Intercultural Settings Research Articles

Embracing emotions: A case study of Latin American paternalistic leadership in a German MNC

Leadership studies have predominantly relied on Western-centric concepts and models, often neglecting the particularities of context-specific leadership approaches. This imbalance highlights the need for more contextualised and culturally sensitive research to deepen our understanding of leadership practices in intercultural contexts. Therefore, this study adopts a contextualised and culturally sensitive approach that emphasises specific nuances and variations in paternalistic leadership practices. Building on this perspective, we propose an understanding of Paternalistic Leadership (PL) that goes beyond a simplistic dyad, recognising the cultural specificities that shape a ‘hybrid’ form of PL, characterised by a humanistic and a person-oriented dimension that prioritises building interpersonal relationships and fostering emotional bonds, as found in Latin American societies. We also explore its adoption outside its traditional cultural contexts, particularly in intercultural settings, an area that has rarely been explored in Cross-Cultural Management (CCM) and leadership research. To address this gap, we conducted a qualitative case study with a female leader from Chile and her multicultural team in a German multinational corporation (MNC). Our findings suggest that this ‘hybrid’ form of PL was embraced, as it was both adopted by the leader and accepted by the followers through leadership practices and behaviours characterised by emotional engagement, a balanced approach between control and care, and the leader’s multicultural experiences. Furthermore, we offer insights into how leaders from non-Western cultures navigate leadership in Western MNCs.

Comparative analysis on communication back-channels between mainland chinese and malay

Significant research has been conducted on the similarities and differences in back-channel communication between different languages, such as Japanese and English. Recently, interest has grown in examining the back-channel communication between speakers of different target languages. This study investigates the use of back channels between mainland Chinese and Malay speakers. This study aims to identify and compare the use of these back channels to improve our understanding of intercultural communication dynamics. Ten Malay and ten Chinese female students from higher education institutions in Malaysia participated in this study. Conversations were recorded and analysed. Both similarities and differences were identified in the use of verbal and non-verbal back channels between Chinese and Malay speakers. The study highlighted specific cultural nuances that affect back-channel communication, which can influence how cues are interpreted and responded to in intercultural settings. Insights gained can help reduce misunderstandings and improve communication efficacy between speakers of these languages. The findings provide valuable insights into intercultural communication dynamics and contribute to the field of language teaching by integrating cultural nuances into foreign language curricula. This approach can enhance learners' communication competence by making them more aware of culturally specific back-channel cues.

Investigating university students' colloquial speech utterances of English in intercultural settings: a case study in Albanian context

In today's world, the widespread use of English, along with student mobility, democratisation, cultural diversity, and the influence of media—especially the Internet—shapes the language environments of higher education institutions from a broad cultural and international communication perspective. This situation is also evident at the University "Ismail Qemali" in Vlore, Albania. The author of this paper researched how English is utilized by both local and foreign students outside the classroom. To gather data, informal conversations were recorded and systematically analyzed using descriptive approaches, statistical modeling, and conversation analysis methods, involving a corpus of 60 students from different native backgrounds (47 local Albanian students and 13 European students). Qualitative and quantitative data were collected to identify phonetic patterns, their occurrences in colloquial speech, and the reasons behind certain linguistic usages or deviations observed in students' "small talk" in multicultural settings. Some participants noted that they are influenced by English and American cultures and lifestyles to varying degrees. Conversely, other students communicated in their native languages while applying basic speech acts that were typical of their original cultural backgrounds. This behaviour illustrated some inconsistencies in phonetics, grammar, and vocabulary. These linguistic deviations reflect how language embodies individual personalities and cultural backgrounds, as speakers adapt their styles and settings in conversation.

