Intercultural Communication Report: Joint Online Class Analysis

This report examines intercultural communication challenges within a joint online class between a local university and a Chinese university. As a consultant, the student analyzes the scenario, focusing on maximizing the expertise of both professors, addressing potential cultural misunderstandings, and recommending strategies for effective communication. The report highlights the importance of closing the language gap, understanding cultural differences in hierarchy and communication styles, and implementing turn-taking conversation techniques. It suggests incorporating subjects like grammar, sociology, and general knowledge to enhance understanding and engagement. The report also proposes key questions to gather feedback and improve future classes, emphasizing the role of intercultural communication in fostering a better learning process and knowledge transfer. The report concludes by providing recommendations on how to improve the joint, synchronous online classes, defining significant factors and possible intercultural communication barriers.

Running head: INTERCULTURAL COMMUNICATION
INTERCULTURAL COMMUNICATION
Name of the Student
Name of the University
Author Note

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Introduction
The following scenario focuses on local university that has created a joint online class
with a Chinese university. With the aspect of online teaching, there is the involvement of the
local professor of the university as well the Chinese professor. As the consultant to the local
university, I have been assigned the responsibility of a consultant to improve the internal
communication and delivery of the students.
Expertise of the Professors
First, to maximize the expertise of both the professors, it is essential to close the language
gap between them (Imamura & Zhang, 2014). Communication is a vital aspect for any kind of
medium and once communication improves between the two professors, then it would be simple
for the students to understand them. It is evident that the two professors are from two different
countries therefore it is normal that their cultural views and understanding will be different.
Cultural Misunderstandings
Being a professor from the United States, it is evident that while speaking to a Chinese
professor there would be many cultural differences. Hierarchy is very much important to the
Chinese culture whereas in American culture has very flat structures. Also the conversation in
Chinese culture is somewhat is direct that seems overly personal to many culture, America
included (Liu, Volcic & Gallois, 2014). The Chinese culture is also overly formal in professional
scenarios, the relationship between a student and a professor is only about the subject matter,
where in America the professors are quite friendly with the students. If these factors are kept in
mind then it would be easier for the professors to understand each other.

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Turn Taking Conversation
Taking turn in conversation is also important as there would lie a huge communication
gap even if the above measures are taken. Therefore when there is a turn base conversation, it is
easier for the recipients to understand each other. Turn base conversation would help a lot in this
scenario as when one of the professors would speak the other can interpret what he is saying and
reply according rather than a freestyle conversation (House, 2014). This would make the students
easier to follow the entire class.
Subjects to Include
Three subjects that would be beneficial at this online class would be Grammar, Sociology
and General Knowledge. With grammar, it would be easier for the students to know the language
of the opposite country they are talking to. Once basic grammar is understood, it is easier for the
participants to understand and communicate. Sociology is important here to understand the
opposite society. Once the recipients understand the culture, religion and history of the opposite
country, then the participants has converse easily (Baker, 2015). Finally, including general
knowledge, helps in getting information about the country. This would also increase the
eagerness of the participants that would make the conversation and the class better.
Questions to be Asked
The questions that can be asked in this scenario include:
“What were the difficulties while teaching?”
“What were the most interesting part of the class?”
“If there were to be any changes made for the next class, what would they be?”

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Additional information includes getting proper feedback of both the professors and the students
about the class. These feedbacks would help in making the next class better.
Conclusion
Therefore, from the above discussion it can be conclude that intercultural communication
helps a lot in escalating the learning process. Not only does it help in creating a better and
interactive class but communicating with a foreign country helps in knowledge transfer.

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REFERENCES
Baker, W. (2015). Culture and identity through English as a lingua franca: Rethinking concepts
and goals in intercultural communication (Vol. 8). Walter de Gruyter GmbH & Co KG.
House, J. (2014). Moving across languages and cultures in translation as intercultural
communication. In Translational action and intercultural communication (pp. 14-46).
Routledge.
Imamura, M., & Zhang, Y. B. (2014). Functions of the common ingroup identity model and
acculturation strategies in intercultural communication: American host nationals’
communication with Chinese international students. International Journal of
Intercultural Relations, 43, 227-238.
Liu, S., Volcic, Z., & Gallois, C. (2014). Introducing intercultural communication: Global
cultures and contexts. Sage.