跨文化溝通（第二版）課件unit 3 Barriers in Intercultural Communication；unit 4 Intercultural Adaptation

PartOneBasicConceptsof

InterculturalCommunicationUnit

3BarriersinInterculturalCommunicationBarriersinInterculturalCommunicationUnit

3WhatYouCanLearnfromThisUnit1.Understandculture,communication,andinterculturalcommunication;2.Knowtherelationshipbetweenglobalizationandinterculturalcommunication;3.Gaininsightintothenatureofmobilityanditsimpactoncommunication;4.Becomeawareofthediversefactorsinfluencingthedevelopmentofinterculturalcommunication;5.Understandthebarrierstointerculturalcommunication.QuestionsforInterculturalAwareness1.Whatroledoesinterculturalcommunicationplayintheageofglobalization,andwhateffectdoesglobalizationhaveoninterculturalcommunication?2.Whatisthevalueofdiversityindoingbusiness?3.Areculturalgapsbecomingwiderornarroweralongwithglobalization?Howcanpeoplebridgethegapbetweendifferentcultureseffectively?BarriersinInterculturalCommunicationUnit

1Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioDiscussionGlobalperspectivemeansthinkingfromaworldwideviewpoint.Glocalperspectivereferstothinkingfromtheglobalperspectiveswhilerespectinglocalconsiderations.Therefore,aglocalperspectivefocusonlocalissuesandfindsolutionwithinlocalcontext.1.EventhetrainersthemselvesmetwithculturalconflictswhilestayinginChina,indicatingthattheyarenotqualified.2.Wecannotchangethecompany’spolicyortreatmentofthetrainers,butitisimportantforbothtrainersandtraineestounderstandandrespecteachother’scultures.Interculturaltrainingshouldthereforefocusonmutuallearning,understanding,andadaptation.Withthisapproach,suchissuescanberesolvedsmoothlyovertime.GlobalorGlocalPerspectiveWarm-upScenarioDiscussion3.PleaserefertoInterculturalLensonp.53formoreinterculturalthought,andtheCulturalCModelforculturalintegrationsolution.(BothChinesemanagersandexpatriatesshouldworkonculturalintegrationoritscorporatecultureonamutualrespectbasisforthenewcompany.)GlobalorGlocalPerspectiveReading1ExperiencingInterculturalCommunicationVocabularychronicallyadv.長期地circumscribev.限制，約束configurationn.構(gòu)造，結(jié)構(gòu)destituteadj.一無所有的，貧困的exponentiallyadv.以指數(shù)方式地，越來越快地imperativen.頭等大事，必要的事inclusiveadj.包容廣闊的shuttlev.穿梭往返（兩地）NotesReading11.Onceorganizationslearntoadoptaninclusiveorientationindealingwiththeirmembers…本句大意為：一旦各組織學(xué)會包容地和其成員打交道……2.…thetop20percenthad82timesasmuchwealthasthebottom20percent,comparedtoa30-to-lratiointheimmediatepostwarperiod.本句大意為：上層20%的人擁有的財(cái)產(chǎn)是底層20%的人的82倍之多，而二戰(zhàn)結(jié)束初期這一比例是30∶1。NotesReading13.ridingtheELinChicagoversusdrivingtostripmallsinPhoenixEL是elevatedtrain的縮寫，意為“高架（鐵路）列車”；Phoenix是美國亞利桑那州的首府和最大城市，譯為“菲尼克斯”或“鳳凰城”；stripmall泛指商業(yè)購物區(qū)。本句大意為：在芝加哥坐高架列車與駕車前往鳳凰城的商業(yè)購物區(qū)相比。4.Increasingtechnologyandmobilityinashrinking,interdependentworldmeansthatwecannolongeraffordtobeculturallyilliterate.culturallyilliterate指在文化方面的無知、狹隘。本句大意為：在一個(gè)日益收縮和相互依賴的世界里，不斷進(jìn)步的科技及日益增加的流動性意味著我們不能在文化方面無知，否則代價(jià)無法承受。DiscussionfromInterculturalPerspectives1.PushFactors:Definition:Thesearenegativeforces,anxieties,orperceivedthreatsthatdiscourageindividualsfromfullyengagingacrossculturaldifferencesorparticipatingindiversesettings.Theycreatediscomfort,fear,orresistance,"pushing"peopleawayfrominterculturalinteraction.Examples:Fearofsayingordoingthewrongthing:Worryaboutcausingoffense,appearinginsensitive,ormakingmistakesrelatedtoculturalnorms.Fearofnegativeconsequences:Concernaboutbeingjudged,rejected,ridiculed,orfacingconflictorbacklash.Reading1DiscussionfromInterculturalPerspectives1.PullFactors:Definition:Thesearepositiveforces,motivations,orperceivedbenefitsthatattractindividualstowardsengagingacrossculturaldifferencesandparticipatingactivelyindiversesettings.Theycreatedesire,curiosity,orincentive,"pulling"peopletowardsinterculturalinteraction.Examples:Learningandgrowth:Desiretogainnewknowledge,perspectives,skills,andunderstandingofdifferentculturesandworldviews.Buildingrelationships:Motivationtoconnectwithdiverseothers,formmeaningfulbonds,andexpandone'ssocialnetwork.Reading1FerdmanandBrodyemphasizethatpushandpullfactorsaredynamic,interrelated,andcoexistwithinindividualsandorganizations.

