Intercultural communication

2022-10
 Module 1
Culture and intercultural communication
Module 1 objectives:
● Analyze cultural theory in order to be able to describe cultures using descriptive and objective language.
● Become more familiar with form, meaning and use of hedging, phrasal verbs, and compare signal
words.

Table of contents

1. What is culture? ………………………........................................................................................2

2. Cultures around the world…………………………………………………………………………...4
3. Hedging language in academic contexts.…………………………………………………….10
4. The cultural iceberg model………………………………………………………………………...14
5. Stereotyping as a barrier to intercultural communication…………………………………..17
a. Ethnic stereotyping: the danger of a single story………….......................................19
b. Focus on grammar: phrasal verbs……………………………. ....................................22
c. Stereotyping a city: What's it like to live in Barranquilla? ………………....………....25
d. Stereotyping a religion: why Muslim women wear hijabs? ……………………..…..26
e. Focus on grammar: compare and contrast signal words.…………………………..29
f. Stereotyping a nationality: why are koreans not chinese?.…………………………33
6. References…………………………………………………………………………………………….34

Week 2: What is culture?

1
Think about 10 words that come to mind when thinking about:

1. Customs

2. Etiquettes

3. Habits

4. Social development

5. Behaviot

6. Body Language

7. Norms

8. People

9. Notions of beauty

2
 10. Music

Watch the following video twice. Introduction to Sociology - Culture

The first time, focus on identifying the intended audience, the purpose of the video, and the context.

Write your answers here

Intended Audience Purpose of the video Context of the video

Then, watch the video again in order to answer the following questions:

1. What are the 4 characteristics of culture?

2. What are the 2 parts of culture?
3. Mention an example of the evolution of culture throughout history.
4. What are folkways, mores and laws of behavior? Why are these important?
5. Do you think rules are influenced by culture? explain.
6. In 100 years, when scientists research about our society, what artifacts do you think will be left behind by your
current culture?

Write your answers in the space provided:

1. 1) Culture is shared generation by generation

2) culture consists of values
3) culture is learned
4) culture is always changing

2. The two parts are: material culture, that is what people do in a determined society like architecture that surround people and non-
material culture that is based on attitudes

3. When we started to include handicapped-made friendly places to be more inclusive and we talk about it naturally.

4. Folkways, mores and laws are types of rules that tell us how we should act

5. The rules are influenced by culture because of the importance we place on certain issues may vary from one culture to another

6. Cellphones, batteries of cellphones, masks, mouses.

3
 Cultures around the world

Test your knowledge of the world!

QUESTIONS ANSWERS

1. What nation's population takes the most time to eat their meals on average? 1. _________________
2. Which country is safe from fire due to its altitude? 2. _________________
3. Which country has more lakes than the rest of the world combined? 3. _________________

4
 4. What is the population of India? 4. _________________
5. Where is the driest place on Earth? 5. _________________
6. What is the oldest city in the world? 6. _________________
7. What is the tallest mountain in the world? 7. _________________
8. What city is the capital of Australia? 8. _________________
9. What is the smallest independent country on Earth? 9. _________________
10. How many countries are there in Africa? 10. ________________

Adapted from: https://triviaquestions4u.com/world-trivia-questions/

Which are the most representative cultures around the world? What are they most well-known for?

Write your answer in the space provided:

Read the following text about world cultures. Then, answer the questions that follow.

World cultures

By Kim Ann Zimmermann - Live Science Contributor July 13, 2017

Culture could be roughly defined as “the characteristics and knowledge of a particular group of people,
encompassing language, religion, cuisine, social habits, music and arts”. The Center for Advanced Research on
Language Acquisition goes a step further, defining culture as “shared patterns of behaviors and interactions, cognitive

5
constructs and understanding that are learned by socialization”. Thus, it can be seen as the growth of a group identity
fostered by social patterns unique to the group.
"Culture encompasses religion, food, what we wear, how we wear it, our language, marriage, music, what we believe
is right or wrong, how we sit at the table, how we greet visitors, how we behave with loved ones, and a million other
things," Cristina De Rossi, an anthropologist at Barnet and Southgate College in London, told Live Science. The word
"culture" derives from a French term, which in turn derives from the Latin "colere," which means to tend to the earth
and grow, or cultivation and nurture. "It shares its etymology with a number of other words related to actively
fostering growth," De Rossi said.