Optimising Social Media Branding for Customer Engagement: A China-Malaysia Framework

Online marketing plays a crucial role in worldwide branding. This writing aims to explore and determine how social and cultural dimensions affect customer engagement (CE) in online brand design in an intercultural setting and, in turn, affect brand loyalty and brand equity, further advancing the theory development of intercultural marketing in brand design and brand management. While intercultural branding activities increase, major problems around negative online engagement, digital inequality, miscommunication across cultures, and ethnocentric perspectives remain. These highlight the need to improve intercultural competence, sensitivity, and communication to enhance mutually beneficial CE in the digital era. Not only do successful online marketing strategies effectively utilize social media platforms and digital technologies, but they also understand how social and cultural dimensions influence brand design and customer engagement, particularly across cultures. Darla Deardorff’s intercultural competence model (ICM) provides a basic framework to promote in a multicultural setting; further, the expected outcomes suggest that the mediating effects of branded content experience, cultural and contextual factors, and the moderating influence of digital literacy are statistically significant. This conceptual framework can permit brands and marketers to improve CE and guide their management of assets and marketing activities through brand design; additionally, this writing provides novel perspectives on the relevance and significance of social and cultural dimensions in brand design.

Exploring emoji usage in intercultural CMC: Insights from Colombian and Argentinian learners of German

Abstract This study investigates the use of emojis in Computer-Mediated Communication (CMC) among Colombian and Argentinian learners of German. Recent research demonstrates that emojis serve multiple functions, including expressing reactions to previous statements and modulating the tone of assertions. Beyond the illocutionary domain, where they help articulate speech acts, emojis facilitate discourse by managing conversation openings and closings. They also signify informality in the stylistic domain and guide the social intent of conversations. While these findings are insightful, they primarily reflect interactions among speakers sharing the same first language (L1) and cultural background. The dynamics of emoji use in a second language (L2) and intercultural settings remain underexplored. To address this gap, this study analyzed a corpus of WhatsApp messages exchanged during a virtual interaction between 24 Colombian and Argentinian learners of German. The results reveal that the use of emojis among L2 speakers largely mirrors their use in L1 contexts, suggesting a strong transferability of their pragmatic, discursive, and stylistic functions. Additionally, this study identifies an extra function in the illocutionary domain, where emojis help signal sociality rights and obligations, thereby maintaining positive interpersonal rapport. Furthermore, the performance of national identities emerged as a unique function of emojis in intercultural communication, supporting the idea of a universal component in emoji use. These findings contribute to our understanding of how emojis operate in L2 and intercultural settings, highlighting their role in facilitating effective digital communication across linguistic and cultural boundaries. The consistent use of emojis by participants from different cultural backgrounds suggests that emojis can act as universal symbols, bridging cultural and linguistic gaps while also allowing for the expression of unique social identities.

Challenges in Teaching English as a Lingua Franca: Japanese In-service Teachers’ Attitudes toward ELF Teaching and Classroom Realities

With the global spread of English, there are growing calls for English as a lingua franca (ELF) teaching (e.g., exposure to different varieties of English and opportunities to practice communication strategies) to help learners communicate in intercultural settings successfully. However, despite the widely acknowledged importance of ELF teaching, it is implemented only occasionally in classroom settings. While some previous research has explored challenges in ELF teaching, this study uniquely focuses on the Japanese context, which has not been fully explored yet. Therefore, this research explored Japanese teachers of English’s (JTEs’) attitudes toward ELF teaching and identified barriers preventing them from implementing ELF. The results from a questionnaire completed by 22 JTEs suggested that most of them demonstrated supportive attitudes, while there was a wide range of opinions toward ELF teaching. However, most participants rarely implemented ELF-related activities, primarily because of a lack of teaching time and a lack of familiarity with ELF. Based on an analysis of the results, the current study suggested that developing approachable ELF-related activities and introducing ELF content in teacher training programs were critical to effectively implementing ELF teaching in classrooms.

Creating a Communicative, Learner-Centred, Intercultural EFL Classroom

This study examines the incorporation of independent learning and Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) classes with the aim of establishing a communicative, learner-focused, and intercultural setting. The text underscores the significance of cultivating student independence, improving teacher-student engagement, and adjusting instructional approaches to accommodate students proficiency levels and learning preferences. The study emphasizes the mutual reliance between language and culture, the importance of having the ability to communicate effectively across cultures (intercultural communication competence or ICC), and the need to include cultural material in language instruction. This text explores the difficulties and remedies involved in the implementation of Communicative Language Teaching (CLT) in China. It specifically addresses issues such as teacher training, class numbers, and student motivation. The research concludes by recommending customized pedagogical approaches that specifically target unique educational environments, thus fostering efficient language acquisition and intercultural sensitivity.