DiscussionfromInterculturalPerspectives2.Thestatement

“economicexchangeswilldriveinterculturalinteractions”meansthataspeople,businesses,andnationsengagein

trade,investment,andotherformsofeconomiccooperation,theynaturallycomeinto

closercontactwithpeoplefromdifferentculturalbackgrounds.Thisinteractiongoesbeyondjustbuyingandselling—itinfluenceshowpeoplecommunicate,buildrelationships,andunderstandeachother.3.Yes,itis.forcompaniesworkingacrossculturesorwithinternationalteams,

employingcross-culturaltrainersisasmartinvestment.Itenhancescommunication,reducesconflict,andbuildstheinterculturalcompetenceneededintoday’sglobalizedbusinessworld.Reading1DiscussionfromInterculturalPerspectives4.

e.g.

ShanghaiEconomicImperative:Globalfinancialhubwith700,000+expats;HQofmultinationals(e.g.,Tesla,Coca-Cola).FreeTradeZonefacilitatescross-borderventures.TechnologicalImperative:AI-driventranslationtoolsinpublicservices(e.g.,metroappswith15languages).Platformslike

Alibaba’sDingTalk

enablereal-timemultilingualcollaboration.DailyInterculturalActivity:Work:Internationalteamsco-developprojectsatZhangjiangTechPark.Education:40+internationalschools;FudanUniversityhosts12,000+int’lstudents.Lifestyle:“Expatbubbles”likeGubei(Japanese/Koreancommunities)blendcuisines,festivals.可鼓勵(lì)學(xué)生在AI的幫助下尋找更多城市的跨文化活動。Reading1outlandishadj.古怪的，奇異的prevalencen.普遍，盛行，流行propensityn.傾向repugnancen.厭惡，強(qiáng)烈的反感weirdadj.古怪的，奇異的CulturalBiasesandInterculturalCommunicationVocabularyReading2breathmint薄荷糖deodorantn.（除體臭的）除臭劑，體香劑dischargemucus擤鼻涕exaggeratev.夸大，夸張，言過其實(shí)exoticadj.異國風(fēng)情的，外國情調(diào)的NotesReading21.Thebeliefthatthecustomsandpracticesofone’sownculturearesuperiortothoseofotherculturesiscalled“ethnocentrism.”本句大意為：認(rèn)為自己的文化、習(xí)俗優(yōu)于其他文化、習(xí)俗的觀念被稱為“種族（或民族）中心主義”。種族（或民族）中心主義是一種主觀主義的態(tài)度：偏愛本群體的生活方式，以自己的生活方式為標(biāo)準(zhǔn)，否定或貶低其他群體的生活方式和文化成就。其實(shí)，每一種文化都具有其獨(dú)創(chuàng)性和充分的價(jià)值，每一種文化都是一個(gè)不可重復(fù)的獨(dú)立的體系。一切文化價(jià)值都是相對的，各種族（或民族）文化在價(jià)值上是相等的。種族（或民族）中心主義是跨文化溝通的障礙，是一種應(yīng)該摒棄的思想觀念。NotesReading22.ButthinkabouttheAmericanpracticeofblowingone’snoseintoatissueorhandkerchief,whichisthenplacedonthedeskorintoapocketorpurse.本句大意為：但是想一想美國人的習(xí)慣，他們用紙巾或者手帕擤鼻涕，然后把用過的紙巾或者手帕放在桌子上，或者裝進(jìn)口袋或錢包里。作者在本段列舉了不同國家（地區(qū)）的人們清潔鼻腔的做法，解釋種族（或民族）中心主義的弊端。3.Stereotypesareaformofgeneralizationaboutsomegroupofpeople.stereotype指刻板印象，是跨文化交際理論中的一個(gè)重要概念。本句大意為：刻板印象是指對某類人群的一種（比較固定的）籠統(tǒng)的概括。NotesReading24.Prejudicereferstonegativeattitudestowardotherpeoplethatarebasedonfaultyandinflexiblestereotypes.prejudice在本文中特指文化偏見。本句大意為：文化偏見是指基于錯(cuò)誤、僵化的刻板印象而形成的對他人的消極態(tài)度。5.Whereasprejudicereferstopeople’sattitudesormentalrepresentations,theterm“discrimination”referstothebehavioralmanifestationsofthatprejudice.Thusdiscriminationcanbethoughtofasprejudice“inaction.”本句大意為：偏見指人們的態(tài)度或心理表征，而“歧視”則是這種偏見的行為表現(xiàn)。因此，歧視行為可以理解為人們將偏見“付諸行動”。DiscussionfromInterculturalPerspectives1.Ethnocentrism—judgingotherculturesthroughthelensofone’sownculturalsuperiority—createscommunicationbarriersbydistortingmessageinterpretationandtriggeringdefensiveresponses.Werarelyrecognizeitbecauseculturalbiasesoperateunconsciously,like“watertofish,”whilesystemicnormsreinforcethem.Thisleadstodehumanizingstereotyping,dismissalofvalidperspectives,andescalatedconflictsthatderailmeaningfuldialogue.Overcomingitrequiresactivelyquestioningassumptionsandpracticingculturalhumility.2.Studentsmaysearchforvideosontheinternetonstereotypesheldbyforeigners,anddiscussinclassabouttheimpactofstereotypesorhowitisformed.Reading2DiscussionfromInterculturalPerspectives3.