Western culture: The term "Western culture" has come to define the culture of
European countries as well as those that have been heavily influenced by
European immigration, such as the United States, according to Khan University.
Western culture has its roots in the Classical Period of the Greco-Roman era and
the rise of Christianity in the 14th century. Other drivers of Western culture
include Latin, Celtic, Germanic and Hellenic ethnic and linguistic groups. Today,
the influences of Western culture can be seen in almost every country in the
world. Values of Western culture have, throughout history, been derived from
political thought, widespread employment of rational argument favoring
freethought, assimilation of human rights, the need for equality, and democracy.
Furthermore, historical records of Western culture in Europe begin with Ancient Greece and Ancient Rome.

Eastern culture: Eastern culture generally refers to the societal norms of countries in Far
East Asia (including China, Japan, Vietnam, North Korea and South Korea) and the Indian
subcontinent. Like the West, Eastern culture was heavily influenced by religion during its
early development, but it was also heavily influenced by the growth and harvesting of rice,
according to the book "Pathways to Asian Civilizations: Tracing the Origins and Spread of
Rice and Rice Cultures" by Dorian Q. Fuller. In general, in Eastern culture there is less of a
distinction between secular society and religious philosophy than there is in the West.

Centuries of interactions — both peaceful and aggressive — in this region also led to these
cultures influencing each other. Japan, for example, controlled or occupied Korea in some
form between 1876 and 1945. During this time, many Koreans were pressured or forced into giving up their names for
Japanese surnames, according to History.com.

6
 Latin culture: The geographic region encompassing "Latin culture" is widespread.
Latin America is typically defined as those parts of Central America, South America
and Mexico where Spanish or Portuguese are the dominant languages. These are all
places that were colonized by or influenced by Spain or Portugal starting in the 1400s.
Originally, the term "Latin America" was used by French geographers to differentiate
between Anglo and Romance (Latin-based) languages, according to the University of
Texas. While Spain and Portugal are on the European continent, they are considered
the key influencers of Latin culture. Latin cultures are thus incredibly diverse, and
many blend Indigenous traditions with the Spanish language and Catholicism brought
by Spanish and Portuguese colonizers. Many of these cultures were also influenced by
African cultures due to enslaved Africans being brought to the Americas starting in
the 1600s, according to the African American Registery. These influences are particularly strong in Brazil and in
Caribbean nations.

Middle Eastern culture: Roughly speaking, the Middle East encompasses the Arabian
peninsula as well as the eastern Mediterranean. The North African countries of Libya,
Egypt and Sudan are also sometimes included, according to Britannica. The term
"Middle Eastern culture" is another umbrella that encompasses a huge diversity of
cultural practices, religious beliefs and daily habits. The region is the birthplace of
Judaism, Christianity and Islam and is home to dozens of languages, from Arabic to
Hebrew to Turkish to Pashto. The countries of the Middle East have some but not all
things in common. This is not a surprise, since the area consists of approximately 20
countries, according to PBS (Public Broadcast Station). The Arabic language is one thing
that is common throughout the region; however, the wide variety of dialects can sometimes make communication
difficult. Religion is another cultural area that the countries of the Middle East have in common.

African culture: The continent of Africa is essential to all cultures because it is

believed that Human life originated on this continent, according to the Natural History
Museum in London. Africa is home to a number of tribes, ethnic and social groups.
One of the key features of this culture is the large number of ethnic groups throughout
the 54 countries on the continent. Nigeria alone has more than 300 tribes, for
example. Africa has imported and exported its culture for centuries; East African
trading ports were a crucial link between East and West as early as the seventh
century, according to The Field Museum. Currently, Africa is divided into two
cultural groups: North Africa and Sub-Saharan Africa. This is because Northwest
Africa has strong ties to the Middle East, while Sub-Saharan Africa shares historical,
physical and social characteristics that are very different from North Africa, according
to the University of Colorado. The harsh environment has been a large factor in the development of Sub-Saharan Africa
culture, as there are a number of languages, cuisines, art and musical styles that have arisen among the far-flung
populations.