Characteristics of Effective International School Teachers: A Systematic Review of the Literature

Qualities of effective teachers matter because teachers are the number one school-related factor that impacts on student achievement. Although researchers in the United States have studied frameworks for evaluating teacher effectiveness, these frameworks are not focused on teachers working in international schools. Thus, they may not reflect the importance of understanding both the context of working in intercultural settings and the skills that allow teachers to flourish in international schools. Using a systematic configurative synthesis review of 23 studies, this study identifies qualities of effective teachers working in international schools through a synthesis of the study findings. We identified four key attributes that are emphasized, if not unique, in international school effective teacher research: a focus on teacher collaboration and teacher leadership; cultural awareness and responsiveness from multi-national perspectives; and host country language acquisition. Overall, we find that a focus on what makes an effective international school teacher is lacking in the extant research, particularly given the predicted enormous growth of international schools.

Mental Health and Psychosocial Support for Forcibly Displaced People: Insights From Slovenia

The article explores the current state of mental health and psychosocial support for forcibly displaced people residing in Slovenia, as they are a marginalized group of special concern and need of support in an intercultural setting. The study collected information through semi-structured interviews with fifteen experts working with forcibly displaced people. The findings encompass specifics, current problems, and what needs to be improved in the field, providing examples of good practices. They underscore the significance of empowerment in an intercultural context and reveal potential challenges linked to state disinterest and inadequate financial support for required services.

Inherent linguistic preference outcompetes incidental alignment in cooperative partner choice

Abstract An important quality to assess in others is their cooperativeness. We hypothesized that people use linguistic markers in their partners’ speech as a proxy of their cooperativeness in other tasks: specifically, we predicted that participants would prefer syntactically similar conversation partners as cooperation partners in a monetary game. We found that, indeed, participants preferably selected syntactically similar conversation partners as cooperation partners, but only when the participants could communicate using their naturally preferred constructions. In contrast, when participants were forced to communicate using dispreferred constructions, they rather cooperated with those partners that matched their natural preference than with those that matched their overt linguistic use. This pattern of results was likely driven by participants valuing representational alignment (i.e., being aligned on both linguistic features and their mental representations) more than incidental behavioral alignment (i.e., superficial convergence on similar linguistic features during interaction). This is because representational alignment is a potential indicator of group membership and may be associated with in-group benefits such as reputation, reciprocity and normative behavior. Those benefits may outweigh the benefits of simple behavioral alignment, which could be a potential indicator of others’ willingness to cooperate. This has important implications for communication in intercultural settings where members of diverse linguistic groups negotiate cooperative actions.

Intercultural knowledges and practices in postgraduate game design and making education: insights from a UK-based degree

ABSTRACT In this paper, I explore my experience around teaching a digital game design and making postgraduate course in an intercultural setting in the UK Higher Education. I focus on how locality and disciplinary aspects create and mediate hierarchies of knowledges and practices that shape this kind of course, and how the intercultural setting studied here affords critical interrogations about the supposed universal nature of game design, as a field and as a practice. In particular, I examine an educational approach adopted in this course centred on the critical pedagogy notion of ‘cultural work’ and on philosophy of technology, rejecting mechanistic approaches to game design and making in favour of thinking with and through tools and processes. Through interviews with former students around their expectations about learning game design and making and their (changing) perspectives during this course, I explore how such an approach can create educational experiences for both students and game educators to build different (i.e. more critical and diverse) knowledge and practice foundations for those who will be working in/with games in the future as well as developing new vistas for understanding game design and making not as universal but as practices heavily informed by specific contexts.

Virtual bridges to global competence

This study explores the effectiveness of a virtual exchange programme in enhancing English proficiency and intercultural communication among learners in non-English speaking countries. Through a mixed-methods approach, the research evaluated pre-and post-engagement competencies of participants over an eight-week period. Results indicated significant improvements in intercultural communication and English language skills, despite challenges such as technological limitations and time zone differences. In summary, the study highlights the potential of virtual exchange programmes for fostering cultural understanding and language development in tertiary education, advocating for further exploration in diverse intercultural settings.

