Mainland China’s Confucius Institutes
Chinese-funded “cultural centers” on college campuses in US, Europe, everywhere
Culture–a 5 week course
Dr Bean (高來圭)
http://drbean.sdf.org/culture.html
- Intercultural communication
- Cross-cultural differences
- The multicultural society
- Business and culture
- Taiwan culture in the world
Culture: The 5th skill
- Reading
- Writing
- Listening
- Speaking
- 5 Intercultural skills
Non-verbal communication
Indian head bobble/shake/wobble/movement
- Intercultural communication
- Cross-cultural differences
- The multicultural society
- Business and culture
- Taiwan culture in the world
Indian head bobble
- Intercultural communication
- Cross-cultural differences
- The multicultural society
- Business and culture
- Taiwan culture in the world
Indian head bobble
- Intercultural communication
- Cross-cultural differences
- The multicultural society
- Business and culture
- Taiwan culture in the world
Indian head bobble
- Intercultural communication
- Cross-cultural differences
- The multicultural society
- Business and culture
- Taiwan culture in the world
Indian head bobble
- “Come here”
- “Continue/go on!”
- “Maybe”
- “No”
- “What’s up?”, or “Want to do something?”
- “Yes”
Michael Byram
- at 33:30
- at 34:40
- at 37:50
English students attitude to France
The English (many, but not all) look down on the French, so they don’t want to study le français in school.
Japanese students attitude to China
The Japanese (many, but not all) look down on the Chinese, and they don’t want to (but they have to) study 漢文 in school.
Taiwanese students attitude to Korea
Some Taiwanese don’t like Koreans, and they wouldn’t want to study 한글 in school.
Byram’s 5 savoirs
On the exam
- Savoir 1: interested, not ethnocentric
- Savoir 2: knowledgeable about other culture
- Savoir 3: understanding, can compare/contrast
- Savoir 4: quick to learn
- Savoir 5: critical
Which topic
- Intercultural communication
- Cross-cultural differences
- The multicultural society
- Business and culture
- Taiwan culture in the world
Scholarship interview simulation
A committee of 6 Taiwanese government & company representatives has money for students to live overseas.
It will give some to all, but more to students with greater intercultural communicative competence.
You, as students
Choose which country to go to, but convince the committee you have the 5 intercultural skills (and can speak English).
The ‘beans’ you get from the committee are your grade for the class.
Beans
For each of the 5 intercultural skills plus English ability, each committee member decides to award either 2 or 3 beans.
Then each of the 6 committee members hands over a total of 10, 11, 13, 14, 16, or 17 beans.
Beans
Make sure you get 6 beans from all committee members.
The ‘beans’ you get from the committee are your grade for the class.
On return
You join the committee and award your remaining ‘beans’ (NOT the beans you got from the committee) to following students.
- Keep the beans you were AWARDED separate. Don’t lose them. They are your grade.
Committee questions
- Why do you want to go there?
- How much do you know about their customs?
- Why would life there be interesting?
- How well will you be able to relate strange customs to Taiwanese culture?
- Will it be easy for you to fit in?
- How will you solve communication problems?
- Will you be able to justify your opinions about life there?
Simulation procedure–3 stages
Interview
Interviewee-interviewers talk about the culture. Interviewers ask about & interviewee tries to show the 5 savoirs and English ability.
Interviewers award beans, totaling 60~100.
Metamorphosis
Interviewee-to-interviewer
- Interviewee joins the committee, becoming an interviewER.
Interviewer-to-interviewee
- Interviewer 1 leaves for an interview with the next committee and committee member 1 from the committee on the other side comes to be interviewed.
Awarding beans
Each committee member has only 6 different value beans for the 6 interviewees.
Awarding beans
Each committee member has no choice about the beans to be awarded the last interviewee.
Awarding beans
Keep in mind how many more interviewees remain. Try to predict how well they will do.
2 sets of beans
Some committees only have 5 members.
I will give an extra set of beans to one member.
When that member leaves, give the remaining beans in the set (maybe only 1) to another member to give to interviewees.
Initial groups
- Leave belongings in the bag racks!
- Find other members.
- Arrange chairs in a circle.
- Check
- understanding of procedure
- own role in next step
- Practice questions, statements.
First interview
- Interviewee moves to next group
- Greets/is greeted by interviewers
Interviewers!
Are you ready to listen and ask questions?
Interviewees!
Are you ready to talk about the culture/country you have chosen?
Savoir 1–Interest
- Why do you want to go there?
- Why would life there be interesting?
- Other questions
Savoir 2–Knowledge
- How much do you know about their customs?
- What do you know about their customs?
- Other questions
Savoir 3–Comparison/contrast
- What are some strange customs in that place?
- How well can you relate strange customs to Taiwanese culture?
- Other questions
Savoir 4–Quick to learn, adept
- Will it be easy for you to fit in?
- How will you solve communication problems?
- Other questions
Savoir 5–Critical
- What is good and bad about the place?
- Why do you think so?
- Can you justify your opinions about life there?
- Other questions
2nd interviews
3rd interviews
4th interviews
5th interviews
6th interviews
7th interviews
Dr Bean answers questions
Savoir 1–Interest
- Likes Taiwan
- Feels free
- Expatriate
- Counter culture representative
Right committee response
- 2 beans
I talk about how I’m in a bubble isolated from, and not having an interest in Taiwan culture.
Savoir 2–Knowledge
- Been here for 20 years
- Not much idea about family life
- Would like to study calligraphy
Right committee response
- 2 beans
I talk about what I DON’T know about and what I would like to know about, but not about what I DO know about.
Savoir 3–Comparison/contrast
Savoir 3–Comparison/contrast
Sees parallels, compares 2 events
- Christmas and Chinese New Year
- Family gathering
- Eating
- Gifts
- Not really religious
Savoir 3–Comparison/contrast
Distinguishes differences
- Learning foreign languages
- Parents’ attitude to children’s education
Right committee response
- 3 beans
I can interpret Taiwanese culture in terms of my own culture.
Savoir 4–Quick to learn, adept
- Careful (passive), rather than masterly (active)
- Patient, accept ambiguity/confusion
Right committee response
- 2 or 3 beans
Good communicator learners are not afraid of making mistakes. In the other culture, they LIKE making mistakes, and learn from their mistakes.
