Use of New Media in Intercultural Communication Education

A few months ago, Sachiyo Shearman and Mariko Eguchi shared a request for participants in a survey they were conducting about the use of new media when teaching intercultural communication. They have now completed the survey and compiled the results, which they are making available to CID readers.

Here’s their conclusion:

“The majority of professors and instructors who we have surveyed use some form of experiential learning, ranging from in-class role playing, case studies, and simulation games, and to the assignments that involve intercultural contacts. Only about one third of instructors who we surveyed actually have incorporated computer-mediated intercultural encounter into their classes, and some ideas includes online guest lectures, in-class video-conferencing interview sessions, and using programs such as Soliya Net. We can categorize a variety of new media: asynchronous or synchronous platforms, text-based or audio/video based, or first generation or second generation web technology. There are benefits and limitations for each type of new media and examples are discussed in the chapter. Nowadays, we tend to combine these different types of new media, as we use it in our classroom. Our intention is not to say that new media technology is better than the conventional approaches to the intercultural pedagogy. All of the approaches of intercultural communication teaching – lectures, intercultural training, and study abroad programs, are indispensable. We believe that the use of new media in intercultural communication provides us with an additional valuable approach for us to facilitate students’ learning at the multi-dimensional level. When computer-mediated intercultural contacts are provided, students are actively engaged as they interact with students in other countries.”

Their results are being published as:
Shearman, S. M. & Eguchi, M. (Forthcoming). “I have to text my classmate in China!”: Use of new media in intercultural communication classes toward multidimensional learning. In N. Bilge & M. I. Marino (Eds.), Reconceptualizing New Media and Intercultural Communication in a Networked Society.


Key Concept #5: Intercultural Communication Translated into Turkish

Continuing with translations of the Key Concepts in Intercultural Dialogue, today I am posting  KC5: Intercultural Communication, which I wrote in 2014 in English, and which Neslihan Demirkol has now translated into Turkish. As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC5 ICC_TurkishLeeds-Hurwitz, W. (2017). Kültürlerarası İletişim (N. Demirkol, Trans.). Key Concepts in Intercultural Dialogue, 5. Available from:

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

Elizabeth S. Parks Researcher Profile

Elizabeth ParksElizabeth S. Parks (Ph.D., University of Washington) is an assistant professor in the Department of Communication at the University of Minnesota Duluth. She has degrees in Communication (M.A., University of Washington), Deaf Studies: Cultural Studies (M.A., Gallaudet University), Communication Studies (B.A., Creighton University), Sign Language Interpreting (Iowa Western Community College), and a graduate certificate in Values in Society (University of Washington). She uses her many years of international fieldwork research experience with diverse cultural communities to ground her scholarship in communication ethics, listening, intercultural dialogue, cultural studies, disability studies, and research methods. Embracing a mixed method approach that draws from both social sciences and humanities, her current research focuses on the ways in which cultural diversity and embodied difference impacts perceptions and practices of “good listening” that ultimately promote ethical dialogue across difference. Fluent in American Sign Language, she pays particular attention to the ways that diverse sensory and linguistic experiences impact the ways that we conceptualize and experience listening in our relationships. She has served as a guest editor for Listening: Journal of Communication Ethics, Religion, and Culture and her research has been published in journals such as the Journal of International and Intercultural Communication, Critical Issues in Language Studies, Journal of International Communication, Multilingua: Journal of Cross-Cultural and Interlanguage Communication, and Organizational Development Journal,.



St Cloud State U Job Ad: Communication Studies

Assistant Professor Communication Studies – One-year Fixed Term at St. Cloud State University
Start date: August 16, 2017

The department is seeking candidates with a broad background in Speech Communication/Communication Studies, college teaching experience in an undergraduate program and evidence of effective working relationships with peers and students.  This position is a one-year fixed-term position.

Teach introductory intercultural communication course and introductory communication studies course. Other responsibilities could include public speaking, small group communication, interpersonal communication, or intercultural communication related courses. Additional responsibilities, such as committee work, will be assigned.

-M.A./M.S. in Communication Studies/Speech Communication, at time of appointment
-Teaching experience in an undergraduate program
-Evidence of effective working relationships with peers and students
-Coursework or teaching experience in intercultural communication
-Coursework or teaching experience in the hybrid communication course or its components (interpersonal, small group, public speaking)
-Evidence of demonstrated ability to teach and work with persons from culturally diverse backgrounds

–  Ph.D., at time of appointment
– Experience teaching online courses
To apply for this position, please continue the process online

Application Review begins April 23, 2017; position is open until filled.