Exploration of Implicit Culture Belief among English Major Students in China

This study aims to explore English major students’ implicit culture belief and factors influencing such beliefs within a limited intercultural environment in China. A total of 369 Year 3 and 4 English major students at Hebei International Studies University were surveyed through a mixed-method approach involving a survey questionnaire and semi-structured interviews. The study utilized the adapted Implicit Culture Belief Scale and a self-designed demographic questionnaire. The results displayed that English major students’ implicit culture beliefs tend to entity beliefs, namely fixed and unchangeable judgement on cultural attributes such as cultural values like individualism-collectivism and personality traits like extraversion-introversion in their implicit culture beliefs within the constrained intercultural settings. Furthermore, the factors influencing English major students’ entity beliefs in implicit culture belief include socio-cultural environment, media and psychological inclination toward stability. This investigation underscores students' cognitive process of cultural attributes to delve into their internal cognitive mechanisms regarding cultural values and personality traits within the limited intercultural milieu in China.

THE IMPORTANCE OF DEVELOPING FOREIGN LANGUAGE TEACHERS’ SPEECH BEHAVIORS

Proficiency in speech behaviour methods is a crucial component of a foreign language teacher's professional competence. Lack of awareness of speech behaviour norms frequently results in communication problems in both personal and professional contexts. One of the most important aspects of teaching a foreign language is acquiring speech techniques since English speakers differ significantly in their speech behaviour. Since a foreign language teacher must conduct speech activities in two languages, according to the norms of the speech behaviour culture developed in these linguistic cultures is a requirement for his professional activity. The instructor has to act as a consultant in cross-cultural dialogue, or intercultural settings. In addition to providing guidance on intercultural communication, the instructor has to model appropriate speech patterns in both the student's native tongue and the target language. However, evidences indicate that foreign language instructors now struggle to include these norms into classroom practice sessions because they are not familiar with the speech behaviour standards of a foreign culture.

“For me, it is important to maintain self while adapting.” Understanding Chinese foreign language teachers’ identity in an intercultural context

ABSTRACT This qualitative exploratory study addresses how Chinese as a foreign language (CFL) teachers perceive their identity in an intercultural context in the Netherlands. In this study with twenty-one native Chinese-speaking language teachers, empirical data was collected through semi-structured interviews. Foucault’s poststructuralist view of identity is employed to conceptualize teachers’ identity. The findings show teachers’ perceptions of their identity are shaped by their cultural and educational background, as well as their teaching experiences in an intercultural context. CFL teachers’ professional identity adapts during the process of interacting with students from another cultural background. Although CFL teachers sometimes struggle during this process of transformation, they generally showed willingness to adjust. The findings indicated that even if teachers’ identity reconstruction is inevitable in the cross-cultural setting, most CFL teachers hold onto their primary Chinese identity. Implications for teacher professional development and teaching Chinese in intercultural settings are discussed, for instance, the need for pedagogical courses that fit the Dutch educational context and consider the Chinese language’s specific features, and for the creation of a collaborative CFL teaching community.

When East Meets West: A Comparative Analysis of Credibility and Persuasive Appeals in Cross-Cultural Email Negotiations between Genders

The bulk of studies focusing on cross-cultural variations in persuasive appeals examines letters or newspaper articles (Al-Ali 2006; Alhudhaif, 2005; Bhatia, 2014; Connor et al., 1995; Ismail, 2010). It is rare for a study to examine persuasive appeals within intercultural settings via email communication for academic proposal purposes. Typical findings of these cross-cultural studies suggest that non-native English speakers do not use rational appeals as frequently as native speakers and focus more on effective appeals. However, these studies did not base their judgements on interactive communications and the cross-cultural comparison of newspapers or political texts is hardly comparable. To this end, this paper provides a more fine-grain analysis by linking between the new impoliteness framework and persuasive appeals (impeded within genre analysis) to explore gender and cultural differences. the differences in email negotiations persuasive appeals where relevant by using comparable email data written by both cultural groups (i.e. Australians and Saudis). The results indicate that both focused on rational appeals, using far fewer credible and affective appeals. However, there were significant differences in the way both cultures utilised these appeals. In the affective appeals, Saudi men made more compliments and used more emotional and (im) polite requests than Saudi females. With the credibility appeals, Saudi women made more self-promotional moves than men, portraying the self as competent and distinguished.

