PRIVATE EDUCATION ASSISTANCE COMMITTEE

ADAPTIVE TEACHING GUIDE

Most Essential Topic #2: Intercultural Communication Topic to Teach: Sociocultural Dimensions of Communication

Prerequisite Content-knowledge:
A. Recognize barriers to effective communication
B. Explain reasons for communication breakdown
C. Distinguishes the unique features of the communication process
D. Demonstrate understanding of intercultural differences and socio-cultural dynamics

Prerequisite Skill:
A. Use various strategies to avoid communication breakdown
B. Exhibit effective verbal and non-verbal communication in various speech situations
C. Apply socio-political correctness in conversations

Prerequisite Assessment:
Facilitate a gamified review quiz designed to test and reinforce effective communication skills. The teacher-trainees will read each scenario carefully and choose the best
response or action that demonstrates effective communication.
Scenarios:
1. Situation: You are working on a group project, and one team member keeps interrupting others during discussions, making it difficult to stay focused.
A. Ignore the interruptions and continue talking.
B. Politely address the interrupting behavior and suggest taking turns to speak.
C. Interrupt back to assert your point.
2. Situation: You receive an email from a colleague with unclear instructions about a task you need to complete.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

A. Reply immediately, asking for clarification on the instructions.

B. Guess what the instructions mean and proceed with the task.
C. Ignore the email and hope the task resolves itself
3. Situation: During a team meeting, a coworker expresses an idea that you disagree with strongly.
A. Interrupt and argue against their idea.
B. Listen actively and ask questions to understand their perspective before expressing your viewpoint respectfully.
C. Stay silent to avoid conflict.
4. Situation: You are in a conversation with someone who speaks softly and quickly, making it hard to catch everything they are saying.
A. Ask them to speak louder and slower.
B. Nod and smile, pretending to understand.
C. CPolitely request them to repeat or clarify what they said.
5. Situation: Your team is discussing a project timeline, and there's a disagreement about deadlins.
A. Insist on your proposed deadlines without considering others' viewpoints.
B. Listen to everyone's input and work together to find a compromise that accommodates different perspectives.
C. Dismiss others' suggestions and impose your own timeline.
Feedback:
Correct Answer: B - Politely address the interrupting behavior and suggest taking turns to speak. Effective communication involves addressing disruptive behavior
respectfully to maintain a productive discussion environment.
Correct Answer: A - Reply immediately, asking for clarification on the instructions. Effective communication includes seeking clarification when instructions are unclear to
avoid misunderstandings.
Correct Answer: B - Listen actively and ask questions to understand their perspective before expressing your viewpoint respectfully. Effective communication involves
active listening and respectful expression of differing opinions.
Correct Answer: C - Politely request them to repeat or clarify what they said. Effective communication includes actively seeking clarification when communication barriers
exist.
Correct Answer: B - Listen to everyone's input and work together to find a compromise that accommodates different perspectives. Effective communication involves
collaboration and compromise to reach consensus in team discussions.
Assess the level of understanding of the teacher-trainees based on the following criteria:
PRIVATE EDUCATION ASSISTANCE COMMITTEE

● Sufficient: 4 or more correct answers out of 5 (approximately 80%% or higher).

● Fairly Sufficient: 2-3 correct answers out of 5 (approximately 40%% to 60%).
● Insufficient: 0-1 correct answers out of 5 (approximately 20% or lower).

Pre-Lesson Remediation Activity:

1. For teacher-trainees with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Discuss concepts and features of effective communication and communication
breakdown that require clarification.
2. For teacher-trainees with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Facilitate an extra activity where students can demonstrate their
comprehension of effective communication strategies by evaluating their application in various scenarios.
The trainees will watch a video clip from a film/series that depicts communication breakdown. Afterwards, they will answer the following questions:
2.1 What communication challenges did the characters face and how did they address them effectively?
2.2 How could they have clarified their messages to ensure better understanding?
2.3 What strategies could they have employed to improve their comprehension of each other's messages?
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Introduction: In our increasingly interconnected world, the ability to effectively communicate across cultures is more vital than ever. Understanding the principles of intercultural
communication and the dimensions of culture allows us to navigate the complexities of diverse social contexts with sensitivity and respect.In this lesson, we will delve into the
fundamentals of intercultural communication, exploring how cultural backgrounds shape our perceptions, behaviors, and interactions. By uncovering the underlying principles that
govern cross-cultural exchanges, we gain valuable insights into building bridges of understanding and fostering meaningful connections with people from diverse backgrounds.
As teacher-trainees navigate through this lesson, they willl not only learn how to navigate intercultural communication challenges but also recognize its significance in shaping a
more inclusive and harmonious global community. By honing our intercultural communication skills, they empower themselves to connect authentically with individuals from
different walks of life, contributing to a more equitable and interconnected world for all.
In this lesson, the trainers will guide the trainees to…
1. Finish the learning lesson in one session (1.5 to 2 hours). The teacher contacts the trainer through a specific LMS, email address, messenger account, mobile number, and/or
in-person when concerns arise.
2. Gain the following thinking skills from learning the lesson:
A. Remembering - the definition of intercultural communication and the sociocultural dimensions of communication
B. Understanding - the Developmental Model of Intercultural Sensitivity (DMIS)
C. Applying - the principles of intercultural communication in intercultural communication situations.
3. Apply their learning about intercultural communication in various communication activities based on context and to improve their communication skills while demonstrating
empathy and respect towards people from different backgrounds. Moreover, teacher-trainees can apply the content and activities in teaching students with the same topic.
4. Overview of the Lesson: Intercultural communication is a communication across cultural contexts. It includes the understanding of the sociocultural domains in communication
focusing on the recognition and respect of culture, gender, age, social status, religion. It incorporates strategies about how people become more competent intercultural
communicators through the DImensions of Culture and Developmental Model of Intercultural Sensitivity (DMIS) explaining how people experience and handle socio-cultural
differences.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Teacher-Trainee’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)

Chunk 1: Breaking News [Drawing Attention to Meaning] and Introduction to Intercultural Communication
Formative Questions:
1. Why is it important to learn about cultural differences?
2. What is intercultural communication?
3. What are the sociocultural dimensions of communication?
Breaking News: The teacher-trainees will be presented with viral news/video clips of racism experienced by people from different cultures. By examining these scenarios,
teacher-trainees will gain insight into the complexities and challenges (communication breakdown) that arise when cultural/social differences are not acknowledged or respected.
After the activity, they should be able to answer the following questions:
● Why is it important to learn about cultural differences?
● How can understanding cultural differences enhance our interactions and relationships with others, both locally and globally?
Relate trainees’ responses to the concepts for the session’s discussion.
Introduction to Intercultural Communication
What is culture?
Culture, in intercultural communication, refers to shared meanings and actions within groups defined by boundaries like nation-states or ethnicities. These boundaries
influence communication styles and agreements on meaning. Embracing cultural diversity promotes openness and acceptance in everyday interactions, recognizing that
no culture is inherently superior to another.
What is intercultural communication?
Intercultural communication involves the mutual creation of meaning across different cultural groups, facilitating understanding and interpretation between individuals of
diverse backgrounds. It emphasizes the importance of respecting differences and seeking to understand others without judgment. By employing specific strategies,
intercultural communication encourages us to recognize the humanity and complexity of individuals outside our own cultural group. Engaging in communication with people
from diverse backgrounds enriches our understanding of different worldviews.
The teacher-trainees will watch and listen to a video online about intercultural communication to better understand the lesson:
Cross cultural communication | Pellegrino Riccardi | TEDxBergen: https://www.youtube.com/watch?v=YMyofREc5Jk&t=1s
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Chunk 2: Put a Finger Down [Prompting Connections to Prior Knowledge] and Dimensions of Culture
Formative Questions:
1. What intercultural communication experiences or observations do learners have so far?
2. What are the different dimensions of culture are evident or reflected on their first and second hand experiences?
Put a Finger Down: The teacher-trainees will be asked to raise their right hand. The trainer will read statements related to intercultural communication. For every statement or
scenario that agrees with or is experienced by the teacher-trainees, they will have to put a finger down. Here are samples of statements/scnarios for the activity.
● Put a finger down if you've ever felt uncertain about whether to take off your shoes before entering someone's home, a common practice in Asian cultures like Japanese or
Korean.
● Put a finger down if you've ever struggled to understand slang or colloquial expressions while conversing with individuals from Western cultures, such as American or
British slang.
● Put a finger down if you've ever been unsure about how much personal space to maintain while conversing with someone from a culture with different norms, like Middle
Eastern or Latin American cultures.
● Put a finger down if you've ever encountered challenges in interpreting nonverbal cues, such as eye contact or hand gestures, while communicating with individuals from
East Asian cultures like Chinese or Thai.
● Put a finger down if you've ever felt overwhelmed by the variety of spices and flavors in dishes from Indian or Mexican cuisines, which may be different from your own
culinary background.
From the activity, teacher-trainees will be asked the following processing questions:
● What was the statement or scenario that resonated with them, and how did it connect to their personal experiences or observations related to intercultural communication?
● In what ways do these scenarios highlight potential communication challenges in diverse cultural contexts?
● How might these challenges impact relationships and understanding between individuals from different backgrounds?
Dimensions of Culture
Teacher-trainees will identify the following dimensions of culture in different scenarios and explain how they are evident in these situations.