Savoir 5–Critical
- Cultural relativism
- good/bad judgments impossible
- 2 sides to every question
- double standards
- good/bad judgments impossible
Right committee response
- 2 beans
I AVOID making judgments and have REASONS for doing that.
Homework
- Savoir 1. Think of a country to go to. Why?
- Savoir 2. Find out some cultural facts/way of life in that country.
- Savoir 3. Interpret those facts in terms of Taiwanese culture.
- Savoir 4. Think about communication problems (NOT language problems) there. How would you solve them?
- Savoir 5. What is good/bad about the culture? What are your criteria?
Byram book
Other savoir activities
Government organizations projecting ‘soft power’ internationally
The British Council
The German Goethe Institut
The French Alliance Francaise
The Spanish Instituto Cervantes
The U.S. Bureau of Educational and Cultural Affairs
Key soft US power topics
Learning English
漢辦, 孔子學院, 孔子課堂
Teaching Chinese, projecting soft power
Confucius Institutes face resistance
Taiwan
Taiwan Economic and Cultural Affairs Office–New York
Taipei Cultural Center in NY
Which topic
- Intercultural communication
- Cross-cultural differences
- The multicultural society
- Business and culture
- Taiwan culture in the world
US, mainland China, Taiwan’s approach
Not ‘sexy’ (ie not interesting)
The simulation
Promoters and detractors debate Taiwan culture.
Motivating the simulation
- American political conflict
- Chinese reaction to dissent–suppression
- Taiwanese welcoming of criticism in US
Some Americans don’t support Taiwan against China
58.1% of voters believe the U.S. military should defend Taiwan.
Trump
- Thinks China will invade Taiwan “sooner rather than later.”
- Compares Taiwan to the tip of his pen , while China is his large desk.
John Bolton says Trump doesn’t value Taiwan
Uyghur
Uyghur UN report
Foremost American critic of China on Uyghur
American staff at Confucius Institute plays trick
China authoritarian, Taiwan accepting dissent
Visiting NTU professor critical of progress of integration of indigenous Taiwanese?
Simulation: US reaction to Taiwan lecture
A lecturer talks about Taiwanese culture to an audience of both friendly and critical/unfriendly Americans.
Unlike China, Taiwan welcomes criticism and dissent.
Lecturers
You are from the Taiwan Economic and Cultural Affairs Office in New York and are giving a talk about some aspect of Taiwan culture to a group of Americans.
Lecturers
Some of the Americans support Taiwan. Some of them are opposed to Taiwan.
Lecturers
All 7 members in your group will lecture on the same topic to the American auditors in one of the other 6 groups.
Topics
Groups choose controversial topics that can generate dissent.
- Taiwan education
- Night markets
- Taiwan politics
Prepare scripts from wikipedia
Promoters and detractors
You are Americans at a talk about Taiwan
- Promoters: half the audience agree with the speaker and think the topic is good.
- Detractors: half the audience don’t support Taiwan. They don’t think the topic is good and they disagree with the speaker.
Simulation procedure–3 stages
Lecture
- Lecturer reads one sentence. Waits.
- Audience comments.
- Lecturer reads next sentence. Waits.
- Audience comments.
Example
Lecturer (reading from Wikipedia)
Taiwanese night markets
are street markets in Taiwan
that operate in urban or
suburban areas.Promoter
Night markets are great.Detractor
I don't think so.Beans
- Lecturers pay all Americans 2, 3 or 4 beans, depending on how active they were.
- Lecturers return to group.
Next lecture
The next group becomes lecturers
The promoters become detractors and the detractors become promoters.
Beans
This time, the speaker awards beans to the 7 in the audience.
Beans
The 2, 3 or 4 beans are not for the 5 intercultural skills, and not for agreeing/disagreeing with the speaker.
They are for number of comments, good ideas and English ability.
Beans
Make sure each of the 7 in the audience get one note.
The total ‘beans’ you get after the 7 lectures are your grade for the class.
First lecture
Second lecture
Homework
Members of the group:
- choose easy cultural topic
- decide if different opinions are possible
- find wikipedia article
- practice reading sentences
Possible topics
- Night markets
- Education system
- NUU
- Political system
- Taipei
- Food
- Traffic
- Cars, motorcycles
- Miaoli
Other topics
The Ugly Chinese
The Ugly American
Ugly American videos
Discussion of Ugly American
Decide whether you support ‘Unacceptable’ or ‘Understandable’
Think about Double Standards
Report your reasons for thinking what you thought about. Say what you think.
Say what you think Americans think.
Differing views
Unacceptable Understandable
Doris (ridiculous) Stella (The Americans mean no offense)Differing views
Sally Mil Eva
UNACCEPTABLE Cheer UNDERSTANDABLE
Miru Doris Stella Jill
Mandy Anita Lin Yvonne
Jay Cindy
Jenniferculture as the water round the fish
A fish out of water
After one month: What a wonderful country!
After 7 months: They do everything the wrong way here. It is very irritating!
It’s like the air. We’re not aware of the air. When we’re drowning we are aware.
The other culture teaches us that.
Culture as iceberg
German-American misunderstanding about smiling
http://odeo.com/episodes/13604823-Intercultural-Non-verbal-communication-The-Business-Spotlight-podcast-for-Tuesday-26-June-2007
Communication misunderstanding
Is there likely to be miscommunication, when A says the following:
If B is not a Westerner, is B likely to misunderstand?
A says: ‘You must come for dinner.’
+B:Westerner thinks: ‘A is not inviting me for dinner.’
B:Non-Westerner thinks: ‘A is about to invite me for dinner.’
A says: ‘You must come for dinner.’
B:Westerner thinks: →→→→→→ ‘A is not inviting me for dinner.’
B:Non-Westerner thinks: →→→→→→ ‘A is about to invite me for dinner.’
A says: ‘Good job.’
+B(Westerner & Non-Westerner) thinks: → ‘A thinks I did a good job.’
A says: ‘Your dress. Very interesting.’
+B:Westerner thinks: ‘A thinks the dress is terrible.’
B:Non-Westerner thinks: ‘A likes the dress.’
A says: ‘Your dress. Very interesting.’
B:Westerner thinks: →→→→→→→ ‘A thinks the dress is terrible.’
B:Non-Westerner thinks: →→→→→→→ ‘A likes the dress.’
A says: ‘How do you do?/How are you?/How are you going?’