7
 Constant change: No matter what culture a people are a part of, one
thing is for certain, it will change. "Culture appears to have become key in
our interconnected world, which is made up of so many ethnically diverse
societies, but also riddled by conflicts associated with religion, ethnicity,
ethical beliefs, and, essentially, the elements which make up culture," De
Rossi said. "But culture is no longer fixed, if it ever was. It is essentially
fluid and constantly in motion." This makes it so that it is difficult to define
any culture in only one way.
While change is inevitable, the past should also be respected and
preserved. The United Nations has created a group called The United
Nations Educational, Scientific and Cultural Organization (UNESCO) to
identify cultural and natural heritage and to conserve and protect it. Monuments, buildings and sites are covered by the
group's protection, according to the international treaty, the Convention Concerning the Protection of the World
Cultural and Natural Heritage. This treaty was adopted by UNESCO in 1972.
Adapted from: https://www.livescience.com/21478-what-is-culture-definition-of-culture.html

Focus on vocabulary: Choose the most suitable answer to the question.

1. The word “encompassing” in the first 2. The word “far-flung” in the seventh paragraph is
paragraph is closest in meaning to: closest in meaning to:

8
 a. Include a. Developing
b. Combine b. Remote
c. Encircle c. Poor
d. Specifically d. Unprivileged.

3. The word “nurture” in the second paragraph is 4. The word “harvesting” in the second paragraph
NOT closest in meaning to: is NOT closest in meaning to:
a. feed a. Throw away
b. protect b. picking
c. affect c. collecting
d. Loof after d. gathering

5. The word “derived” in the second paragraph is 6. The word “harsh” in the second paragraph is
NOT closest in meaning to: closest in meaning to:
a. obtained a. comfortable
b. acquired b. severe
c. Extracted c. soft
d. scattered d. mild

7. The word “fostered” in the second paragraph is 8. The word “widespread” in the second
closest in meaning to: paragraph is NOT closest in meaning to:
a. destroyed a. limited
b. Looked after b. far-reaching
c. encouraged c. ubiquitous
d. neglected d. general

Which world cultures are most similar or far different from each other?

Write your answer in the space provided:

What are some aspects that can influence cultural change or growth?

Write your answer in the space provided:

9
 Why do you think the word “culture” shares its etymology with a number of other words related to actively
fostering growth?

Write your answer in the space provided:

Hedging language in academic contexts

10
 Focus on grammar: Identify and underline the differences between the sentences extracted from the text
about world cultures from Column A and Column B.

Column A Column B

Culture could be roughly defined as “the characteristics and Culture is defined as “the characteristics and
knowledge of a particular group of people, encompassing language, knowledge of a particular group of people,
1 religion, cuisine, social habits, music and arts”. encompassing language, religion, cuisine, social habits,
music and arts”.

Today, the influences of Western culture can be seen in every Today, the influences of Western culture can be seen in
country in the world. almost every country in the world.
2

Eastern culture generally refers to the societal norms of countries in Eastern culture refers to the societal norms of countries
Far East Asia (including China, Japan, Vietnam, North Korea and in Far East Asia (including China, Japan, Vietnam,
South Korea) and the Indian subcontinent. North Korea and South Korea) and the Indian
3 subcontinent.

Latin America is defined as those parts of Central America, South Latin America is typically defined as those parts of
4 America and Mexico where Spanish or Portuguese are the dominant Central America, South America and Mexico where
languages. Spanish or Portuguese are the dominant languages.

Do these differences affect the meaning of the sentences? Why or why not?

Hedging or cautious language is a way of softening the language by making the claims or conclusions less absolute. It is
an important part in academic contexts and necessary to make decisions about our stance on a particular subject, or the
strength of the statements we say or write.

