Intercultural Interaction Research Articles

Conflict resolution in intercultural communication: strategies for managing cultural conflicts

Effective conflict resolution in intercultural communication entails utilizing strategies for managing cultural conflicts based on scientific approaches and research. The aim of this research is to assess and identify strategies that aid in managing conflicts arising in intercultural interactions, particularly those aimed at overcoming cultural barriers and fostering positive interactions among representatives of different cultures. An online survey method was employed in this study, and statistical methods, including comparative analysis of means and computation of t-values, were used for data processing and analysis. Experimental results indicate statistically significant differences between the control and experimental groups in resolving intercultural conflicts. The mean value in the group employing specific conflict management strategies was significantly higher (75 compared to 70 in the control group), indicating more successful resolution of conflict situations. t ≈ 8.66 denotes significant differences between the groups. The findings of the study confirm the effectiveness of utilizing specific conflict management strategies in intercultural communication. This article underscores practical significance as it offers concrete strategies and tools for effective conflict management among professionals in the field of intercultural communication. The research outcomes can be leveraged to enhance communication strategies in organizations and promote increased levels of mutual understanding and cooperation among representatives of different cultures.

Informal intercultural communication in the Arctic region

The specifics of the situation in the Sakha Republic (Yakutia) give rise to the need to update the intercultural policy, which can serve as a response to the challenges of ethnic diversity. The issue is discussed in the framework of cultural sustainability of the Arctic development. The potential of intercultural communication for increasing sustainability in the context of changes in the Arctic region is considered. The solution to this problem will indicate the key role that informal intercultural communication should play in the context of civil society in the education and integration of citizens living in an international environment. The topic of the article corresponds to the priority area of research in the ethno-social and ethno-cultural development of the northern (Arctic) territories, as well as in the field of preservation and development of cultures of the North-East of the Russian Federation in the context of globalization processes. The implementation of the main concepts of this article is of great importance for solving various socio-cultural problems of the Republic of Sakha (Yakutia), including those related to education, interethnic relations and integration. The results of the study will help to identify ways and prerequisites for the effective use of informal intercultural communication. This kind of communication will be aimed at the integration of migrants into society, as well as promote more profound and extended intercultural interaction with the indigenous residents of the Republic of Sakha (Yakutia).

Mental Health Vulnerabilities and Environmental Justice: A Collaborative Online International Learning Experience.

Collaboration and intercultural interaction and engagement are relevant to all aspects of higher education including distance/remote/virtual courses. Collaborative Online International Learning (COIL) experiences connect students in different countries and provide them with meaningful and significant opportunities for global and intercultural exposure. Such an educational environment enhances students' cultural awareness and knowledge, and guides their personal, relational, and professional actions. Accordingly, engagement in COIL experiences can increase students' understanding of and ability to respond to significant global health-care issues both locally and internationally and to recognize their impact on mental health, and can lead to reflection and awareness that will endure beyond students' individual class experiences. One of these urgent issues is mental health vulnerabilities associated with environmental justice issues. This article describes participation in an international collaborative experience between the Universidad San Francisco de Quito, Ecuador, and the College of Nursing at the University of South Alabama, USA.

Investigating the Role of Pragmatics in Cross-Cultural Communication: A Comparative Analysis of Speech Acts in Different Cultures

This research delves into the complexities of cross-cultural communication, emphasizing the crucial role of pragmatics, particularly speech acts, in facilitating effective intercultural interactions. In an increasingly globalized world, understanding the nuances of communication across different cultures is essential. The study conducts a comparative analysis of speech acts—such as requests, apologies, compliments, and directives—across American and British cultural contexts, examining how cultural norms, values, and linguistic conventions shape their expression and interpretation. By employing qualitative and quantitative methods, including discourse analysis and surveys, the research aims to uncover the significant impact of pragmatics on cross-cultural communication. It highlights potential misunderstandings and misinterpretations while proposing strategies to enhance intercultural communication competence. The study draws on speeches by Martin Luther King Jr. and Winston Churchill to illustrate different communication styles shaped by cultural contexts, with King's emotionally charged rhetoric reflecting American values and Churchill's firm tone embodying British pragmatism. These findings underscore the importance of understanding cultural differences in communication patterns to improve cross-cultural interactions. The research offers valuable insights and recommendations for individuals, organizations, and policymakers seeking to navigate the complexities of global communication effectively, ultimately contributing to greater harmony and understanding in an interconnected world.