+B(Westerner & Non-Westerner) thinks: → ‘A is greeting me, not asking about me.’
A says: ’You are very brave (deciding to cycle around the world.)
+B:Westerner thinks: ‘A thinks I have a lot of courage.’
B:Non-Westerner thinks: ‘A thinks I am crazy.’
A says: ’You are very brave (deciding to cycle around the world.)
B:Westerner thinks: ‘A thinks I have a lot of courage.’ ╲╱ ╱╲ B:Non-Westerner thinks: ‘A thinks I am crazy.’
A says: ‘Your work is not bad.’
+B:Westerner thinks: ‘A thinks my work is good.’
B:Non-Westerner thinks: ‘A thinks my work is poor.’
A says: ‘Your work is not bad.’
B:Westerner thinks: →→→→→→ ‘A thinks my work is good.’
B:Non-Westerner thinks: →→→→→→ ‘A thinks my work is poor.’
A says: ‘With the greatest/all due respect, I’m telling you ….’
+B:Westerner thinks: ‘A is listening to what I am saying.’
B:Non-Westerner thinks: ‘A thinks I am an idiot.’
A says: ‘With the greatest/all due respect, I’m telling you ….’
B:Westerner thinks: ‘A is listening to what I am saying.’ ╲╱ ╱╲ B:Non-Westerner thinks: ‘A thinks I am an idiot.’
A says: ‘Oh, by the way, blah blah ….’
+B:Westerner thinks: ‘A thinks she has something important to say.’
B:Non-Westerner thinks: ‘A thinks she is not saying anything important.’
A says: ‘Oh, by the way, blah blah ….’ (Easy version)
+B:Westerner thinks: ‘A has something important to say.’
B:Non-Westerner thinks: ‘A is not going to saying anything important.’
A says: ‘Oh, by the way, blah blah ….’
B:Westerner thinks: →->→->→->→ ‘A thinks she has something important to say.’
B:Non-Westerner thinks: →->→->→->→ ‘A thinks she is not saying anything important.’
A says: ‘I hear what you say.’
+B:Westerner thinks: ‘A agrees with me.’
B:Non-Westerner thinks: ‘A disagrees with me and doesn’t want to listen to my ideas.’
A says: ‘I hear what you say.’
B:Westerner thinks: ‘A agrees with me.’ ╲╱ ╱╲ B:Non-Westerner thinks: ‘A disagrees with me and doesn’t want to listen to my ideas.’
A says: ‘No offense, but …’
+B:Westerner thinks: ‘A is going to say something offensive.’
B:Non-Westerner thinks: ‘A is NOT going to offend me.’
A says: ‘No offense, but …’
B:Westerner thinks: →→→→→→ ‘A is going to say something offensive.’
B:Non-Westerner thinks: →→→→→→ ‘A is NOT going to offend me.’
Looking down on someone
What does lifting your head up when you make eye contact mean?
In the West it is insulting. It means the person you are looking at is not worth recognizing. It means you look down on that person.
Once a student I met unexpectedly outside the classroom did this to me.
Another time I was riding my bicycle and a man standing by his car did this to me.
If you can explain this to me you have Savoir 4.
If you were Andrew would you mind?
Yes No Eva Mil Cindy Jay Miru Mandy Jill Stella Lin Sally Doris Cheer
Judging Andrew and the Hakka couple
Suppose Andrew had a complaint and he asked you (the court) for a judgement, what would be your judgement?
The guilty party: Hakka couple Andrew Mandy:50 Yvonne:70 Jay:70 Sally:50 Anita:70 Mil:70 Lin:50 Jill:70 Dr Bean:80 Cheer:50 Eva:70 Miru:70 Doris:50 Stella:70
Secret language gone wrong
http://web.nuu.edu.tw/~greg/intercultural/eunice2.mp3
What is she talking about?
Listen and fill in the blanks for homework.
Cross-cultural and Intercultural
Cross-cultural: about cultural differences and similarities
Intercultural: about communication between people from different cultures
Cross-cultural
Cross-cultural: eg, In the US, people act this way, say these things. On the other hand, in Vietnam, people act that way and say those things.
ie, cultural differences
http://en.wikipedia.org/wiki/LoveIntercultural
Intercultural: eg, Vietnamese-Americans communicate with their children across cultural barriers. Vietnamese and Americans have a hard time understanding each other, because of cultural differences.
ie communication between people
from different culturesTest: intercultural or cross-cultural?
A: Theresa is like the mothers in Asian that can’t say love easily but she expresse her love to her daughter with actions although culture is difference between the Vietnam and the United States the mothers’ love to their kids are all the same Just sometimes they don’t know how to express their love in oral
B: In my opinion, this mom has the very big courage.Because living the different culture in America and she must upbringing little girl.But she must to keep Asian tradition,keep the family together.In her pressure,Stephanie worry about she not too well.In fact,they love each other.It’s wonderful.
== 75-100 word essay on smiling, neck rings & foot-binding Due Monday March 25, 8pm
Savoir 1 Are you interested in other cultures? Can your see your own culture the way other people see it? Or are you ethnocentric?
Savoir 2 How much do you know about different cultural rules, like the contact smile in the US?
Savoir 3 Can you see the similarities between footbinding and high heels and between neck rings and high heels?
High heels look good, and foot binding is bad. But they are similar.
What is some other strange thing? How is it similar to something that is not strange?
Press the Space bar. Look at the following slides.
== A 75-100 word essay on smiling
On Tuesday during the exam, Cheer banged her leg against a desk. This certainly hurt her. Everyone but Dr Bean laughed. Dr Bean looked unhappy.
One student noted the different reaction of Dr Bean.
Explain the difference between Dr Bean’s reaction and the students’ reaction.
Savoir 1 Are you interested in Dr Bean’s reaction? Can your see your own response, laughing, the way Dr Bean saw it?
Or are you ethnocentric?
Savoir 2 How much do you know about how Westerners respond when people hurt themselves?
Write about how Westerners comfort others who are in distress.
Savoir 3 Can you see the similarities between the way Dr Bean reacted, looking as if he was in pain like Cheer, and the way you react in certain circumstances.
Is the way you reacted, by laughing, strange? Dr Bean thinks it is strange.
How is Dr Bean’s “strange behavior” similar to something that is not strange?
Use the words “sympathy” and “sincerity.”