Scenario: In a coworking space in New York City, freelancers and entrepreneurs work independently on their projects, prioritizing personal goals and autonomy.
Observation:
Explanation:
Dimension: Individualism - Cultural orientation that emphasizes individual autonomy, personal achievement, and self-expression over group cohesion.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Scenario: During a festival in Thailand, villagers come together to prepare food, decorate the village, and celebrate traditions, showcasing strong communal bonds and
cooperation.
Observation:
Explanation:
Dimension: Collectivism - Cultural orientation that prioritizes the interests and needs of the group over those of the individual, fostering strong ties and interdependence
among group members.

Scenario: In the Netherlands, employees enjoy flexible work hours and a relaxed office environment, encouraging innovation and adaptability in the face of change.
Observation:
Explanation:
Dimension: Low Uncertainty Avoidance - Cultural trait characterized by a greater tolerance for ambiguity, change, and unpredictability, encouraging risk-taking and
innovation.

Scenario: In a corporate office in Japan, employees strictly adhere to established protocols and procedures, seeking to minimize risks and maintain stability in their work
environment.
Observation:
Explanation:
Dimension: High Uncertainty Avoidance - Cultural trait marked by a strong preference for rules, structure, and predictability, seeking to minimize ambiguity and
uncertainty through established norms and traditions.

Scenario: In a family-owned restaurant in Italy, staff members collaborate closely with the owner, freely sharing ideas and taking initiative in decision-making processes.
Observation:
Explanation:
Dimension: Low Power Distance - Cultural value that promotes egalitarianism and equality, minimizing social hierarchy and favoring decentralized decision-making.

Scenario: In a corporate boardroom in Nigeria, executives make decisions without seeking input from lower-level employees, emphasizing respect for authority and
obedience to hierarchical structures.
Observation:
Explanation:
Dimension: High Power Distance - Cultural value that emphasizes hierarchical structures and status differentials, respecting authority and expecting obedience within
societal and organizational contexts.

Scenario: In a sports bar in Australia, patrons enthusiastically cheer for their favorite rugby team, emphasizing competition, achievement, and physical prowess.
Observation:
Explanation:
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Dimension: Masculine Culture - Cultural orientation that values assertiveness, competitiveness, and achievement, emphasizing traditional gender roles and qualities
associated with masculinity.

Scenario: In a community center in Sweden, parents participate equally in childcare responsibilities, attending parenting classes and playgroups together, fostering a
nurturing and supportive environment for children.
Observation:
Explanation:
Dimension: Feminine Culture - Cultural orientation characterized by a focus on nurturance, cooperation, and quality of life, prioritizing interpersonal relationships and
valuing qualities traditionally associated with femininity.