Required documents to be submitted with a completed application include:
-Cover Letter
-Resume/Curriculum Vitae
-Evidence of effective teaching.  At minimum representative samples of teaching evaluations and course syllabi.
-Contact information for three (3) current, professional references
-Copies of Transcript(s) (undergraduate/graduate/PhD); if advanced to finalist, official transcripts will be required.
-Evidence of commitment to incorporating diversity issues and perspectives.  At minimum, include a narrative describing how the candidate has or will incorporate these perspectives in teaching and professional activities.
-Note each required document must be uploaded for your application to be considered.

Contact Information:
Eddah Mutua, Search Committee Chair
Communication Studies/Intercultural Communications Professor

Vacancies at SCSU are contingent on university budgets and funding.

*Employment for this position is covered by the collective bargaining agreement for the Inter Faculty Organization.

Survey: New Media in Intercultural Communication Courses

Use of New Media in Intercultural Communication Courses – Call for Survey Participants

Sachiyo Shearman and Mariko Eguchi are conducting an online survey about the use of new media in intercultural communication courses among those who teach Intercultural Communication, Cross-cultural Communication, or the courses with another title which deals with Culture and Communication.  If you currently teach intercultural communication courses or if you have taught intercultural  communication courses in the past, please consider participating in this survey.

This survey takes no more than 10 minutes to complete.  The first page provides the informed consent form of the study with more details.

If you are interested in getting the summary of this survey, please contact Sachiyo Shearman via email.

Feel free to share this link with instructors who teach intercultural communication, or other related courses.

Intercultural Communication or Post-Cultural Communication?

Guest Post by Paola Giorgis

Intercultural communication or post-cultural communication? Reflecting on mistakes in intercultural encounters

Some years ago, I worked with a total of about 350 refugees who, with the help of some radical activists, had become squatters, taking over an empty building which occupied almost an entire block. Most were from Somalia, Eritrea and Sudan; the majority were young men, a few women with children, and there were one or two couples with babies. A group of associations had gathered to offer help and, as an activist and volunteer in an association for human rights, I decided to participate. With the on-and-off support of the local Institutions (mainly town council and prefecture), the group of associations developed a project which had the goal of meeting basic needs – food, shelter, health care – and then organizing the integration of the refugees into the region through accommodation, language classes and vocational training courses. What I liked about this project was that its goal was not assistance, but rather creating a path to autonomy and independence. The first to be integrated were the women with their children, then the vulnerable males (young men with diseases or handicaps), and then all the rest. The project lasted for about one year, and at the end of that time, all the refugees were, more or less successfully, integrated and settled in the region.

Most of the activists, me included, had a regular job, so we had to organize shifts to bring food (which was offered by some associations involved in the project), to take women and children to hospital, to the lawyers who were following their cases, or to the communal baths, as the place where the refugees stayed had no water facilities.

As one can imagine, conditions were really hard. People were crowded into a small space, with no heating or electricity, they were frustrated and angry, and these conditions sometimes fueled fights, which we volunteers had to deal with – trying not to involve the police as much as we could, as they would have immediately evacuated the building.

I felt frustrated and angry myself, as I could not conceive how so many people could be left to live in such conditions in a so-called civilized western country. There were many political issues at stake, and things were not always easy within the different groups of volunteers and activists, as well as between the associations involved.

With no formal, or even informal, training, I found myself confronted with an asymmetrical intercultural context of relations involving all the sensitive issues of potential intercultural misunderstanding and conflict:

Issues at Stake Volunteers Refugees
Role – issue of power active (the ‘givers’; the ‘helpers’) passive (the ‘receivers’; the ‘helped’)
Gender mostly female mostly male
Age mostly middle-aged women mostly young men
Religion mostly non-religious or atheist mostly religious
Language mostly monolingual mostly monolinguals (different languages than the volunteers)

To manage each of these issues, cultural and linguistic mediators were involved, but things were not always easy for them either, as sometimes they were not accepted by their own community – when, for example, they belonged to a different ethnic group than the majority of their group – and it sometimes happened that we volunteers had to mediate between the groups and their own mediators.