#Range of positions in savoir 1: Taiwan/Western-centric
|Taiwan-centric vs Western-centric | Eva Jay | Cindy Stella Dr Bean | Miru Jill Anita Doris | Yvonne Mandy Cheer Lin Jennifer | Sally
#Range of positions in savoir 2: Sympathizing in the West
|Knowledge of Western responses to injury | Less knowledge vs More knowledge | Jay Mil Cindy Anita Miru | Doris Stella Yvonne | Eva Lin Sally Mandy | Jennifer Cheer
#Examples of savoir 3: Understanding the strange
Understanding the strange in terms of the
ordinary
Less understanding vs More understanding
Jay Cindy
Eva Anita Cheer Miru Mil
Sally Stella Yvonne Jennifer
Lin Doris Mandy Jill
Less understanding vs More understanding
Jay Cindy
Eva Anita Cheer Miru Mil
Sally Stella Yvonne Jennifer
Lin Doris Mandy Jill
Positions on Hakka/Minnan differences paying
No difference vs Big difference
Miru Stella Frank
Doris Yvonne Sally
Mandy Lin
Mil Anita Eva
Miru Stella Frank
Doris Yvonne Sally
Mandy Lin
Mil Anita Eva
—- skip == 5 Savoirs
Savoir
Attitudes (savoir etre):
21 Jul 2010 … When he interviewed Nelson Mandela, Snow said he found him “even more interested in you than you were in him”. Mandela was asking the questions, and the interviewer was answering them!!
http://www.bbc.co.uk/journalism/blog/2010/07/the-right-kind-of-snow.shtml
- Knowledge (savoirs):
Learned from a book, school, or experience in the other culture.
- Skills of understanding and relating (savoir comprendre):
Ability to see how the strange foreign behavior is similar to something familiar.
Smelly cheese and stinky tofu. http://wandering-taiwan.blogspot.com/2010/09/stinky-tofu.html
Skills of discovery and interaction (savoir apprendre/faire):
Critical cultural awareness (savoir s’engager):
Savoir 1
Curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own. Not being ethnocentric.
This means a willingness to relativize one’s own values, beliefs and behaviors, not to assume they are the only possible ones, and to be able to see how they might look from an outsider’s perspective who has a different set of values, beliefs and behaviors(, which can be painful.) This can be called the ability to decenter.
Savoir 2
Knowledge (savoirs): Of cultural differences: how people in different countries interact with each other differently.
Eg,
http://en.wikipedia.org/wiki/Smiling#Cultural_differences http://en.wikipedia.org/wiki/Love#Cultural_views
Savoir 3
Skills of interpreting and relating (savoir comprendre): Ability to interpret a document or event from another culture, to explain it and relate it to documents from one’s own.
Neck rings and foot binding or high heels http://en.wikipedia.org/wiki/Neck_rings http://images.google.com/images?q=%22foot%20binding%22&num=100 http://images.google.com/images?q=%22high%20heels%22&num=100
Indians eating with hands, Others eating with hands http://images.google.com/images?q=%22Indians%20eating%20with%20hands%22&num=100 http://images.google.com/images?q=%22eating%20with%20hands%22&num=100 http://images.google.com/images?q=%22eating%20pizza%22&num=100
Savoir 4
Skills of discovery and interaction (savoir apprendre/faire): Ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction.
Savoir 5
Critical cultural awareness (savoir s’engager): An ability to evaluate, critically and on the basis of explicit criteria, perspectives, practices and products in one’s own and other cultures and countries.
Neck rings, foot binding, high heels, eating with hands. Some are OK. Which ones?
5 Savoirs
These 5 competences are from Byram, Gribkova and Starkey (2002) “Developing the intercultural dimension in language teaching: A practical introduction for teachers.” Council of Europe. You can download it from http://www.coe.int/t/dg4/linguistic/Source/Guide_dimintercult_EN.pdf
http://www.international-studies.aau.dk/f-2007/slides/ICC-model.ppt
Interview activity
Interview questions on board Tables’ champions to front
Groups vote for the champion who answered/asked questions best Reasons on card
Dr Bean listens to reasons and chooses winner
Minnan tenant and Hakka landlord
http://web.nuu.edu.tw/~greg/intercultural/monica1.txt http://web.nuu.edu.tw/~greg/intercultural/monica1.mp3
Essay about secret language use by Andrew and Hakka landlord
You listened to the essay by Monica. She was critical of both Andrew, who is not Hakka, and the Hakka landlord, even though she is Hakka.
She has Savoir 5.
Do you have Savoir 5? Say What is good, and what is bad about using a secret language?
Say something good. Say something bad.
Have you ever used a language that other people didn’t understand? What was good about that? What was bad about that?
Exam 1,2 competition
Are you or your partner a better intercultural competitor. I will listen to you interview each other about the 5 savoirs and I will decide.
| Round | Savoir | White’s Question | Score | Black’s Question | Score | ||
|---|---|---|---|---|---|---|---|
| 1 | 1 | What were the American men thinking? | 0.75 | Do you like Vietnamese food? | 0.5 | ||
Intercultural competence interview
Everyone interviews Black and Blue’s candidate and decides who gets selected
Everyone interviews Pink and Purple’s candidate and decides who gets selected
Exam 1
2 1-page essays ( 2x150 words ) on
Intercultural Communicative Competence- Discuss the 3 situations we looked at in Weeks 1-3.
- Asian Mom in US
- Ugly Americans Accost Woman
- German-American Attitudes to Smiling
- Minnan tenant and Hakka landlord
Relate your discussion to the 5 savoirs- Tell of an intercultural communication problem YOU had with someone from a different culture. It must be about Minnan-Hakka intercultural communication
Relate your discussion to the 5 savoirs. I
want you to show that you understand the 5
savoirs.Not the usual sort of writing exam. It’s OK to talk to each other, look at each other’s essays, and use your computers. In fact I will ask you to walk around and look at each other’s essays at 6:50 pm and 7:35 pm.
I want to talk to you about your essays too. I want you to ask me for advice.
Keywords (simpler explanation)
Use these words in the exam:
- Savoir 1: Interested, curious, not ethnocentric, suspending disbelief
- Savoir 2: knowledgeable, cross-cultural differences, rules
- Savoir 3: understanding, recognizing strange things are not strange
- Savoir 4: asking the right questions, using knowledge in face-to-face communication, saying the right thing
- Savoir 5: critical, challenging, argumentative, judgemental, questioning, standards It is necessary to be or have all of these. They are good ‘SHOULD’ is a keyword.