ThefollowingdefinitionsandexamplesareprovidedbyDeepSeek.Studentscandiscussandprovidedifferentexamples.EthnocentrismDefinition:Judgingotherculturesbythestandardsandvaluesofyourownculture,viewingyourcultureassuperior.Level:

Cognitive(worldview)KeyFeatures:Assumesone’sowncultureisthe"default"or"correct"way.Oftenunconsciousandingrainedthroughsocialization.Canmanifestascuriosityorcondescensiontowardothercultures.Example:AWesterntouristcriticizingatraditionalIndianmealforbeing"toospicy"or"unhygienic"becauseitdiffersfromtheirculinarynorms.Reading2DiscussionfromInterculturalPerspectivesStereotypingDefinition:Overgeneralizedbeliefsaboutagroupofpeople,assumingallmemberssharethesametraits.Level:

Cognitive(mentalshortcut)KeyFeatures:Basedonsimplifiedassumptions(positive,negative,orneutral).Ignoresindividualdifferences.Canbeexplicit(conscious)orimplicit(unconscious).Example:AssumingallAsiansare“goodatmath”orallelderlypeopleare“badwithtechnology.”Reading2DiscussionfromInterculturalPerspectivesPrejudiceDefinition:Negativefeelingsorattitudestowardagrouporitsmembers.Level:

Affective(emotional)KeyFeatures:Involvesemotionslikedislike,fear,orhostility.Rootedinstereotypesbutaddsanemotionallayer.Maynotleadtoaction(discrimination)onitsown.Example:FeelingdistrustfulofMuslimsbecauseofmedia-drivenassociationswithterrorism.Reading2DiscussionfromInterculturalPerspectivesDiscriminationDefinition:Actionsthatdenyequaltreatmentoropportunitiestoagroup.Level:

Behavioral(actions/policies)KeyFeatures:Movesbeyondthoughts/feelingsintobehavior.Canbeindividual(e.g.,refusingservice)orsystemic(e.g.,discriminatorylaws).Oftenstemsfromprejudicebutcanexistwithoutit(e.g.,unconsciousbias).Example:Alandlordrejectingatenantapplicationbasedontheirrace(individual),oracompanypayingwomenlessthanmenforthesamework(systemic).Reading2DiscussionfromInterculturalPerspectivesHowTheyInterrelate:AnExampleChainEthnocentrism:AwhiteAmericanviewstheircommunicationstyle(direct)assuperiortoJapaneseindirectness.Stereotyping:TheyassumeallJapanesepeopleare"evasive"or"secretive."Prejudice:TheydevelopdistrusttowardJapanesecolleagues.Discrimination:TheyexcludeJapaneseteammembersfromcriticalmeetings.Reading2CultureIsLikeanIcebergInterculturalLensIntermsofaniceberg,whatyoucan’tseeisdangerousbecauseyoudon’tknowhowfarthehiddenpartofanicebergextends.Thesameistrueofinterculturalcommunication.Whatyoucan’tseelikeone’svalueorthinkingstyleorbeliefmatters.Thepointisthatweshouldlearntounderstandtheotherperson’shiddenpartofculturewhenweengageininterculturalcommunicationwithpeoplefromothercultures.Threeorfour?InterculturalLensEachpersonperceivestheworldfromtheirownperspective,andtherefore,whattwopeopleseemaydiffer.Thisiswhyweshouldlearntoviewthingsfromtheperspectiveofothers.InterculturalLensA.

Whetheryouseeacaseoracuportwopersons’facesdependsonwhereyoureyesightisfocused:Onthedarkpart,youseeavaseorcup,onthewhitepart,thenyouseetwofaces.B.Whetheryouseeayoungladyoranoldwomandependsonthemacroormicroaspectofthepicture.C.ArabbitandabirdInshort,allofthesedifferentaspectsareright,andnooneiswrong.Thetruedifferenceisthatpeopleseepicturesfromdifferentperspectives.thepointweshouldlearnfromthisisthateveryoneshouldlearntoseethepicturefromtheotherperson’sperspective.Inotherwords,“Putyourfootintotheotherperson’sshoes.”（換位思考）Whatdoyouseeinthepictures?InterculturalLensDifferentperceptionsheldbypeoplefromdifferentcountriesaremostlikelytoleadtomisinterpretationsatbusinessnegotiations.Whataretheytalkingabout?InterculturalLensSharedknowledgeservesasthefoundationforeffectivecommunication,especiallyatthebeginningofaconversation.Ifyoufeelthattheotherpersonhasmisinterpretedyou,trytodeterminewhetheryourperceptionsofthetopicbeingdiscusseddiffer.Then,makeanefforttoviewthesituationfromtheotherperson’sperspectiveandshareyourinsightsandunderstandingofthesedifferingperceptions.Bydoingso,youwillsoongetbackontherighttrack.Onlyinthiswaycanconflictsbeavoidedduringbusinessnegotiations.CommonGroundforPerceptionInterculturalLensWorkingoutaculturalintegrationplanforanynewly-builtcompanyabroadshouldbeatoppriority.Manycompanieshavefailedorfacedculturalconflictsduetoeitherneglectingtheimportanceofaculturalintegrationplanorfailingtoimplementiteffectively.Therefore,understandingthismodelandconductinginterculturaltrainingcanplayacrucialroleinachievingsuccessfulculturalintegration.AViewfromanInterculturalPerceptionInterculturalLensShareyourview:Pinyinfornamingmascotscanavoidmisinterpretationsandmisunderstanding.PinyinfornamingmascotscaninspireforeignerstopickupsomeChinesecharacters.Englishorpinyinmascots?TeachingTips:Askstudentstosummarizemajorcategoriesofproblemsfromthecase,andanalyzethecausesofthoseproblems.Youmayrefertotheonionmodelforanalysis.Foritsexplanation,youmayrefertothePPTslideofInterculturalLensatUnitOne.AChineseCompanyinAfricaCaseStudy