Hedging is achieved by using various introductory verbs, modal verbs, nouns, adverbs, adjectives and
some other phrases.

Choose the words from the box in order to complete the following sentences:

11
 It is probable that Apparently, likelihood could tend to

1. Studies tend to show a link between cultures and geographical locations.

2. Learning about other cultures of the world could be beneficial for intercultural communication.

3. The likelihood of defining culture as an unchanging concept is low.

4. apparently, the world can be divided into three main culture types.

5. It is probably that communication can be impaired by cultural differences.

Watch the following video Hedging Language - Academic Writing Then, answer the following question.

1. When should we use hedging language?

We should use hedging language in academic writing and journalism.

According to the information you read on the text about world cultures, create 4 new hedged clauses using
the verbs, nouns and adverbs provided in the box below.

Appear Kind of Tend

Probably Sometimes Often

Write your answers in the space provided:

1. No matter what culture a people are part of one thing is for certain, it will to change

2. You only live once but if you do it right, once is enough

3. Things work out best for those who make the best of how things work out

12
 4. To live a creative life, we must lose our fear of being wrong

Use the hedging language boxes to qualify or soften the claims below.

Adapted from: www.eapfoundation.com/writing/skills/hedging

1. The diversity within cultures exceeds the differences between cultures.

2. Culture is not a genetic trait and it is learned and transmitted from generation to generation.
3. Colombian people are less interested in schedules or punctuality.
4. Germans, like the Swiss, are really serious people.

5. Argentines are very conscious of their history and their past.

Write your answers in the space provided:

1. If you are not willing to risk the usual you will have to settle for the ordinary

2. Trust because you are willing to accept the risk, not because it's safe or certain

3. If you do what you always did, you will get what you always got

4. Success is walking from failure to failure with no loss of enthusiasm

5. The dreamers are the saviors of the world the best way to predict the future is to invent it

13
 The cultural iceberg model
What is the most significant feature of an iceberg?

Read the following excerpt from the origin of the cultural iceberg model:

Edward T. Hall, an American anthropologist and cross-cultural researcher, developed the

Cultural Iceberg Model in 1976. He compared culture to an iceberg as an analogy,to reveal that we
shouldn’t judge a culture just through what we are able to see at first glance. Therefore, there are
clearly some culturally observable aspects above the surface, but there is a largely hidden portion
underneath the ‘water’.

Observe
the iceberg
image
below:

14
 Adapted from: http://www.tram-wbl.eu/

Classify the words from the box into the two parts of the iceberg above:

Language Worldview Religion Respect for authority Art

Greetings Decision-making models Concepts of justice Music Social status

Friendship Style How emotions are expressed Rituals Values

Sense of humor Concepts of time Spiritual beliefs Dress codes Food

Watch and listen to the following video The Cultural Iceberg Identify the main ideas and important
information about The Cultural Iceberg Model. Use the Cornell Note Taking Strategy that can be
found below. Write the main points in one column, and the supporting or essential details about the
metaphor in the second column.

Main ideas or topics: Supporting or essential details:

Main ideas, concepts, terms, places, dates, categories, key Write short sentences. Add the information that supports
concepts, key words, steps… the main ideas of the first column.

15
Summary (short summary about the video. Most important points. General information)

Use your notes to answer the following questions by recording a voice audio:

1. Which is the link between above and below the surface of the cultural iceberg?
2. Which are the aspects that people in a culture think and can describe through language?
3. What external variables can influence culture?
4. Why is an iceberg used as a metaphor to explain culture?

Insert your voice audio link here https://voca.ro/19zza5y7HQ

Based on what you just learned from the cultural iceberg metaphor, Do you think culture is learned, inherited
or innate? Why?

16
Week 3: Stereotyping as a barrier to intercultural
communication
Look at the pictures below, what can be inferred from them?

Our desire to communicate with other people and our relationships with them depend on how well we
communicate. In intercultural communication, stereotypes are considered an important factor that can
influence people’s behaviors, sometimes leading to misunderstandings.