Exam grading
991: No 5’s, no 1’s. Only a few 4’s. 001: 3 5’s, no 1’s. Many 4’s.
== Problems No personal experience: 2 No analysis : 3 Too short : 2 Language, not culture : 2/3 Cross-cultural : 3 Food : 2 Not intercultural communication : 3 Google translation : 2 No Savoirs 1-5 : not 5
An intercultural experience
A representative from each group will stand up and tell a story about an intercultural meeting.
Who showed which of the 5 savoirs?
Ugly Americans accost Vietnamese woman
The woman and I grew up in the same sort of culture, so I think she felt not good.
Each country has a different culture. Maybe the Americans were just showing their friendliness, but we couldn’t understand it.
So I was angry with what he did to the woman.
Ugly Americans accost Vietnamese woman
Maybe the Americans were just kidding. They were curious about the Asian woman, and wanted to accost an unfamiliar person for fun.
But Asian culture is very conservative. We don’t feel they were kidding, and it made us feel so embarrassed.
But, maybe, next time, we can learn to bring more humor to our understanding of their behavior.
German-American misunderstanding about smiling
Americans like smiling to express their friendliness, but this leads to misunderstanding in Germany, where most people are meticulous and sensible. It makes them feel weird.
In my opinion, Americans can explain why they are smiling when meeting. Perhaps one day, Germans will think these strange things aren’t strange.
German-American misunderstanding about smiling
Communication between 2 different cultures can be very exciting or very frustrating.
Take smiling for example. People smiling at you at times when you don’t expect them or want them to smile at you can be unpleasant.
But try not to be too critical when unpleasantness occurs. With more understanding, things feel better.
Asian Mom in US
An example of cultural communication which may be misunderstood in the US is the Asian mother taking a tough attitude to her daughter and trying to maintain Asian traditions and keep the family together.
She doesn’t know how to express ‘love.’ Americans might feel discomfort with this.
But no matter where we are, we should respect, rather than reject, cultural behavior like this.
Different European customs
https://en.wikibooks.org/wiki/National_Etiquette_Differences_in_Europe
| Hakka story 1 |
|---|
| Hakka story 2 |
| The bride’s side is Hakka peoples, but the groom’s family was the Minnan person, at some peaceful reunification, the bride’s side introduced Hakkas famous product to the groom’s family” Mochi”Time, tells everybody the “Mochi” Hakka language to call ” guiba ” , but after the groom’s family has listened, thinks is very strange, and thought that does not receive respects. |
Hakka story 3
Clothes、shoes….I working has five years.
I am a Minnan,I am not really understand Hakka,just a little know what are they takling about.
But has one time,I want to services for an elderly gentleman .
First,I can understand what he say,but have a while,I can’t
understand what he say! I turn around to my partner to say:help
me~please! Then the elderly gentleman to laugh me
Finally,everybody to laugh me too~~.
It’s very embarrassing.
Dr Bean: You’ll be wanting to leave now.
http://web.nuu.edu.tw/~greg/intercultural/leaving1.wav http://web.nuu.edu.tw/~greg/DictationExercises
Similar stories (1)
板名： Hakka-Minnan stories 篇號/總數： 12 / 27 張貼者： V9841022 (吳千羽 ) 張貼時間： 2010-10-31 21:05:50 標題： Minnan stories
I’m Minnan ! I met similar events of the two stories, too. also think speak hakka is so difficult and don’t know how to communicate with them. I think the world is multicultueal. No matter Hakka or Minna can learn many things from daily life. Many ways can contact different cultures. There are something funny.
Similar stories (2)
板名： Hakka-Minnan stories 篇號/總數： 17 / 27 張貼者： V9841037 (邱湘凌 ) 張貼時間： 2010-10-31 19:13:21 標題： Hakka-Minnan stories
I’m Hakka! I met similar events of the two stories, too. I also think speak Minna is so difficult and don’t know how to communicate with them. I think the world is multicultueal. No matter Hakka or Minna can learn many things from daily life. Many ways can contact different cultures. There are something funny.
Same story as last week
Each country has the different language and each area also has the different culture. Formerly had newly married couples ,the bride’s side is Hakka peoples, but the groom’s family was the Minnan person, at some peaceful reunification, the bride’s side introduced Hakkas famous product to the groom’s family” Mochi”Time, tells everybody the “Mochi” Hakka language to call ” Guiba ” , but after the groom’s family has listened, thinks is very strange, and thought that does not receive respects. However causes both sides to misunderstand, this is the culture is different, the language different creates difference.
| Savoirs |
|---|
| Savoirs |
| About Minnan story: I thought the writer used |
| Savoir 1:Interested and curious: Savoir 3:Understanding: Savoir 4:Asking the right questions: Savoir 5:Critical: The writer’s friends said they thought Hakka wasn’t useful. Judgemental: The writer think the real reason was they didn’t want the writer to laugh at their pronunciation, the way they had laughed at the writer’s. |
| # Exam 2: 5 jigsaws |
| The Ugly Americans with Vietnamese woman Mr Chen and Mr Smith’s misunderstanding of objections Different reactions to Cheer’s hurting her leg Frank and his father-in-law in supermarket German, American and Taiwanese smiles |
| # Homework before Exam 2 |
| An explanation of Savoir 1, 2, 3 and 5 with an example |
| # Exam 2 Analyzing 2 stories in terms of the 5 savoirs |
| 1. Frank and his father-in-law. Summarize and analyze the story in terms of the five savoirs. Show me you have the 5 savoirs. 2. Your intercultural communication incident, either Hakka-Minnan, or foreigner-Taiwanese. Summarize and analyze the story in terms of the five savoirs. Show me you have the 5 savoirs. NOT the same story as in Exam 1. |
| # 1. Another person’s story |
| It doesn’t have to be the Hakka story, or the Minnan story. You can choose another story. I think Hakka-Minnan intercultural communication is the best topic. But you can choose other groups if you want, eg Filipino-Taiwanese. |
| Tell the story. I can’t understand your analysis without it. Use subheadings: Savoir 1, 2, 3 ,4, 5 Say which person you think has more of the 5 savoirs. Explain why you think that. |
| # 2. Your story |
| It has to be a story about intercultural communication that happened to you. It can be a story you put on elearning, but NOT the same story as in Exam 1. |
| I think Hakka-Minnan intercultural communication is the best topic. But you can choose to write about your experience talking with Americans, or mainland Chinese, or some other foreigner, if you want. |
| Tell the story. I can’t understand your analysis without it. Use subheadings: Savoir 1, 2, 3 ,4, 5 Say which person you think has more of the 5 savoirs, you or the other person. Explain why you think that. |
== Layout
- Hakka misunderstanding story
Story:
Melissa wanted to learn some Minnan from her schoolmates …
Savoir 1: I think she had Savoir 1, but her schoolmates didn’t because …
Savoir 2: I think she had Savoir 2, more than her classmates because …
Savoir 3: I think she was able to interpret the situation, but her classmates were also able to interpret the situation, because …
Savoir 4:
Savoir 5:
Hakka man shopping with Minnan father-in-law
Frank Liu (劉發州) N9561766 tells a story about Hakka-Minnan intercultural miscommunication.