ValueNormOutsideInInsideOut1.Alltheproblemsaresurfacedatdifferentmanageriallevels,butthecausesarerelatedtocultureandcommunication.2.Asuccessfulmanagementstylemayworkwellinonecompanyintheircountrybecauseitfitsthecorporatecultureofthatcompany.Butwhenthesamemanagementstyleisappliedinanothercountry,itmayfailduetoitsmisalignmentwiththeculturalenvironmentofthenewcontext.3.Askstudentstosharetheirmodelsinclassandthenmakecommentsoneachother’sdesign.AnalyzingtheIssuesintheCaseAChineseCompanyinAfricaCaseStudyProject-basedLearningLearningChineseculture:Seekingcommongroundwhilereservingdifferences出處——“習(xí)”語原文：中國陜西有句農(nóng)諺，“只要功夫深，土里出黃金”。中亞諺語也說，“付出就有回報(bào)，播種就能收獲”。讓我們攜手并肩，團(tuán)結(jié)奮斗，積極推進(jìn)共同發(fā)展、共同富裕、共同繁榮，共同迎接六國更加美好的明天！ThereisaproverbpopularamongfarmersinShaanxiProvince,"Ifyouworkhardenough,goldwillgrowoutoftheland.”Inthesamevein,aCentralAsiansayinggoes,"Yougetrewardedifyougive,andyouharvestifyousow."Letusworkcloselytogethertopursuecommondevelopment,commonaffluence,andcommonprosperity,andembraceabrighterfutureforoursixcountries!中國－中亞峰會上的主旨講話（2023年5月19日）LearningculturethroughproverbsWorkinpairsandexchangeviewsonthemeaningsofthefollowingproverbs,thentrytofindouttheirChineseequivalentsifthereisany,anddiscussthevaluestransmitted.Project-basedLearningProverb

1Don’tgonearthewateruntilyoulearnhowtoswim.Translation不去附近的水，直到你學(xué)會如何游泳。不會游泳切忽近水。Neverventureoutofyourdepthuntilyoucanswim.Becarefulaboutgettinginvolvedinnewprojects,relationships,orculturesbeforeyouunderstandtherulesandprocedures.ValuesThisproverbremindspeoplethatbeforeyoucommunicateorworkwithpeoplefromotherculturalbackgrounds,youshouldbeawarethatyouneedtopromoteyourinterculturalawareness,learningculturaldifferencesthatwillbecomeabarriertointerculturalcommunication.Withoutthisawareness,youwillnotknowwhat’sgoingwrongwhenyouareinvolvedininterculturalsituations.Project-basedLearningProverb

2Hewhowouldclimbtheladdermustbeginatthebottom.Translation千里之行，始于足下。爬梯必須從底層開始。萬丈高樓平地起。

Ajourneyofathousandmilesbeginswithasinglestep.Littlebylittleonegoesfar.ValuesEuropeancultureencouragesonetofighton,toworkharderandnevergiveup.Howapersonmeasuressuccessisalsorelatedtotheactivityorientation.Incultureswitha“doing”orientation,activityshouldbeapurposeoragoal,similartowhatNIKEadvocates:“Justdoit”.Project-basedLearningTeachingTips:StudentsareencouragedtouseAItosearchforsomemisunderstandingswithproperprompts,andthenanalyzethosemisunderstandingsthroughinterculturallenslikep.53.LearningbydoingPartOneBasicConceptsof

InterculturalCommunicationUnit

4InterculturalAdaptationInterculturalAdaptationUnit

4WhatYouCanLearnfromThisUnit1.Knowwhatcultureshockisandhowitoccurs;2.Understandthesymptomsofcultureshock;3.Knowhowtoadapttoanewculturalenvironment.InterculturalAdaptationUnit

4QuestionsforInterculturalAwareness1.Ifyoustudyabroad,whatmightbethefirstbarrieryouencounter?2.Whatarethesymptomsofcultureshock?3.Howdoyouusuallyhandleculturalbarrierswhenyouencounterthem?Project-basedLearningInterculturalLensReading2Reading1Warm-upScenarioCaseStudyWarm-upScenarioTeachingtips:1.AskstudentstoworkinteamstodiscusswhathappenedtoMs.Kongandanalyzetheculturalfactorsinvolved.2.Askstudentstomakeanoralpresentationinclass.Teacherscanobservetheteamdiscussions,activelyencouragingparticipationandidentifyingstudentswhodemonstrateleadershipduringtheprocess.Finally,teachersshouldmotivateallstudentstofurtherdeveloptheirleadershipskillsthroughteamwork.CulturalBarrierswhenStudyingOverseasWarm-upScenarioDiscussion1.Discussthepreparationsoneshouldmakebeforegoingabroad.2.MakealistofculturalbarriersindailylifeorinschoolYoushouldpracticehowtodiscussinteams,howtorespondtoteachers’questions,howtoaskquestionsandhowtoexpressyourviews.Studentsshouldpracticeteamworkdiscussions,respondingtoteachers'questions,askingthoughtfulquestions,andexpressingtheiropinionseffectively.CulturalBarrierswhenStudyingOverseasWarm-upScenarioDiscussionKeyInsightCultureshockis