Study on the Permeation of Intercultural Communicative Competence in Secondary School English Reading Instruction

In today’s interconnected world, fostering intercultural communicative competence (ICC) has become a critical goal of English education, with reading instruction serving as a key medium to achieve this aim. However, secondary school English curricula often prioritize linguistic skills over cultural understanding, leaving students underprepared for global communication. This study explores the integration of ICC into secondary school English reading instruction, addressing theoretical frameworks, existing challenges, and practical strategies for embedding cultural learning into reading practices. The research highlights the necessity of selecting culturally diverse reading materials, designing interactive and reflective tasks, and employing multidimensional assessment systems to cultivate students’ cultural awareness alongside language proficiency. By analyzing gaps in current practices, such as limited cultural representation in materials and insufficient teacher training, the study proposes actionable approaches tailored to the needs of secondary education. These strategies not only enhance students’ reading comprehension but also equip them to navigate complex intercultural interactions. This study concludes by emphasizing the importance of expanding cultural content, conducting empirical research to validate proposed methods, and exploring interdisciplinary approaches to strengthen ICC integration. The findings aim to provide educators, curriculum developers, and policymakers with practical guidance to foster globally competent learners capable of engaging in meaningful intercultural communication.

До історії заселення і формування етнічного складу населення придністровської зони Балтського повіту

The Ukrainian-Moldovan borderland is a zone of active ethnic processes, the formation of variable ethno-cultural complexes at the regional and local levels. Ethnographic data accumulated in South-East Podillia at the beginning of the 21st century. became the basis for studying ethnic processes, the consequences of intercultural interaction in certain zones of the UkrainianMoldovan borderland, in particular in the Transdniester part. The area research should start with the history of formation of the population ethnic composition in the 19th century, as well as its dynamics, and identification of bearers of various historical and cultural traditions. This primary task has been partially solved in this article. Research methodology is based on the principles of scientificity, systematicity, a combination of general scientific and special historical, statistical, problemchronological, comparative and analytical methods. The aim of the article is to study the ethnic composition of the population of the Transdniester part of the Balta district of the Podillya province on the grounds of analysis of the Podillia diocesan historical and statistical committee data. The scientific novelty resides in a detailed study of the number and ratio of representatives of different nationalities. In our research we have revealed consequences of intercultural communications in ethnocultural processes at the end of the 19th and the beginning of the 20th centuries. Conclusions. The ethnic composition of the population of the Balta district in the Transdniester border zone with Moldova has been clarified. The ratio of Ukrainians, Moldovans, Poles and Jews has been established. The elements of acculturation and assimilation have been identified and the dynamics of their identities has been traced.

Cross-cultural Romance: A Dialogic Evolution of Arab-Western Relations in Contemporary Arab Anglophone Women’s Literature

The current global landscape is characterised by transnationalism and diaspora, concepts that wield tools such as dialogism, heteroglossia, and the ““Unfinalisability”” of the self. In response to these transformative forces, a significant cohort of contemporary Arab Anglophone writers has embraced a dialogic paradigm. This article explores the artistic portrayal of Arab-Western relations through the literary works of two Arab Anglophone women writers: Ahdaf Soueif and Leila Aboulela. Living in the West and writing in English, these authors advocate, although unproblematically, a trans-cultural dialogue that seeks to harmonise shared cultural values across the divide between these two worlds. As migratory intermediaries and translators of culture, they adeptly negotiate the intricacies of intercultural interaction via cross-cultural romantic entanglements. Drawing on Bakhtin’s dialogic paradigm and Soueif’s Mezzaterra, the article further posits that these narratives intentionally foreground dialogic perspectives while subverting the dichotomous tendencies inherent in monolithic nationalism. Ultimately, these authors promote diligent endeavours that critically respond to cultural representations in the context of Arab-Western relations.

Лингвотопологическое моделирование процесса перевода: к общим основаниям

Cognitive research in translation is currently at its peak. The authors studied L. V. Kushnina’s synergetic concept of translation space in an interaction with the topological fields of translation to develop a linguistic topological model of translation as a process. The analysis yielded graphic constructs represented by topologically structured spaces that illustrate the process of interlingual and intercultural interaction. The research relied on P. A. Florensky’s idea of the language of spatial objects and the provisions of philological and translation topology developed by L. V. Polubichenko, who studied the variant vs. invariant patterns of different philological objects, from words to texts. The current Chinese translation studies show similar ideas (see: Wu Dan, Ding Xiuhei, Zhao Genglin, Jiang Shengnan, etc.). The article visualizes the modern translation paradigm from the perspective of linguistic topology. Translation is a multifunctional verbal and mental activity that unites various objects in the spaces between the sender, the translator, and the recipient. The resulting topological translation model represents the linguistic topology of interlingual communication at the intersection of cognitive topology, linguistics, translation theory and practice, and cognitive translation studies.