http://web.nuu.edu.tw/~greg/intercultural/frank3.wav
I want you to role-play this story.
A: The Minnan father-in-law B: The Hakka son-in-law C: The Minnan wife D: The supermarket cashier
The important roles are A, B, C/D.
- First we will practice in our group.
- Then we will find Minnan and Hakka partners to practice.
- Then we will discuss whether Frank’s analysis of Minnan and Hakka culture is correct.
- Then we will return to our group and practice again and report on our discussion of Frank’s analysis.
- Which of the 5 savoirs does Frank show.
Taiwanese refusing offer of payment
I offered to pay for a new lock after someone tried to break into my room.
The (Hakka) landlady refused very intensely.
Another Taiwanese refusing offer of payment
I offered to pay an app developer for the noodles we had for lunch.
I use his app a lot. I admire him.
The (Minnan?) developer refused very intensely.
Another 75-100 word essay on Frank, father-in-law fighting over who pays
Due Monday April 15, 8pm
You listened to Frank’s story about an intercultural misunderstanding with his father-in-law.
I asked you, Should Frank’s father-in-law have gotten upset?
Jill and Miru said, “No, because Frank has lots of money.” Yvonne and Mil said, “Yes, because Frank was looking down on him.”
I also asked you, Should Frank have insisted on paying?
Jill and Miru said, “No, because the father-in-law was unhappy.” Yvonne and Mil said, “Yes, because Frank’s father didn’t have money.”
Explain the difference between these 2 different sets of answers.
What is your answer to these questions?
Are there real differences in the way Hakka and Minnan people decide who should pay?
Talk about Savoir 5, 1, 2, 3.
Talk about Savoir 5 (critical cultural awareness):
The keywords are “SHOULD” and “BECAUSE.” Savoir 5 is being critical about BOTH Frank and his father-in-law. Jill and Miru and Yvonne and Mil have Savoir 5 because they said GOOD things and BAD things about Frank and the father-in-law, and they had REASONS.
Talk about Savoir 1: Are you interested in Frank and his father-in-law’s intercultural misunderstanding? Can your see Frank’s behavior, insisting on paying, the way his father-in-law saw it? Can your see the father-in-law’s reaction, getting upset, the way Frank saw it?
Talk about Savoir 2 How much do you know about the differences between how Minnan and Hakka decide who should pay and how they accept or reject offers from others to pay?
Talk about Savoir 3 Can you see the similarities between the way Frank’s father-in-law reacted and the way Frank would react in different circumstances?
Can you see the similarities between the way Frank insisted on paying and the way the father-in-law would insist in different circumstances?
How is Frank and his father-in-law’s “strange behavior” similar to something that is not strange?
Press the Space bar. Look at the following slides.
Reactions to Frank’s story 1: Father-in-law is not poor
I don’t think the father-in-law was poor. Frank says, speaking for his father-in-law: “And since I’m poor, I cannot afford to pay?”
He means: “You think I’m poor? You think I cannot afford to pay?”
Frank is not saying the father-in-law was poor. Frank is saying he made his father-in-law think his son-in-law thought he was poor.
Reactions to Frank’s story 2: Who pays for parties?
In the West, often guests will bring a plate of food to a party.
In the Minnan dinner party, will the head of the family pay? In the Hakka dinner party, will the costs be shared?
Lack of Savoir 5: No criticism of Frank, father-in-law
Only Jill said: The father-in-law should give Frank pay opportunities
Savoir 3: Understanding
Despite some apparent differences, the strange cultural behavior shown by the other person is understandable in terms of something I already know in my culture.
Savoir 3: Melissa’s story of classmates learning Hakka
A: Hakka and Minnan are the same. B: What do you mean? Melissa wanted to learn Minnan, but her classmates didn’t want to learn Hakka. A: Yes, that’s because they didn’t want Melissa to laugh at them, just like they had laughed at her. The Hakka and Minnan students are just the same. B: I see.
Savoir 3: DrBean’s story of class not asking questions
A: DrBean and Jenteh students are the same. B: What do you mean? DrBean likes asking questions, but his students don’t like to ask questions. A: Yes, but DrBean doesn’t like to ask questions in Chinese at the Miaoli store when he goes to buy eggs. DrBean and his students are just the same. B: I see.
Savoir 3: Frank’s story of shopping with Minnan father-in-law
A: Hakka and Minnan are the same.
B: What do you mean? Frank thought he should pay but his father-in-law thought Frank shouldn’t pay. A: Yes, but Frank was able to understand his father-in-law’s reaction afterwards.
He understood it was like he was showing his father-in-law that he thought he was poor.
Frank realized if a friend tried to show he thought Frank was poor by giving him a NT$ 1,000 bill, for example, he would feel the same.
The Hakka son-in-law and Minnan father-in-law are just the same.