Chunk 3: Developmental Model of Intercultural Sensitivity (DMIS) [Prompting for Effortful Thinking]
Formative Question: How does understanding and applying the principles of the Developmental Model of Intercultural Sensitivity contribute to effective communication and
collaboration in diverse cultural contexts?
Teacher-trainees will investigate the stages of developing intercultural sensitivity through research, then discuss them in groups, relating them to their own experiences and the
previous scenarios from the initial discussions. Finally, they will share their insights about intercultural communication with the class.

The Developmental Model of Intercultural Sensitivity (DMIS) developed by Milton J. Bennett is a framework that explains how people experience and handle cultural
difference. Nevertheless, each individual or group has a predominant experience of cultural difference, described by the following positions:
1. Denial of cultural difference is the experience in which cultural difference is not perceived at all, or it is perceived only in very broad categories such as “foreigner” or
“minority.” The constructs available for perceiving one’s own culture are far more complex than those available for other cultures. People experience psychological and/or
physical isolation from cultural difference, and they are disinterested or perhaps even hostilely dismissive of intercultural communication.
2. Defense against cultural difference is the experience in which cultural difference is perceived in simplistic stereotyped ways. Cultures are organized into “us and them,”
where typically the “us” is superior and the “them” is inferior. People at Defense are threatened by cultural difference, so they tend to be highly critical of other cultures and
apt to blame cultural difference for general ills of society.
3. Defense/Reversal. An alternative form of the Defense reverses the polarity of “us” and “them,” where an adopted culture is romanticized, while one’s own group is
subjected to greater criticism. Reversal has traditionally been found in non-dominant groups as “internalized oppression,” where the dominant group culture is valued more
highly than the non-dominant one. When dominant group members discover that their own group is the oppressor (“externalized oppression”), they sometimes switch sides
and take on the cause of a non-dominant group with extreme zeal.
4. Minimization of cultural difference occurs when elements of one’s own cultural worldview are experienced as universal. People tend to assume that their physical or
psychological experiences are shared by people of all cultures, and/or that certain basic values and beliefs transcend cultural boundaries. The stressing of cross-cultural
PRIVATE EDUCATION ASSISTANCE COMMITTEE

similarity reduces Defense, so people here are much more tolerant of cultural diversity, although the tolerance generally does not extend into appreciation of substantial
cultural differences.
5. Acceptance of cultural difference is the experience in which one’s own culture is just one of a number of equally complex worldviews. Cultural difference becomes
important again, this time out of curiosity rather than threat. In accepting differences, people acknowledge that people of other cultures, while equally human to
themselves, are in fact organizing their experience of reality differently – according to the different assumptions of their culture.
6. Adaptation to cultural difference occurs when people build on their Acceptance of cultural difference by temporarily trying to organize the world in different ways. Using a
process of cognitive frame-shifting, people can create a “facsimile worldview” that organizes their perception of events in a way corresponding more closely to that of the
other culture. The alternative worldview generates an alternative experience – one that is more appropriate to the other culture.
7. Integration of cultural difference is the experience of self that includes movement in and out of different cultural worldviews. People at this position maintain complex
multicultural identities and exist in a kind of liminal state where they are constantly in the process of becoming something different. This makes them outsiders to most
groups and generates ethical ambiguity, but it also pushes them toward cultural bridge-building and sophisticated ethical commitments.
Ask each teacher-trainee to make a commitment statement outlining one specific action they will take to enhance their intercultural sensitivity. They can share these commitments
with the class if they feel comfortable.
Synthesis: Teacher-trainees will be divided into groups. Each group must think of a real life socio-cultural communication breakdown reflecting at least three principles of
Intercultural Communication and present through a role-playing activity both how the breakdown could worsen (DON’Ts) and how to properly address or repair (DOs). [Using
Examples and Non-examples]

RUA of a Student’s Learning: Teacher-trainees should be able to remember the definition of intercultural communication, understand the sociocultural dimensions of
communication and the Developmental Model of Intercultural Sensitivity (DMIS), and apply these principles to improve their communication skills with empathy and respect in
various intercultural contexts. [Drawing Attention to Meaning + Prompting for Effortful Thinking]

Post-lesson Remediation Activity: Present case studies or real-life scenarios that illustrate intercultural communication challenges and ask teacher-trainees to analyze them
using the principles discussed. Facilitate group discussions to brainstorm solutions and strategies.