normal,temporary,andtransformative.Thecurveremindsusthatdiscomfortprecedesgrowth.AsanthropologistKalervoObergnoted:“Cultureshockisanoccupationaldiseaseofpeoplewhohavebeensuddenlytransplantedabroad.”Understandingthesephaseshelpsindividualsandorganizationsbuildresilienceincross-culturalcontexts.CulturalBarrierswhenStudyingOverseasWarm-upScenarioDiscussionCulturalBarrierswhenStudyingOverseasWarm-upScenarioDiscussionTheExtendedW-CurveModel

(IncludesRe-EntryShockuponReturningHome)Re-EntryHoneymoonEmotions:Joyaboutreunions,sharingexperiences.Example:AnexpatreturnstotheU.S.andcelebratesThanksgivingwithfamily.Re-EntryCrisisEmotions:Alienation,boredom,criticismofhomeculture(“reversecultureshock”).Triggers:Friends/familydon’tunderstandtheirchangedperspective;homefeels“small.”Example:TheexpatisannoyedbyAmericansmalltalkandmissesJapanesebowingrituals.Re-IntegrationEmotions:Peace,renewedsenseofbelonging.Behavior:Integratingnewvaluesintohomecontext;becomingaculturalbridge.CulturalBarrierswhenStudyingOverseasambivalencen.矛盾情緒，矛盾心理bythesametoken同樣地，由于同樣的原因divergentadj.（看法或興趣等）有分歧的；差異很大的encompassv.包含，包括expertisen.專門知識或技能intriguingadj.（由于奇特或神秘而）非常有趣的，迷人的Reading1InternationalizationandInterculturalCompetencesVocabularypeculiarityn.（人、地方的）特點(diǎn)，獨(dú)特性preoccupiedadj.心事重重的ruminationn.沉思taken-for-grantedadj.（因?yàn)槭煜ざ┱J(rèn)為……是理所當(dāng)然的upholdv.支持，維護(hù)NotesReading11.Someeducatorsclaimthattheirparticularsubjectlacksinterculturalorcross-culturaldimensions.Forthemostpartthisisnotaccurate.Engineering,socialsciences,medicine,andthearts,tomentiononlyafewfields,inviteinterculturalorcross-culturalperspectivesandthemes.cross-culture和interculture的中文翻譯都是“跨文化”，然而兩者的研究重點(diǎn)并不相同。前者是對比和分析不同文化交際中的差異，而后者是從交互（interactive）的角度出發(fā)，研究跨文化交際動態(tài)多變的過程。本句大意為：一些教師聲稱，他們的研究課題不涉及跨文化層面。在大多數(shù)情況下，這種說法是不正確的。僅以幾個(gè)學(xué)科為例，如工程學(xué)、社會科學(xué)、醫(yī)藥、藝術(shù)，這些學(xué)科都涉及跨文化視角及主題。NotesReading12.meltingpot“大熔爐”指的是當(dāng)某一人群進(jìn)入主流文化后就會被同化，就如進(jìn)入“大熔爐”一樣被融化，這一人群會改變其文化特征。該詞最早指的是美國的大都市紐約。現(xiàn)在研究發(fā)現(xiàn)，許多外國人移民美國之后，雖然能說流利的英語，但他們?nèi)匀槐Ａ糁緡幕奶卣?。這一現(xiàn)象對美國“大熔爐”社會提出了挑戰(zhàn)，于是人們現(xiàn)在比較認(rèn)同的說法是“沙拉拼盤”（saladbowl）或“馬賽克”（mosaic），即多種文化組合而成的文化——多元文化。3.internationalstudentghettos留學(xué)海外的學(xué)生們在面對新環(huán)境時(shí)，出于對心理、文化、語言等因素的考慮，通常選擇和自己國家的留學(xué)生們?nèi)壕釉谀骋坏貛?，形成了“國際學(xué)生聚居區(qū)”。學(xué)生聚居區(qū)的租金低，住房條件較差。非學(xué)生租房者因?yàn)樵胍簟⑾腊踩仍?，不愿在這一區(qū)域居住?！皣H學(xué)生聚居區(qū)”的存在不利于城市跨文化發(fā)展，政府應(yīng)該幫助國際學(xué)生群體融入本地群體，同時(shí)促進(jìn)本地群體接納國際學(xué)生。DiscussionfromInterculturalPerspectives1.Discussionandviewsharing.2.Thestatement

“itseemsunproductivetosendstudentsabroadiftheyaretobeisolatedfromthehostculture”

highlightsa

criticalflawinsuperficialinternationaleducationprograms.Studentsmayreviewtheinternationalprogramsoftheiruniversitiestoseeifemphasisisputonculturalintegration.Reading1DiscussionfromInterculturalPerspectives3.