In a few words, situation was very complex, I was totally unprepared to deal with it, and I made all of the possible mistakes.

First of all, as there were so many people, I perceived them as groups rather than individuals – on one floor were the Sudanese, on the other the Somali women, on the next the Somali men, etc. It was only little by little, and when people were less, that I could see and appreciate differences between them, but sometimes it was too late as they were about to leave. Another mistake was that, as they all had very basic needs, I was mainly focused on doing things – bringing food, taking them to hospital, etc. – rather than trying to get some time to simply be there, stay with them, and get to know them. That attitude contributed to creating fixed roles on both sides, and sometimes I felt frustrated as I had the impression I was perceived only as a problem-solving machine. Fixed roles also meant that I saw the refugees as people in need, which of course they were, but the fact was that I could only see one side of the coin, and I was not able to notice and relish their resources and skills, which of course were many – and which, again, I was able to see only later on in our relationship. Given that several issues were at stake simultaneously, I found it difficult to cope with them: being totally untrained for this context, I swung from an almost omnipotent attitude to a sense of impotence, a fluctuation which caused frustration to me as well as to the refugees. The sense of guilt which derived from this fueled my sense of inadequacy, and only after a while was I able to replace it with a sense of responsibility able to trace good boundaries, which prevented both peaks and valleys and therefore offered greater stability to the refugees, and to myself too.

Though I made a lot mistakes, some of the refugees were able to see beyond them (a good example of their resources and skills, by the way), and that brought about several episodes where true communication occurred. For example, one day an old wise man from Sudan invited me to have a coffee in a nearby café. As soon as we got out of the building, our roles blurred: I was no longer the person who provided food, and he was no longer a person in need, but we were just two people going to have a coffee together. In the café, we talked in English about our families, and exchanged comments and opinions about children’s education. Another day, a woman invited me into her room – women rarely went out of the building, and when they did, it was to go to the doctor, or to the hospital for their kids. She offered to comb my hair; I sat down and she combed my hair in silence because I could not speak her language, nor she could speak mine. It was a precious moment of silent dialogue, as when another woman invited me to have tea in her room. We spent some time together drinking tea in silence, smiling to each other. And though there was actually not much to laugh about in general, it also happened that, with some of the refugees, we enjoyed a good laugh together – for example, we often laughed at my efforts to say some words in their language. Actually, we found out that trying to look at things, and ourselves, from a slightly different and, when possible, even humorous perspective was a good way to relieve tensions and stress, and to create connections.

We were painfully aware that this subversion of roles was only temporary, and that we would soon return to our highly asymmetrical conditions; yet, these moments created the opportunity for relationship and dialogue. I think these episodes occurred when (and because) we reciprocally put down our pre-established roles (in fact, when we decided, more or less consciously, to subvert them), and we were mutually open, curious, and generous. Then, are these attitudes – not taking people or people’s roles for granted, openness, curiosity, generosity and a little sense of humor  – the fundamental characteristics of good intercultural communication? I don’t think these were episodes where intercultural communication occurred: we did not communicate so much between cultures as between individuals. Therefore, I now wonder: haven’t we devoted too much attention to ‘culture’ in ‘intercultural communication’, and not enough to individuals as the primary protagonists, and on what can encourage (or hinder) communication between them – which does not necessarily have much to do with ‘culture’? So, I ask myself whether it would be useful to critically consider intercultural communication itself, focusing more on what happens between individuals rather than between cultures. In sum: what if we try to think beyond cultures, and consider post-cultural communication as an option?

CFP Connections & Inclusions: Intercultural Communication in Communication Studies Scholarship

CFP Communication Studies Special Issue- Connections and Inclusions: Intercultural Communication in Communication Studies Scholarship

Editors: Ahmet Atay (College of Wooster), Melissa Beall (University of Northern Iowa), and Alberto Gonzalez (Bowling Green State University)

Intercultural communication (IC) scholars in the CSCA region have often been questioned and sometimes challenged by scholars who have claimed that the Midwest is not an ideal locale for studying communication across cultures and among people from varying cultural backgrounds. However, over the years, scholars have established that intercultural communication is an important area of scholarship in the Midwest (and beyond), and that the region offers plenty of opportunities for studying the intersections of cultural perspectives in communication, ranging from racial and ethnic discrimination to the adaptation process of international students and from immigrant experiences to issues in queer cultures.

