APLX 113i: Inter-Cultural Communication - Global Internship Program Summer Session 2021 - Global Learning
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APLX 113i: Inter-Cultural Communication – Global Internship Program
Summer Session 2021
Instructor: Dr. Zsuzsanna Abrams
Office hours: via zoom, by appointment
E-mail: zabrams1@ucsc.edu
***this course will meet asynchronously***
Enrollment is restricted to students participating in the Global Internship Program through UCSC’s Global
Engagement and Summer Sessions. This course cannot be used towards the applied linguistics major, and students
cannot receive credit for both APLX 113 and APLX 113i.
Course description
The purpose of the course is to equip students with some of the tools and knowledge necessary for enhancing their
cultural experience during their global internship, including the value of individual experiential learning and self-
reflexivity. To this end, this course explores key topics pertaining to communication between and within cultures,
stereotypes and interactional expectations, why communication breaks down, and how to be an effective intercultural
communicator. Through our readings and independent work, students will gain familiarity with principles of
intercultural communication and a deeper understanding of cultural contact within and beyond the borders of the U.S.
Please note: Discussing intercultural interaction may, and likely will, raise sensitive issues. In order to provide an open
and open-minded forum for exchanging ideas, you need to share your own views respectfully and listen to your peers’
comments just as respectfully. If there are questions, ask for clarification rather than assume. Our ability to investigate
intercultural communication depends on our ability to communicate openly with each other.
A fundamental part of our class work is committing ourselves to fostering an inclusive, anti-oppressive environment
where each person takes responsibility for her/his language, actions and interactions. In this course, an anti-
oppressive environment means that we work against language, actions, interactions and ideologies that hurt people.
Hate speech of any kind will not be permitted. This includes use of racial, sexual, gender, or other slurs and personal
attacks on others' ideas. At the same time, we ask that you recognize this is a learning environment, and when in
doubt, provide your classmates the benefit of the doubt and assume good intent as appropriate.
Course Learning Outcomes:
• Identify your own values and cultural practices through self-reflexivity, describing how those interact with your
understanding of another culture
• Articulate the connections between identity and culture, including recognizing the various elements important to
members of another culture
• Develop your sense of empathy by recognizing dimensions of more than one worldview in order to understand
another culture, interpret events and approach challenges
• Recognize concepts and frameworks related to personal development through intercultural interaction
Expected workload (11.25 hrs/week for an eight-week long 3-credit course)
• 2 hours of asynchronous course materials (e.g., videos, PowerPoint presentations)
• 5-6 hours of reading & written homework
• 2 hours of contributions to the discussion board
• 1-1.5 hours of work towards the final course project
1Standards of Appropriate Online Behavior
The protocols defined by the UCSC Student Conduct Code must be upheld in all online classes. For more information,
please visit: https://deanofstudents.ucsc.edu/student-conduct/student-handbook/. Please remember that the online
video feed is considered an educational space and should reflect that in your demeanor, location, and focus.
There is no textbook for the course; the weekly articles, book chapters, and viewing materials will be provided via
Canvas. Please read and view all assigned materials prior to class.
Evaluation and Grading
In this course, you are encouraged (and expected) to contribute information you have learned in other courses into
our discussions and your written work. Your performance will be evaluated based on the following coursework:
A. Weekly discussion board contributions (40%)
Each week, you will have to post a 200-300 word response to the assigned readings by noon each Thursday. Specific
questions will be provided in Canvas, where you also submit your posts. In these responses, connect your observations
in your internship to our readings and other assigned materials, moving beyond anecdotes (i.e., connect your data to
our readings, key concepts and theory). These responses encourage and enable students to engage with the readings
and apply them to real-world situations pertaining to intercultural communication, such as: Which key concepts
piqued your interest? What are your reactions to these things/concepts/ideas? Where have you seen examples of the
issues in real life? Have you experienced something similar to the issues covered in this chapter? What questions
occurred to you, as you were reading each chapter?
In addition to writing your posts, you will need to respond to at least three other students’ posts by 6 pm Saturday
evening. Each of your responses should be about 50-150 words.