B: I see.
| Savoir 3: Savage talking to Westerner |
|---|
| Ethnic groups in Belgium |
| http://maps.google.com/maps?q=Belgium&hl=en&ll=50.25423,5.119629&spn=4.552384,8.756104&sll=37.0625,-95.677068&sspn=44.879582,36.5625&vpsrc=6&hnear=Belgium&t=h&z=7 |
| 60 percent are Dutch speakers 40 percent are French speakers |
| 60 percent of the Dutch speakers can speak French 20 percent of the French speakers can speak Dutch |
Ethnocentrism
The Dutch community has been very helpful and generous in teaching the French community how to do things the right way.
| Ethnocentrism |
|---|
| Ethnocentrism |
| The Belgian church (the Roman Catholic Church), that the Dutch and French-speaking communities belonged to traditionally, is the one true church. |
Ethnocentrism in Belgium
French is a better language than Dutch for cultural activity.
| Ethnocentrism in Belgium |
|---|
| Prejudices and stereotypes: the way of thinking of the ethnocentric observer |
| Canadian Tourist: Look, that Taiwanese motorist is throwing his cigarette butt out the window. (Thinks: Taiwanese are litterers) |
| After returning home to Canada: Ex-tourist: Hey, that man is dumping his trash in the river. (Thinks: That man is a dirty man.) |
| # The intercultural observer |
| + Stay a week in the foreign culture and be able to write an article. + Stay a year in the foreign culture and be able to write a book. + Stay 20 years in the foreign culture and not be able to say anything at all. |
| # Ideas about Americans, about Hakka |
| Americans are X. Americans do X. Hakka are X. Hakka do Y. |
These are generalizations, meaning
Most (All?) American are X. Most (All?) Americans are X. Most (All?) Americans do X. Most (All?) Hakka are X. Most (All?) Hakka do Y.
These may be stereotypes (a false generalization), if they are based on insufficient evidence. It is very hard to prove a generalization is correct.
It is often easier to prove it is incorrect.
What kind of evidence is necessary to dis/prove a generalization?
Which of the 5 savoirs does someone with stereotypes of the other group not have?
Dr Bean’s generalizations about students in Korea
and Taiwan
Korean students are more interested in learning English than Taiwanese students.
What kind of evidence would disprove that generalization?
Prejudice
Prejudice is coming to conclusions about an affair without evidence
Sometimes coming to a conclusion without evidence is necessary. Usually, however, the conclusions are based on stereotypes.
It is not good if stereotypes are used to come to a conclusion. Every belief or conclusion has to be changeable.
Prejudice has come to mean a bad attitude to a different cultural group.
Are Americans/Taiwanese prejudiced?
Obama is president. “I don’t want Asians/Blacks/Hispanics living in my neighborhood.”
Older Hakka woman: Minnan women make irascible (angry) brides.
Discussion of sterotypes and prejudice
Beyond Language p 173
Don’t be 3,4 books talking to each other. (Dummies with a tape recorder)
Have a conversation.
Dr Bean’s story about losing his bicycle
Savoir 5: It’s OK. Some people steal bicycles.
Comparison of ‘Another encounter with foreigner’
Compare V9741024 and V9741036 Who got 3, who got 2? Why?
Compare V9841001 and V9841068 Who got 3, who got 2? Why?
Compare V9941011 and V9941073 Who got 3, who got 2? Why?
Savoir 5
Compare Conclusion to V9841001 and V9841068
Compare conclusion to U9616041 and V9741041
Exam 3
- Another encounter with foreigner
A Savoir 3 diagram. See U9616041’s Another encounter with foreigner
- Eunice’s criticism of Hakka as secret language
Eunice, a Hakka woman, was critical. What were her values on the basis of which she made the criticism?
I want a judgement 60:40, or 10:90.
No 50:50. A low grade for ‘I’m OK. You’re OK. Everyone has their reasons, justifications.’
Eunice’s story–a timeline
- Arrives at the party
- Is born in Hsinchu to a Hakka family
- Is invited to a party in a Hakka community in Miaoli
- Is upset, because she doesn’t like hearing what she is hearing
- Learns to speak Hakka, growing up in Hsinchu
- Makes friends with A, a Miaoli girl who has had a number of boyfriends
- Overhears B and C, two older Hakka women talking about A and A’s relationships
- Says hello to B and C in Hakka
- Surprises B and C
- Thinks B and C don’t know she understands what they are saying
- Thinks of something to say to B and C
A’s relationships become known to B and C, two older Hakka women Doesn’t know what to do B and C arrive at the party
Eunice’s story–True and False
Eunice is known to B and C before she arrives at the party Eunice doesn’t want B and C to gossip about A.
= Eunice’s criticism–Savoir 5
No one thought it was OK to talk Hakka to say bad things.
Hakka students’ judgements
100 - 0 90 - 10 90 - 10 90 - 10 90 - 10 80 - 20 80 - 20 70 - 30 70 - 30 60 - 40 60 - 40 60 - 40 60 - 40
60 70 80 90 100 4 2 2 3 1 Minnan students’ judgements
90 - 10 90 - 10 90 - 10 80 - 20 70 - 30 70 - 30 70 - 30 60 - 40
60 70 80 90 100 1 3 1 3 0
Hakka vs Minan judgements
4|o | x xo 2| o o |x x o 0| x |——————- |60 70 80 90 100
Eunice vs Hakka women–Savoir 5
Eunice accuses Hakka women. Your judgement:
Hakka women Eunice DrBean(30)
Eunice–Savoir 4
Eunice has Savoir 4, showing that she understands Frank has Savoir 4, asking his wife
Interview questions about Savoir 4
What would you do if ..? Have you ever …? What did you do? If you have a problem, like .. , what would you do?
What have you learned about ..? If .. happened to you, what would you learn?
Essay about Eunice and Savoirs 4 and 5
Write a 75-100 word essay about Eunice’s story.
Eunice was good at getting the Hakka women to stop gossiping about her friend. Eunice had Savoir 4.
Are you good at helping people from different cultures communicate? Give me an example.
You made judgements about who was good and bad–Eunice or the Hakka women.
Mandy, Lin and Dr Bean said the Hakka women were good. Dr Bean said it’s OK to gossip.
Everyone else said Eunice was good.
That is Savoir 5.
Now tell me your reasons for your judgements.
Immigration in the US
http://web.nuu.edu.tw/~greg/intercultural/illegalalienvideos.selected.html
Speaking a language other people don’t understand
Many Americans are unhappy about the use of languages other than English in the US.
See http://web.nuu.edu.tw/~greg/privatelangue.html See http://web.nuu.edu.tw/~greg/intercultural/speaklanguagevideos.html See http://web.nuu.edu.tw/~greg/intercultural/privatelangue.html
Savoir 5 and people speaking a language a third party doesn’t understand
Being critical of both sides, but being able to see both sides point of view.
Have an opinion.