IC scholars not only have borrowed from communication research in other areas (both theoretically and methodologically) but also have contributed widely to the discussion on cultural issues as they relate to many areas of communication research. In this special issue, our goal is to present different aspects of intercultural communication research as they connect to and intersect with sub-disciples such as media studies, communication education, international communication, rhetorical studies, gender and sexuality studies, family communication, listening, popular culture, and organizational communication.

Because IC research does not exist in isolation, and it is always connected to larger frameworks or theoretical approaches within communication studies, contributors to this special issue should address how IC scholarship informs other areas of research and how IC scholars use the concepts and theoretical lenses of IC research to examine issues outside of IC. Although we focus on IC scholarship within the CSCA region, our scope extends beyond this regional boundary as well.

This call invites abstracts for a special issue that uses different methodological approaches; however, we highly encourage submissions of projects that take qualitative, interpretive, and critical and cultural perspectives in examining the connections between intercultural communication scholarship, and scholarship in other areas of communication studies.

Potential topics include, but are not limited to:

1-The usage of intercultural communication frameworks in other sub-areas of communication studies.
2-Theorizing intercultural communication
3- Intercultural communication and cultural identity
4- Intercultural communication, social media
5- Intercultural communication and intercultural relationships
6- Intercultural communication in rhetorical studies
7- Intercultural communication in local/national and global organizations
8- Intercultural communication and listening
9- Intercultural communication and international experiences
10- Intercultural communication in feminist and queer research
11- Intercultural communication and immigration
12- Intercultural communication in media studies
13- Intercultural communication and critical race studies
14- Postcolonial turn, decoloninzation and intercultural communication
15- Intercultural communication and communication studies methodologies

Abstracts are due by March 15, 2017, with a word length of no more than 200 words (not counting references, contact information, and a short bio of 100 words). Full-length manuscripts are due on July 15, 2017, with a word length of no more than 5,000-7,000 words and in APA style, including references, endnotes, and so forth. Please mail your abstracts as Word documents to Ahmet Atay (aatay AT for an initial review.

SUNY Buffalo Job Ad: Intercultural Communication (Singapore)

Instructor in Communication
University at Buffalo, Singapore

Applications are invited for a position teaching University at Buffalo (UB) undergraduate level courses in Communication within UB’s undergraduate programs at the Singapore Institute of Management. Singapore is a safe, multinational, English-speaking city-state located off the southern tip of the Malay Peninsula. Additional information on UB’s undergraduate program in Communication in Singapore.

Available Communication courses may include those in the following areas: Communication Theory, Mass Communication, Intercultural Communication, Organizational Communication, Interpersonal Communication, Communication Technology, Advertising and Public Relations.

Positions are available beginning with the Fall 2017 semester, and the individual hired may be employed on a single-semester or a multi-semester basis. Applicants interested in positions beginning in Spring 2018 will also be considered.  Position salary will depend on qualifications as well as number and type of courses supported. Local accommodations and round-trip airfare to Singapore are provided.

A Master’s degree in Communication, and one to three years’ experience teaching undergraduate students in a US college or university are required as is experience teaching in an intercultural context.  A Ph.D. degree in Communication or closely related field is preferred, as is additional teaching experience. Experience living and teaching in an overseas, especially an Asian environment, are a plus.

The work site is the campus of the Singapore Institute of Management, Singapore and employment in this position will be conditional upon receipt of applicable employment authorization from the Government of Singapore.

All applications must be submitted via UBJobs. Applications submitted in any other manner cannot be accepted

The application deadline is February 23, 2017

Hong Kong Polytechnic U Job Ads: Bilingualism & Communication; Asian Languages; Area Studies

Professor / Associate Professor / Assistant Professor in Bilingualism and Communication / Asian Languages and Linguistics / Area Studies
The Hong Kong Polytechnic University – Department of Chinese and Bilingual Studies
Expires: 13th February 2017

The appointees will be required to:
• engage in teaching and related learning activities at both undergraduate and postgraduate levels;
• assume an important role in curriculum design and development;
• undertake academic research in his/her area of expertise, including but not limited to application for external research grants;
• provide administrative support for academic development and departmental objectives, and play an active role in programme management;
• render professional service to the discipline and/or the community at large; and
• perform any other duties as assigned by the Head of Department or his/her delegates.