Trulysuccessfulinternationalization

decolonizesglobalengagement

by:“Treatingthecampusnotasaportforimporting‘internationalness,’butasanecosystemwheredomesticdiversityistheengineofcross-borderlearning.”Thistransforms“success”fromatransactionalheadcountgametoa

transformativeprocess

where:AChicanostudent’sSpanglishfluencybecomesabridgetoLatinAmericanstartups.AnAboriginalelder’sstorytellingshapessustainabledevelopmentcurricula.ASingaporeanstudent’sHawkerheritageinspiresglobalfoodsecurityresearch.Studentscanbeencouragedtocomeupwithexamplesoftheirown.Reading1StudyingAbroadandCultureShockintheU.K.VocabularyReading2bonafideadj.真正的，真實(shí)的gambitn.開局lethargyn.無精打采nostalgian.懷舊之情obsessionn.癡迷，著魔NotesReading21.TheSymptoms文化休克不是病，但它的表象像是一種病癥，如身體不適、沒胃口、頭疼、咳嗽、萎靡不振等，起初你會誤以為自己生病了，但服藥之后也未見效果。其實(shí)這是文化休克的典型特征，所以出國留學(xué)要做好跨文化適應(yīng)的準(zhǔn)備。2.PreparingforCultureShock除了學(xué)習(xí)本單元介紹的一些內(nèi)容之外，對于有意出國留學(xué)的同學(xué)，我們還建議你盡早為出國計(jì)劃做準(zhǔn)備。你可以從學(xué)校所開設(shè)的課程中選擇一些與異國社會與文化相關(guān)的課程，如跨文化溝通課程，了解跨文化交流中可能出現(xiàn)的文化障礙，以及如何克服文化障礙。如有可能，你還應(yīng)該參加臨行前文化培訓(xùn)，這種跨文化培訓(xùn)有益于留學(xué)生適應(yīng)異國生活和學(xué)習(xí)環(huán)境。同時(shí)你必須認(rèn)真參加開學(xué)前的orientationprogram，這門課程能幫助學(xué)生做好在該校生活與學(xué)習(xí)的準(zhǔn)備，減少文化休克。DiscussionfromInterculturalPerspectivesTeachingtips:1-2.Studentscanbeaskedtointerviewthosewhohavebeenabroadforreal-lifesuggestionsandsolutions.3.Studentscanseewarm-upscenariointhisunitforreference.Seek“Uncomfortable”Experiences:Joinlocalclubs,volunteeroutsidetouristzones,ortakepublictransportinsteadofUber.ReframeMistakes:Viewculturalmisunderstandings(e.g.,etiquetteblunders)aslearningopportunities,notfailures.Reading2DiscussionfromInterculturalPerspectives4.Interculturaltrainingisn’taboutmemorizing“dosanddon’ts”—it’saboutdevelopingadaptiveagility.Themostsuccessfulreturneesdescribeitas“l(fā)earninghowtolearncultures,”enablingthemtothriveanywhere.