Your posts and responses will be evaluated based on your understanding of the assigned reading and viewing
materials, clarity, timeliness, sufficient quantity and interaction (see the grading rubric at the end of the syllabus).
B. Final project (60%)
The final project in the course will be due in two steps:
1) the draft of the paper is due by midnight, Monday, August 2 (20%)
2) the final draft of the paper – including feedback from me – is due by midnight Friday, August 13 (40%)
Detailed information will be provided about the final project, but in general terms, it will be around 6-8 pages long and
will investigate intercultural phenomena that you have experienced or observed, either before or during your
internship. You are encouraged to use your discussion board posts as the starting point of the project.
The paper will examine intriguing/interesting intercultural communication phenomena, such as code-switching,
communication breakdown and repair (or abandonment), accommodation, attribution, etc. You should plan to
explore 3-4 intercultural experiences you’ve had, analyzing them with the help of theoretical concepts in our readings.
At the same time, analyzing your own experiences should help you gain insights into and a more refined
understanding of aspects of intercultural communication and “unpack the larger cultural context wherein personal
experience lies” (Potter, 2015). You will be able to cite our readings, but you also need to read and reference at least
4-5 other primary sources that are referenced in our readings or that you find during your investigation.
The paper will be evaluated based on your understanding of theoretical constructs pertaining to intercultural
communication and ability to collect relevant data and analyze it using methodologies that we cover in class. I will
provide the grading criteria before the draft and the final paper. You will receive guidance on academic writing and
the use of citations by the American Psychological Association
(https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html).
2Communication with your Instructor
I encourage you to communicate with me regularly. Please read the syllabus before e-mailing me with a question.
Please also note that I will make every effort to reply to all e-mails within 24 hours; conversely, you are responsible for
checking your UCSC e-mail every day (e-mails directly related to this class will include “APLX 113i” in the subject line).
I will hold office hours immediately after our class or can meet with you at another time by appointment.
Policy on scholastic integrity
Students who do not comply with University rules on scholastic integrity are subject to disciplinary penalties, including
the possibility of failure in the course and/or dismissal from the University. Since dishonesty harms the individual, all
students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For further
information, visit https://www.ue.ucsc.edu/academic_misconduct. You can find excellent resources on how to cite
sources and paraphrase at: http://library.ucsc.edu/help/howto/citations-and-style-guides and
http://nettrail.ucsc.edu/. These sites can help you develop skills on writing research papers. Copying materials from
other people and sources or using on-line translators, for example, constitutes fraudulent submission. You must turn
in your own work for all assignments in this course.
Academic Accommodations
UCSC provides upon request appropriate academic accommodations for students with disabilities. If you qualify for
classroom accommodations because of a disability, please get an Accommodation Authorization from the Disability
Resource Center (DRC) and submit it to me in person outside of class within the first two weeks of the quarter.
Contact DRC at 459-2089 (voice), 459-4806 (TTY), or http://drc.ucsc.edu for more information on the requirements
and/or process. Please do not hesitate to talk to me to get the necessary assistance.
Counseling and Psychological Services (CAPS)
College (and life in general) is stressful and often anxiety producing. Please do not hesitate to seek support for any
issues that interfere with your personal well-being and academic success. For more detailed information regarding the
services that CAPS provides, go to: http://caps.ucsc.edu/counseling/index.html or call them at (831) 459-2628.
Title IX Reporting
Title IX prohibits gender discrimination, including sexual harassment, domestic and dating violence, sexual assault, and
stalking. You can report gender discrimination directly to the University’s Title IX Office: (831) 459-2462 or
https://titleix.ucsc.edu/resources/syllabi-disclosure-statement.html. Reports to law enforcement can be made to
UCPD, (831) 459-2231 ext. 1. For emergencies call 911.
If you have experienced sexual harassment or sexual violence, you can receive confidential support and advocacy at
the Campus Advocacy Resources & Education (CARE) office by calling (831) 502-2273. The CARE program responds “to
the needs of students, staff, faculty and non-affiliates impacted by stalking, dating/domestic violence and sexual
assault by providing free and confidential services. CARE also works collaboratively with students, faculty and staff to
educate the campus community about the vital role that each of us has in preventing violence and creating social
justice locally and globally.” You can access care at https://care.ucsc.edu/who-we-are/about-care.html.