Appointees at Professor level will be expected to provide academic leadership in his/her area of expertise.

Applicants should have:
• a PhD degree in a relevant discipline, preferably with the specialism in Intercultural Communication, Bilingualism, Japanese Language Studies, Bilingual Media, Corporate Communication or a related field;
• relevant post-qualification teaching and research experience and a proven record of relevant academic and/or professional achievements;
• a high level of fluency in English; and
• a strong commitment to excellence in teaching, scholarly activities and professional service.

Preference will be given to those who have fluency in Chinese (both written and spoken).

Applicants for appointment at Assistant Professor level should normally have evidence-based research experience (as supported by evidence of research projects and outputs). Experience of postdoctoral research positions will be a plus but not required.

Applicants for appointment at Professor and Associate Professor levels should have substantial years of relevant post-qualification experience and an excellent record of relevant academic and/or professional achievements.  Candidates with less experience will be considered for appointment at a lower level.

Remuneration and Conditions of Service
A highly competitive remuneration package will be offered.  Initial appointment for Assistant Professor will be on a fixed-term gratuity-bearing contract.  Re-engagement thereafter is subject to mutual agreement.  An appropriate term will be provided for appointment at Associate Professor and Professor levels.  For general information on terms and conditions for appointment of academic staff in the University, please visit this website.  Applicants should state their current and expected salary in the application.

Please submit application form via email to; by fax at (852) 2764 3374; or by mail to Human Resources Office, 13/F, Li Ka Shing Tower, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.  If you would like to provide a separate curriculum vitae, please still complete the application form which will help speed up the recruitment process.  Application forms can be obtained via the above channels or downloadedRecruitment will continue until the position are filled.  Details of the University’s Personal Information Collection Statement for recruitment.

UW La Crosse Job Ad: Intercultural Communication

Assistant Professor of Intercultural-Interpersonal Communication
University of Wisconsin- La Crosse

The Department of Communication Studies at the University of Wisconsin-La Crosse invites applicants for a full-time tenure-track assistant professor position. Candidates will have an expertise in Intercultural Communication and will teach in our Interpersonal Communication emphasis area. Our department is one of the College of Liberal Studies’ largest academic units and continues to grow. Our curriculum is student-centered and emphasizes the importance of undergraduate research; as such, we seek engaging teacher-scholars  who can inspire undergraduate  students in Communication  Studies. UW-La Crosse is the ideal location for individuals who seek to integrate their teaching, scholarship, and service activities. Our department is committed to the creation of an inclusive, supportive climate for all of our members. In our continuous effort toward Inclusive Excellence, we seek collegial faculty members from a wide variety of perspectives and backgrounds who can demonstrate an understanding of and appreciation for diversity.

Candidates must have a PhD by time of appointment (August 28, 2017) in Communication Studies with a specialization in Intercultural Communication. The candidate’s research agenda might include areas of focus such as: intercultural relationship development, intercultural communication competence, social justice and identity, interracial communication, interethnic communication, or intercultural conflict. Candidates from all methodological backgrounds are welcome to apply, though special consideration will be given to candidates whose preferred methods complement our existing faculty expertise (e.g., candidates might specialize in ethnography or quantitative methods). The successful candidate will teach on a full-time, nine-month contract at the university teaching load of four courses per semester. Specific teaching responsibilities will include teaching courses in the candidate’s area of expertise, in our interpersonal communication emphasis area, in our department’s research core, as well as our General Education course. The successful candidate will have at least two years of university- level teaching experience, which can include graduate teaching experience as the instructor of record. Candidates should demonstrate a commitment to inclusive excellence and appreciation for diversity in their teaching, scholarship and service.

Application materials include: (a) a letter of application that outlines your qualifications and describes your teaching effectiveness, research agenda, and commitment to inclusivity; (b) a curriculum vitae; (c) a list of three references including each reference’s name, title, employer, complete contact information, and relationship to the applicant; and (d) one document that includes all unofficial transcripts of graduate work. ABDs should also address their progress toward a completed degree by the appointment date. Review of applications will begin February 10, 2017. Applications will be accepted until the position is filled. If you have questions about this position, please email the Search and Screen Chair, Dr. Nici Ploeger-Lyons (nploeger-lyons AT

Note: Electronic submission of application materials is required.