ТИПЫ ОБЩНОСТЕЙ КУЛЬТУР НАРОДОВ ЮЖНОГО УРАЛА И ПРИУРАЛЬЯ В СВЕТЕ КОНЦЕПЦИИ Р.Г. КУЗЕЕВА

The materials of this publication were announced at the International Scientific and Practical Conference "Ethnos. Society. Civilization: VII Kuzeev Readings" (Ufa, September 26–27, 2024), dedicated to the 95th anni- versary of the outstanding ethnographer, ethnologist, organizer of science, public figure Rail Gumerovich Kuzeev. It is shown, that the scientific problem of intercultural interactions and mutual influences was formulated by R.G. Kuzeev as particularly relevant for a multiethnic region and was developed at the Institute of Ethnological Research of the UFIC RAS, which now bears his name, for many years. The possibility of its development associ- ated with the nomination by R.G. Kuzeev of the theory of the formation of the Volga-Ural historical and ethnolog- ical region, the organization of regional ethnographic science, the training of R.G. Kuzeev and his associates of scientific personnel – specialists in the field of ethnography and folklore of Turkic, East Slavic, Finno–Ugric and other peoples, conducting systematic field research in various fields ethnic cultures. The author of the publication, based on the theory and methodology of the WG. Kuzeeva characterizes the commonality of the cultures of the peoples of the Southern Urals and the Urals, which arose as result of the formation within the framework of one ethnogenetic core, and subsequently long-term ethnic interactions and mutual influences. The result of the study was the identification of a syncretic and synthetic ethnocultural community of Russians, Bashkirs, Tatars, Chu- vash, Udmurts, Mari, Ukrainians, Belarusians, Latvians, Kryashens. The musical folklore of the Chuvash and Udmurts shows the influence of Bashkirs and Tatars on the development of melodic ornamentation and pentatonics, as well as the formation of a Russian ethnocultural superstrate in the region. The ritual culture pro- vides examples of the perception of Bashkir and Tatar customs by the Chuvash, Mari and Udmurts (sapantuy among the Chuvash, diyyn among the Mari, ӟаӟег ыш among the Udmurts), and in recent years – the unification of many national holidays and rituals. The economic activity emphasizes the role of the Russian peasant popula- tion as an intermediary in the transfer of traditions from Western immigrants (Latvians, Ukrainians, Belarusians) to local ethnic groups. In the anthroponymy of peoples, general patterns established due to socio-economic pro- cesses and the prevailing ideology (names-Sovietism, international words) and the perception by some immi- grants, for example, Udmurts, of Turkic names that have become ethnically traditional.

Conflict Resolution in Intercultural Business Contexts: An Interdisciplinary and Reflective Framework

This paper adopts an interdisciplinary and reflective framework and aims to analyze the parameters and factors involved in conflicts arising in intercultural business settings, such as those of firms employing a diverse workforce, involving people of different cultural backgrounds. First, it presents the main concerns that need to be examined in a negotiation or mediation process (outcome vs. relationship) and proposes approaches and strategies for the resolution of major or minor disputes, to minimize costs and “side effects”. Secondly, based on conflict case scenarios involving intercultural interaction, the paper aims to illustrate the link between the negotiation approaches adopted, the participants’ emotional state, and their verbal and non-verbal communication skills. Finally, it aims to bring to the surface the importance of maintaining a communication climate promoting collaboration and establishing “rapport” to pursue an interests-based, integrative negotiation (win-win). Thus, it becomes evident that in the context of today’s globalized enterprises, it is essential, on the one hand, to take into account the increased need for effective intercultural communication (and, sometimes, mediation) and, on the other, to adopt appropriate approaches and strategies to ensure positive and mutually acceptable outcomes by adhering to a reflective model of thinking. Based on the findings and suggestions of the paper, it is proposed that training in conflict resolution strategies aiming for “integrative” outcomes (by applying the proposed CIIS framework as a pilot) should become a component of corporate policies and business communication, given also that migration flows are constantly changing workforce composition.