In addition, Counseling & Psychological Services (CAPS; (831) 459-2628, https://caps.ucsc.edu/) can provide
confidential, counseling support.
3Weekly Schedule
(subject to change per mutual agreement)
Readings and Written Assignments
Week Class Discussion
Read chapters/articles & complete activities before coming to class
Introduction:
1 Overview of the
study of ICC
Read Martin & Nakayama (2017), Ch. 2 – Intercultural communication building blocks and
Culture, barriers
Communication,
2 o Answer Discussion Question 1 & 3 (p. 117)
Context and Power
o Complete activity 1 (p. 118)
Identity and Read Abrams (2020), Ch 10 – Intercultural communication & Identity plus one of the following
Intercultural articles:
Communication
Appiah, Kwame Anthony (2006). “The Case for Contamination.” The New York Times. 01 January.
3 Online. [12pp]
Tatum, Beverly (2000).“The Complexity of Identity, Who Am I.” [6pp.]
Weaver, Gary (1999). "American Cultural Values" [11pp.]
Language and Read Martin & Nakyama (2018), Ch. 6 – Language & intercultural communication
intercultural
o Answer Discussion Questions 3, 4 & 5 (p. 268)
4 communication
Also read: Deutsheraug (2010). “Does your language shape how you think?” New York Times
Magazine. 26 August. Online. [10pp.]
Nonverbal codes Read Martin & Nakayama (2018), Ch. 7 – Nonverbal codes & cultural space
o Answer Discussion Questions 2 & 4 (p. 309)
o Discuss your own experience with a nonverbal communication mishap: Briefly describe 1)
5 the “acceptable” behavior, 2) what you did instead, 3) how your interlocutors reacted to
your action and why you think they reacted the way they did, and 4) how you responded to
the transgression. Would you still react/respond the same way? If not, what does that say
about your ability to function inter- and transculturally?
Intercultural Read Cornes (2004). "Important values orientations for the sojourner" plus
transitions
Ting-Toomey & Dorjee, (2019). Sojourners’ Culture Shock and Intercultural Adjustment Patterns
6 [38pp]
o Pick any two of discussion questions 1-5 on p. 354 to respond to.
Popular Culture & Read Martin & Nakayama (2017), Ch. 7 – Popular culture & intercultural communication
ICC
o Consider your favorite TV show or magazine and answer discussion question #5: what
stereotypes might it portray, both within and outside of the US?
7
o Plus, pick any two of the following discussion questions to respond to: 2, 3, 4, 6 & 7 (p. 389)
Intercultural Read Bennett (2004). Becoming Interculturally Competent. [11pp], and
Communication,
Jones (2013). Intercultural Communication. In Communication in the real world: An introduction
Conflict &
to communication studies. [12pp], and
8 Resolution
Phillips (2014). “How Diversity Makes Us Smarter.” American Scientific, [10pp]
o Identify your own conflict style (link will be shared in Canvas)
4Discussion board rubric – 10 points
Criteria Ratings Points
2 pts 1 pt 0 pts
Made initial posting before Made initial post after No posting
Initial Posting 2 pts
12, noon on Thursday (PST) noon on Thursday (PST)
2 pts 1 pt 0 pts
Posted two replies to other Posted only one reply to No replies to others’
students’ comments by 6 other students’ comments comments
Replies 2 pts
pm Saturday evening (PST) and/or missed the deadline
of Saturday evening
5-6 pts 3-4 pts 0-2 pt(s)
Exhibited substantial Exhibited some Exhibited limited
engagement with the engagement in the initial engagement with &
assigned material in the post with the assigned understanding of the
Substance of
initial post, presented material, presented mostly assigned material. May 6 pts
posting and
accurate information; accurate information; have only agreed with
replies.
provided thoughtful replies offered responses to other others in replies (e.g., I
that went beyond the students based only on the agree; Same here; Don’t
readings and offered assigned readings know)
original insights
5You can also read