Week 14 Homework
If you don’t have an opinion a) make up an opinion b) choose an opinion you can support c) write about 2 points of view
I’m loooking for an opinion, a story and something about i. the video or soundfile, ii. Savoir 5 iii. a secret language
Week 15 Homework
Using Hakka to say things Eunice doesn't think should be saidHakka women talking about Eunice’s -> Eunice friend in a language she was not thought to understand
Students in class speaking Chinese, -> Dr Bean a language Dr Bean does not understand
Using Chinese, saying things DrBean doesn't think should be saidHow Dr Bean feels about the students speaking Chinese
He feels the same way that Eunice felt about the Hakka speakers.
He has no respect for the students. Japanese, Korean, mainland Chinese students are ‘eating his students’ lunch.’
Message best capturing Dr Bean’s feeling
In Dr Bean’s position, I would feel a sense of distance with students.
One day, if my foreign friends understand Chinese, but they still speak English in front of my face, so I think that I would feel awful very much, and I would feel not to be respected.
Foreigners speaking English in Japan
Some young foreign people met, some German, some native English speakers, in Japan. One of the people had a Japanese friend whose English was not very good. The Japanese friend, the only Japanese person in the room, felt uncomfortable with all the foreigners, and only English being spoken. The Japanese person’s friend asked the young foreigners to speak Japanese.
Should the people speak Japanese or not?
Why students feel they must speak Chinese
“We just speak Chinese to express what I want to say.” Is what you want to say worth saying? If it is not said, what will be the loss?
- Is what I am saying worth saying?
Criticisms of the homework
In the diagrams, where is the R and R’?
Not, “If I were Dr Bean, I would …”
You are the Hakka speakers. You should say,
“If I were the Hakka speakers, I would ..” Or, “If the Hakka speakers were in the class, they would …” # Week 15 Homework Evaluation
I liked the stories, but I wasn’t happy with the judgements you made.
You weren’t critical enough.
What was RIGHT about your action/thoughts? What was WRONG about your action/thoughts?
What was RIGHT about THEIR action/thoughts? What was WRONG about THEIR action/thoughts?
Chinese as a private language
What Dr Bean said: http://web.nuu.edu.tw/~greg/intercultural/chineseinclass.txt
But is Dr Bean RIGHT about speaking Chinese in the classroom? NO! What language SHOULD you speak?
(Use the Space bar to go forward, and the Backspace key ← to go back).
Keywords
The keywords are “But,” “although,” “On the other hand,”. Use them.
Savoir 5: Being Critical
Look at what Monica said about Andrew and the Hakka couple: http://web.nuu.edu.tw/~greg/intercultural/monica1.txt
“If I were Andrew, I would agree with him.” “On the other hand, the Hakka couple have the right to speak Hakka.”
Remember Eunice was critical of the Hakka people using Hakka to say bad things about one of her friends. http://web.nuu.edu.tw/~greg/intercultural/eunice2.txt
“So they say some bad things about a woman who I know, who is my friend.” “So, um, I think it’s funny.”
Thinking like a lawyer, or a judge
You need to argue that both sides are right and both sides are wrong.
Balance the 2 points of view.
Self evaluation of your own intercultural competence
Evaluate your attitudes and ability as an
intercultural communicator.- Write down your own grades, 0-4 for the 5 savoirs.
- Show the other people in the group. Criticize each other’s judgements.
- Say to each other, ‘You are too hard on yourself/You don’t have insight into your own weaknesses.’ Give each other examples of one’s own strengths, weaknesses, justifying the grades.
- Choose the strongest & weakest intercultural communicator.
- Prepare something to tell the class.
- Ask questions of the presenters. Ask them to justify claims.
- Compare own judgements with Dr Bean’s judgements. Discuss.
- Rate the presenters’ intercultural competence.
Thinking about evaluation of own intercultural communication
1. Evaluate your attitudes and ability as an
intercultural communicator.What cultural group? Minnan-Hakka, Hakka-Minnan, Taiwanese-Western?
Give yourself a score out of 5 for each of the 5 Savoirs. Give reasons and/or examples. It’s not important whether your score is high or low. What is important is your reasons and examples for your score. Savoir 3, Savoir 5 are most difficult to write about. See Dr Bean’s self-evaluation http://web.nuu.edu.tw/~greg/intercultural/self-eval.txt
Exam 4
2. A fourth intercultural experience
A .... .... encounter5 savoirs
Draw a Savoir 3 diagram
R
A -> B
C -> D
R'Stating what R is is important. Saying how it is similar to R’ is important.
2. Essay about Chinese-using students and Dr Bean5 savoirs
Show Savoir 5 by criticizing the students and criticizing Dr Bean.
Judgement: DrBean - Students 30 - 70 20 - 80 10 - 90 90 - 10 0 - 100
He wants students not to use Chinese, for him a private language. http://web.nuu.edu.tw/~greg/intercultural/chineseinclass.txt
What do you think? Think about Eunice. Write like Monica. http://web.nuu.edu.tw/~greg/intercultural/monica1.txt Use ‘but’, ‘although’, ‘On the other hand,’. There is no right answer. Show complex thinking.
‘Western culture is an arguing culture. Chinese culture is a haggling culture.’
Dr Bean wants you to argue with him. Please be critical of him.
Please be critical of yourself.
Classroom language
Should the teacher use the national, standard language, or the language the students speak?
Black teacher says teachers should not use Black English http://www.youtube.com/watch?v=fhAiTuTI8Vs
In California, Chinese-American students were taught in Chinese. The schools didn’t want it. Activists did want it. On San Francisco Government TV http://www.sfgovtv.org
http://tw.youtube.com/watch?v=cXhQrJ37gFE
This was the start of bilingual education in the US. This is not the same as ‘bilingual kindergartens’ in Taiwan.
Should teachers use the language of their students, or the national, standard language, to teach?
In the US, eg Chinese, Spanish (or Ebonics, ie Black English) For Black English vocabulary see http://urbandictionary.com
Should teachers use Hakka or Minnan to teach in Taiwan? Dr Bean wants to know.
Or should they use Mandarin? Or Vietnamese (for the children of Vietnamese mothers)?
Should teachers use the language of their students, or the national, standard language, to teach?
Try to take a balanced position. Express both points of view Use the words, ‘but,’ ‘although,’ ‘On the other hand,’ Disagree with partners. Say, What do you think?