Does intercultural communication competence, cultural sensitivity, and temporal flexibility related to employee engagement? Moderation of negative emotions with COVID-19

The present study investigated the intercultural interactions among Indian IT professionals who collaborated remotely with international teams in response to the significant shift prompted by the COVID-19 pandemic. Understanding these factors is crucial for fostering successful collaborations and sustaining high levels of employee engagement in an increasingly virtual workplace. Data were obtained from Indian IT sector employees who collaborated with international teams or clients during the pandemic and were working remotely from their homes while communicating with intercultural teams and clients. The study analyzed data from a sample of 305 employees using structural equation modeling. The results revealed significant positive associations between intercultural communication competence, cultural sensitivity, and temporal flexibility with employee engagement. The results suggest that negative emotions during the pandemic weakened the positive relationship between intercultural communicative competence and employee engagement. Navigating the difficulties of remote IT work during the pandemic necessitates prioritizing intercultural competencies and acknowledging the substantial association of negative emotions. Our findings offer practical recommendations for IT managers seeking to improve team dynamics and foster employee involvement in intercultural work settings with a rapidly changing work environment.

Thai study abroad students as intercultural citizens: developing intercultural citizenship through English medium education and ELT

ABSTRACT Key claimed benefits of internationalizing higher education (HE) are increased intercultural interaction and awareness with internationally oriented universities aiming to produce graduates who are intercultural or global citizens. Yet, there have been few core strategies presented on how international HE programmes might realize such aims, and more research is needed. Furthermore, English language teaching (ELT) plays a central role in preparation and support for study abroad (SA) and internationalization in English medium education (EME), but has also been slow to incorporate intercultural education and intercultural citizenship. Hence, this study aimed to describe how Thai SA students developed a sense of intercultural citizenship during SA experiences with international HE programmes in Anglophone countries and identify roles ELT in facilitating the preparation for their subsequent SA programmes. Data were collected from semi-structured interviews (n = 14) conducted with students from three Thai universities who had experienced EME overseas education. From qualitative content analysis, findings revealed a range of understandings and responses to intercultural citizenship, English learning, language utilization, and the SA experiences. In addition, a mismatch was identified between ELT preparation and support efforts compared to the multilingual and multicultural reality of international HE.

South African English: social and linguistic aspects

The research work is devoted to the analysis of the English language variability specific characteristics in the context of modern community globalization process. The research proves that the English language variant, adapting to the realities of local languages and cultures, acquires new sociolinguistic properties. The aim of the study is to identify the specifics of such a variant of the English language as the South African English which was formed during the contact interaction of the British English language and the autochthonous languages and cultures of South Africa. The key properties of the South African English are revealed on the basis of methods groups: analysis and synthesis; comparative analysis; and the method of component analysis. The key attention is paid to the historical process formation of South African English and to the development of the English language and its role in the life of South Africa. The complex nature of long-term historical inter language and intercultural interaction has led to the formation of a heterogeneous structure of South African society, is which is presented by Europeans, numerous local peoples, Indians and their descendants living on the same territory. The complex differentiation of South African society has defined a unique variety of languages, dialects, and sociolects, among which English has a special social prestige and unites all other languages. Having a multicomponent structure, sociolinguistic differentiation of South African society contributed to the emergence and functioning a series of South African English variants types in one territory. These types are: Black South African English, White South African English, Coloured South African English. The English language of each sociolinguistic group has unique features that manifest themselves to a greater extent at the phonetic level.

Regional identity of schoolchildren in foreign language communication

Importance. The issues of theory and methods of developing a schoolchildren's regional identity in foreign language communication are considered. In conditions of social global changes in modern Russia, the development of traditional social institutes that impact the process of a person’s regional identity is necessary. In modern Russian society, there is a need to prepare citizens for productive intercultural interaction, to form a core of values of national and regional culture, representing the basis of identity. The identity problem is the most relevant for Russia due to its diverse ethnic composition of the population and administrative-territorial division.Materials and Methods. A comprehensive approach is used to conduct the research in the field of schoolchildren’s foreign-language communication. At the first stage of the study, theoretical methods are used, involving the study of scientific literature on the research topic, analysis, generalization and classification of the obtained information. At the second stage of the study, empirical methods such as observation and description are applied. Two key concepts “identity” and “regional identity” are considered, and the components of regional identity in the process of teaching foreign languages to schoolchildren are identified.Results and Discussion. The concept of “regional identity of a student in the process of foreign language communication” has been highlighted and defined. Three levels of development of regional identity of schoolchildren in the process of foreign language communication are identified: basic level, main level, analytical level. As a result of the analysis of scientific works on the problem under consideration, components of regional identity are identified in the process of teaching foreign languages to schoolchildren: cognitive, affective, behavioral.Conclusion. The development of the student’ regional identity in the process of foreign-language communication is determined by the need for interaction with representatives of other cultures, a social order that determines the need for society to prepare a communicable personality focused on interpersonal productive cooperation in all spheres of social life, which implies the ability of the personality to present its own region to foreign-language communicators, as well as the requirements of federal state educational standards.

