). Ethnicity as conversational style (No. 55). Southwest Educational Development Laboratory.

Torres Strait Regional Authority (2011), ‘Cultural Protocols Guide’. http://www.tsra.gov.au/__data/assets/pdf_file/0005/1778/tsra20cultural20protocols20guide.pdf

Troy, Jaky (1992) http://www.williamdawes.org/docs/troy_paper.pdf

UNDRIP (United Nations Declaration on the Rights of Indigenous Peoples) (2007-8). http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Walsh, Michael (1997). ‘Cross Cultural Communication Problems in Aboriginal Australia’, Darwin: North Australia
Research Unit. Discussion Paper No.7.

Wilkins, David (1992), ‘Linguistic Research under Aboriginal Control: A Personal Account of Fieldwork in Central Australia’. Australian Journal of Linguistics 12.1: 171-200.

Zuckermann, Ghil‘ad 2003. Language Contact and Lexical Enrichment in Israeli Hebrew, Palgrave Macmillan.

Zuckermann, Ghil‘ad (2003), ‘Hideous Spectre of Censorship’. The Times Higher Education Supplement, 15 August, p. 14.

Zuckermann, Ghil‘ad (2006), ‘“Etymythological Othering” and the Power of “Lexical Engineering” in Judaism, Islam and Christianity. A Socio-Philo(sopho)logical Perspective’, pp.237-58 (Chapter 16) of ‘Tope Omoniyi and Joshua A. Fishman(eds), Explorations in the Sociology of Language and Religion (Discourse Approaches to Politics, Society and Culture series). Amsterdam: John Benjamins.
http://www.zuckermann.org/pdf/ENGINEERING.pdf.

Zuckermann, Ghil‘ad (ed.) (2012). Burning Issues in Afro-Asiatic Linguistics. Cambridge Scholars.

Zuckermann, Ghil‘ad (ed.) (2014). Jewish Language Contact, Special Issue of the International Journal of the Sociology of Language

Zuckermann, Ghil‘ad (2020). Revivalistics: From the Genesis of Israeli to Language Reclamation in Australia and Beyond. New York: Oxford University Press. ISBN 978–0–19–981279–0 (pbk), ISBN 978–0–19–981277–6 (hbk). https://global.oup.com/academic/product/revivalistics-9780199812790
Special Friend's 30% Discount Promo Code: AAFLYG6

An interview with Stolen
Generation Barngarla man Howard Richards and his wife Isabel: https://www.youtube.com/watch?v=H-lURCA_ErM

Language Revival: Sleeping
Beauties Awake: http://www.waikato.ac.nz/news-events/media/2012/language-revival-sleeping-beauties-awake

Language revival expert
calls for native tongue title: http://www.scoop.co.nz/stories/CU1208/S00480/language-revival-expert-calls-for-native-tongue-title.htm

Additional course-related material will be posted on MyUni including Announcements and other resources.

This course is delivered through a two-hour lecture (on campus and online) and one-hour tutorial (in-person or online) each week. Lectures will provide much of the content, but will also provide opportunity for discussion of issues. Tutorials will be more focussed on practical engagement with language data, problem-solving and discussion. Formative work will be undertaken in tutorials to prepare students for the completion of summative assessment tasks.

- 1 x 2-hour lecture per week (x12)
- 1x 1-hour tutorial per week (x10)
- 6 hours reading per week (x12)
- 2.5 hours research per week (x12)
- 2 hours assignment preparation per week (x10)

Week 1	Introduction to Cross Cultural Communication
Week 2	Intercultural/Cross-Cultural Communication (CCC): a requirement for the interdependent global society
Week 3	Communication and culture: the voice and the echo
Week 4	The deep structure of culture: lessons from the family
Week 5	Worldview: cultural explanations of life and death
Week 6	Cultural history: precursor to the present and future
Week 7	Cultural values: road maps for behaviour
Week 8	Culture and identity: situating the individual
Week 9	Verbal messages: exchanging ideas through language
Week 10	Nonverbal communication: the messages of action, space, time and silence
Week 11	Intercultural communication in contexts: applications in business, education and healthcare
Week 12	The challenges of cross-cultural communication: managing differences

Attendance to the 80% of tutorials is compulsory. Students will be expected to contribute to class discussions during the lectures and tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation). 

Mid-Point Assignment	20%
Oral Presentation (during tutorials)	25%
Post-Presentational Paper	45%
Attendance & Contribution (Positive Participation)	10%

Attendance to the 80% of tutorials is compulsory. Students will be expected to contribute to class discussions during the lectures and tutorials. Application to these tasks will contribute to the 10% awarded to attendance and contribution (positive participation).

Information on the assignments for this course will be available on MyUni.

1-Mid-point Assignment

Students should submit a 1000-word practical providing an analysis of a cross-cultural miscommunication of their choice. Preference should be given to cross-cultural miscommunication that has never been mentioned by anyone else, e.g. something that has happened to them personally. Alternatively students can analyse one of the miscommunications available at the link provided on MyUni. Please do not discuss videos that have been discussed together in class during lectures or tutorials.




2-Oral Presentation

Presentation Date: various

Students are required to give a 15-minute Scholarly, Clear, Original & Thoughtful (SCOT) oral presentation (with accompanying PowerPoint slides or handouts), EITHER (1) making an in-depth analysis of any topic related to Cross Cultural Communication (The topic can be chosen from the topics covered by the lectures), OR (2) conducting a critical review of a book/article on Cross Cultural Communication. The tutor will be happy to provide you with assistance in selecting the topic. Please feel free to raise any question about the presentation in the tutorials.

Please note: There will be a brief Q&A after each presentation and students are expected to contribute and give feedback on other students’ presentations. Please take any feedback positively.

3-Final Paper (45%)

Students should submit a Scholarly, Clear, Original & Thoughtful post-presentation paper – further analysing the topic chosen for the tutorial oral presentation.

All assignments are to be submitted online, with a cover sheet attached.

Ensure that your Full Name, Course Title, Assignment Title & Topic appear on the cover sheet.

All assignments must be in grammatical English.

Always keep a copy of your work.

Assignments submitted late require a doctor’s certificate, counsellor’s certificate or similar proof/documentation.

Extensions (normally up to one week) may be negotiated with the Course Coordinator, but this MUST be organised prior to the
due date.