When East Meets West: A Comparative Analysis of Credibility and Persuasive Appeals in Cross-Cultural Email Negotiations between Genders

The bulk of studies focusing on cross-cultural variations in persuasive appeals examines letters or newspaper articles (Al-Ali 2006; Alhudhaif , 2005; Bhatia , 2014; Connor et al ., 1995; Ismail , 2010). It is rare for a study to examine persuasive appeals within intercultural settings via email communication for academic proposal purposes. To this end, this study investigates the use of credibility appeals in emails sent by Saudi and Australian PhD applicants to potential Australian supervisors. The study employs a genre-based approach, utilizing Swales' (1990) framework for genre analysis to identify the communicative purposes of each move in academic email negotiations. The results suggest cultural differences in self-presentation strategies. Despite quantitative similarities in credibility appeals usage, qualitative differences suggest cultural influences on communication styles. The study highlights the need for a culture-bridging approach to academic writing, promoting intercultural communication and contributing to a more comprehensive comprehension of academic email negotiations.

Methodological Challenges in Conducting Cross-Cultural/Language Research with Spanish Speakers: The Role of the Researcher/Translator

With the increase in global research, it is common for researchers to investigate topics in intercultural settings, both in their own home countries and abroad. Although findings from this research are prolific, rarely are detailed examples given or practical suggestions offered, particularly in relation to the role of the translator/researcher. The significant and often undervalued role of the translator/researcher in cross cultural/language qualitative research warrants methodological considerations at the onset and throughout the research. Nonetheless, few qualitative studies transparently report the process of how the translation findings were developed. This paper addresses this gap by examining a Latinx postgraduate student’s role in the qualitative research on teacher induction in Chile. I used reflexivity to assess my positionality of insiderness and outsiderness and its influence in the process of recruitment, conducting interviews, transcription, and translation. Interviews were conducted, transcribed and analysed in Spanish. Examples of data translation that can help to identify the main issues associated with reporting the findings in English are provided. These applied examples are used to illustrate the gaps and misinterpretations possible in intercultural research. The importance of researcher’s culture competence, contextual skills and knowledge of the field of the study are highlighted.

Conhecimento prévio e construção do conhecimento entomológico por estudantes de graduação indígenas e camponeses da região centro-oeste do Brasil

Abstract This study presents findings from research conducted with indigenous and peasant students (n = 53) in their first year of the Rural Education Degree (Countryside Education) program at a public university in the Brazilian Midwest. We investigated previous knowledge and methods for developing entomological knowledge using structured questionnaires with open, closed, and multiple-choice questions. As a result, we discovered 24 distinct types of animals known as insects. Indigenous peoples conceptualized insects using ecological principles, whereas peasants approached the subject from health and emotional perspectives. Our findings revealed that indigenous students’ prior entomological knowledge was primarily developed within their families, while peasant students developed it at school. This study provides important insights into pre-existing knowledge and the development of entomological understanding in an intercultural setting. It encourages reflection on the interactions of traditions, folk knowledge, and scientific understanding.

Exploring the perception of politeness in relation to language attrition and interpersonal dynamics in an intercultural academic context

The present paper explores the intricacies of the perception of international doctoral students of politeness, linguistic choices, and language attrition, and their subsequent influence on intercultural academic relationships. The findings of this study provide an insight on the interplay between the perception of politeness and linguistic choices, a paramount determinant of successful academic communication. The data from this case study further shows that assimilation to the host country’s culture and linguistic nuances along with the length of academic breaks in the home country emerge as critical factors in second and first language attrition. The study underscores the imperative need for developing pragmatic competence and particularly ensuring its reinforcement through prolonged sustained exposure and productive language practice in both the nascent and advanced stages of second language acquisition in academic contexts where English is used as a lingua franca. As the environment of academic communication is becoming increasingly globalized, the results of this study emphasize the significance of effective communication and sustained pragmatic competencies in establishing effective academic networks, collaborations, and relationships in diverse intercultural settings.