Intercultural development of US undergraduate faculty: a constructive-developmental study

This basic qualitative study explored the intercultural development and experiences of thirteen US undergraduate faculty members. It was grounded in the theoretical frameworks of intercultural development and constructive-developmental theory. Data included two Intercultural Development Inventories® 3–6 months apart; a Subject Object Interview; and a demographic questionnaire. Findings included qualitatively different experiences among participants who did and did not grow interculturally. For example, participants who stayed at the intercultural stage of Minimization experienced wanting to “get it right” but worrying about “getting it wrong” with intercultural interactions. Participants who grew from Minimization to Acceptance described leaning into the fear of getting it wrong. One who grew from Acceptance to Adaptation described valuing risking getting it wrong. Constructive-developmental stage findings suggest that to grow from Minimization to Acceptance, it may be necessary to have some Self-Authorship capacity, including an internally generated value system and an ability to reflect on one’s own assumptions.

Theoretical and Practical Challenges in Assessing Intercultural Competence

Assessing intercultural competence is crucial in today's globalized business landscape. This study delves into the challenges of evaluating intercultural competence, focusing on dimensions like cultural understanding, adaptability, sensitivity, and intercultural interaction. By exploring theoretical frameworks and practical hurdles in assessing intercultural competence, the research aims to illuminate its evaluation across disciplinary contexts. Additionally, the study aims to elevate understanding of cultural differences, trust-building, effective communication, efficiency enhancement, and innovation fostering. It also seeks to offer comparative methods for evaluating dynamic intercultural competences at different learning stages and provide insights to enhance professional communication in diverse business settings. The study underscores the significance of creating inclusive assessment tools adaptable to diverse disciplinary contexts, with findings expected to provide valuable guidance for individuals navigating cultural differences in diverse and multicultural business settings.

Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities

This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement.

Exploring the Relationship Between Language competence and Intercultural Communicative Competence Among English as a Foreign language Learners: A Mixed-Methods Study

This study explores the relationship between language competence and intercultural communicative competence (ICC) among English as a Foreign Language (EFL) learners through a mixed-methods approach. A sample of 196 Chinese EFL learners was divided into three proficiency groups (low, intermediate, and high), with data collected through Likert-scale questionnaires and semi-structured interviews involving 16 participants. Quantitative analysis revealed that higher language proficiency is linked to improved overall ICC scores and its specific dimensions. The Kruskal-Wallis H test confirmed significant differences in overall ICC, attitude, and skill across proficiency levels, with attitude showing the strongest effect. Spearman's correlation analysis demonstrated small but significant positive correlations between English proficiency and overall ICC, attitude, and skill. Qualitative findings further enriched the quantitative results, emphasizing the foundational and catalytic role of language competence in enhancing ICC and its dimensions. However, participants acknowledged that language competence alone is insufficient for fully successful intercultural interactions. This study expands Byram’s model by offering detailed insights into the intricate relationship between language competence and various ICC dimensions. The study recommends that to fully cultivate ICC, it is essential to integrate the development of language competence into instructional practices.

Cultural Diversity, Communication, Inclusivity and Collaboration in Nigerian Workplaces: A Review

The increasing cultural diversity in Nigerian workplaces has intensified the need for effective communication strategies to manage intercultural interactions and foster inclusiveness. This study examines the implications of cultural and linguistic diversity within Nigerian organizations, addressing the complexities of navigating ethnic, religious, and linguistic differences. The Communication Accommodation Theory (CAT), Social Identity Theory (SIT), and Intergroup Contact Theory provide foundational frameworks for understanding and managing these dynamics, with CAT highlighting how convergence and divergence in communication styles can bridge or amplify social divides. Through a detailed analysis of Nigerian workplace environments, this paper identifies key communication challenges, including language barriers and identity-driven in-groups, while proposing strategies rooted in CAT, SIT, and Intergroup Contact Theory to enhance collaboration and reduce tensions. Recommendations for organizational management, such as language training and structured intergroup activities, aim to foster a more inclusive and productive environment, acknowledging both the opportunities and challenges posed by Nigeria’s unique socio-cultural landscape.

The implementation of digital technologies in teaching a foreign language to future teachers of natural sciences within the context of successful communication and intercultural interaction

Abstract The article describes the variety of approaches, perspectives and experiments in the field of foreign language teaching within the context of successful communication and intercultural interaction. The knowledge of the language and the evaluation of the degree of its command is inevitably linked to the knowledge of history, culture, and moral issues of people who speaks this very language.