ProTip:Post-training,finda“culturementor”(e.g.,alocalstudentorreturnee)formonthlyrealitychecks.Thisbridgestheoryandlivedexperience.Reading2GroupWorkTeachingtips:AskstudentstocarefullyreviewReading2andidentify10tipsforplanningtostudyabroad.Additionally,theycaninterviewbothChineseandinternationalstudentsabouttheirexperienceswithcultureshock,usinginsightsfromthereadingasabasisfortheirquestions.InterculturalLensInterculturalLens書籍推薦（小說類，易讀且具深度）1.《喜福會》(TheJoyLuckClub)-譚恩美（中美）推薦理由：四對華裔母女的故事，展現(xiàn)一代移民與二代的文化代溝。學(xué)習(xí)點(diǎn)：文化翻譯的失效：母親用中國諺語教育女兒，卻被誤解（如"天鵝羽毛"隱喻）反向文化沖擊：女兒們訪華時(shí)被視作"外國人"的震撼適應(yīng)策略對比：有人堅(jiān)守傳統(tǒng)，有人徹底西化，有人融合創(chuàng)新2.《美國佬》(Americanah)-奇瑪曼達(dá)·恩戈茲·阿迪契（尼日利亞移民美國）推薦理由：豆瓣8.7分，犀利剖析種族、移民與文化霸權(quán)。學(xué)習(xí)點(diǎn)：隱性文化規(guī)則：黑人女主學(xué)習(xí)"美國式微笑"的職場適應(yīng)種族作為文化標(biāo)簽：非洲裔vs非裔美國人的身份政治差異逆向適應(yīng)困境：主角歸國后對尼日利亞腐敗現(xiàn)象的反感電影推薦（主題：文化沖突/身份認(rèn)同/移民適應(yīng)）1.《別告訴她》(TheFarewell,2019)-中美文化關(guān)鍵詞：善意的謊言、家庭觀、東西方價(jià)值觀碰撞情節(jié)：美籍華裔女孩Billi回國探望患癌奶奶，家人選擇隱瞞病情，引發(fā)她對中西方"誠實(shí)"與"家庭責(zé)任"的文化沖突。學(xué)習(xí)點(diǎn)：集體主義（中國）vs個(gè)人主義（美國）的倫理差異"高語境文化"（中國：間接溝通）的生動體現(xiàn)移民二代的文化撕裂感（如Billi中英混雜的語言困境）2.《布魯克林》(Brooklyn,2015)-愛爾蘭移民美國關(guān)鍵詞：鄉(xiāng)愁、身份重構(gòu)、階層跨越情節(jié)：1950年代愛爾蘭女孩艾莉絲移民紐約，從孤獨(dú)掙扎到融入新生活，卻因故鄉(xiāng)變故面臨兩難選擇。學(xué)習(xí)點(diǎn)："文化休克"三階段理論（蜜月期-沮喪期-適應(yīng)期）的經(jīng)典案例移民的"雙重身份"困境（舊我vs新我）服飾/禮儀等符號如何成為文化適應(yīng)工具（艾莉絲的蛻變）TeachingTips:Dividestudentsintoteamstodiscusseachquestiontogether.Thenaskeachteamtopresenttheirviewstotheclass.Thethreequestionsaredesignedtobeeasyforstudentstoanswer.Finally,askstudentstoreflectonthelessonstheyhavelearnedfromthiscasestudyandhowtheseinsightscanbeappliedtoreal-worldsituations.AnalyzingtheIssuesintheCaseListeningorParticipatingCaseStudyApositiveteacher-studentrelationshipinU.S.educationischaracterizedby

trust,mutualrespect,andcollaborativepartnership,blendingprofessionalguidancewithapproachability.Itreflectscoreculturalvalueslikeindividualism,egalitarianism,andgrowthmindset.

TipsforInternationalStudentsUseOfficeHours:U.S.teachers

expect

youtoseekhelp.SpeakUp:Questionsshowengagement,notdisrespect.RequestFeedback:Ask:

”HowcanIimprovethis?”AnalyzingtheIssuesintheCaseListeningorParticipatingCaseStudyParticipationinWesterneducationisn’tjustatactic—it’s

culturalDNAreflectingindividualism,democraticideals,andmarket-drivenskills.However,asclassroomsglobalize,institutionsmust:Adapt:Offermultipleengagementoptions(e.g.,writtenreflectionsforquietlearners).Educate:Teachdiversecommunicationstylesasequallyvalid.Balance:Valuedeeplisteningasmuchasspeaking.AnalyzingtheIssuesintheCaseListeningorParticipatingCaseStudyCriticismsandChallengesCulturalBias:Penalizesstudentsfromhigh-contextcultures(e.g.,China,Japan)wheresilence=thoughtfulrespect.Inequity:Extrovertedstudentsdominate;introvertsorneurodivergentlearnersmaystruggle.Superficiality:“Participationgrades”canrewardquantityoverquality(e.g.,speakingjusttofillairtime).AnalyzingtheIssuesintheCaseListeningorParticipatingCaseStudyProject-basedLearningLearningChineseculture:SeekingcommongroundwhilereservingdifferencesTeachingtips:Differe