17
Watch the following video What's Up? – Stereotypes vs. Generalizations and jot down the main similarities and
differences between both concepts.

Generalizations Stereotypes

Based on your notes, categorize the following statements as a stereotype (S) or generalization (G):

1. Nordics tend to be very quiet and prefer to listen more than talking. ___

2. Africans are the least educated people in the world. ___

3. The majority of Latinos like coffee and fried food. ___

4. Women are expected to take care of the children, cook and clean the home, while men take care of the finances,
work on the car, and do the home repairs. ______

5. Kogui indigenous people are just savage and uneducated. _______

Write down some of the stereotypes you are familiar with.

1.

2.

3.

Do you think the stereotypes you mentioned are helpful or hurtful?

Ethnic stereotyping: The danger of a single story.

18
 In 2009 the Nigerian writer Chimamanda
Ngozi Adichie gave a fabulous TED talk called
“The Danger of a Single Story.” It was about
what happens when complex human beings and
situations are reduced to a single narrative: when
Africans, for example, are treated solely as
pitiable poor, starving victims with flies on their
faces.
Her point was that each individual life
contains a heterogeneous compilation of stories.
If you reduce people to one, you’re taking away
their humanity.
Adapted from: https://www.nytimes.com/2016/04/19/opinion/the-
danger-of-a-single-story.html

Watch the TED talk Chimamanda Ngozi Adichie: The danger of a single story by Nigerian author
Chimamanda Adichie. Use the Cornell note-taking strategy you can find below to identify the main ideas
and supporting details from the TED talk.

Main ideas or topics: Supporting or essential details:

Main ideas, concepts, terms, places, dates, categories, key Write short sentences. Add the information that supports
concepts, key words, steps… the main ideas of the first column.

Summary (short summary about the video. Most important points. General information)

Answer the questions below after watching the TED talk:

1. What does Chimamanda Ngozi Adichie mean when she refers to a 'single story'?

19
 a. One story by one author.
b. The only story that a reader is familiar with.
c. A story with only one ending.
d. One version of a story that is repeatedly presented as truth but actually based on stereotypes.

2. What is the main point that Adichie makes when she describes her experience of reading Western
children’s books?
a. She is emphasizing that the characters are similar to her.
b. She is describing how the stories made her want to taste ginger beer.
c. She is explaining how she only read a ‘single story’ then and therefore she wasn’t aware of the possibility
of different narratives.
d. She is arguing that she should not have read those stories as a child.

3. At the end of her TED talk, what is Adichie urging her audience to do?
a. To reject the single story.
b. To read African literature.
c. To write our own stories.
d. To learn more about the single story.

Attention to details: Fill in the blanks as you listen to specific parts of the TED talk.

4. “To create a single story, show a people as ____________________________, as only

____________________________, over and over again, and that is what they become.” (9:25)

5. Power is the ability not just to ____________________of another person, but to

___________________________story of that person. The Palestinian poet Mourid Barghouti writes
that if you want to_________________________, the simplest way to do it is to tell their story and to
start with, _________________. (10:03)

6. “The consequence of the single story is that it robs people of _______________________, it makes
our recognition of our _______________________ difficult, it emphasizes how we are
___________________ rather than ___________________” (13:45)

Discuss the meaning of the following quotes from the TED talk and relate them to the single stories that people
have of Costenos and/or Colombians.

20
21
 Focus on grammar: Phrasal verbs

Read the following sentences extracted from the TED talk “The Danger of a single story”. Select from the options
the one that can replace the word in bold in each sentence.

1. 02:03 “But because of writers like Chinua Achebe and Camara Laye, I went through a mental shift in my
perception of literature”.
a. associated
b. ignored
c. experienced
d. Avoided

2. 05:09 “I must say that before I went to the U.S., I didn't consciously identify as African. But in the U.S.,
whenever Africa came up, people turned to me”.
a. Was hidden
b. Is mentioned
c. was ignored
d. was mentioned

3. 08:42 “I had bought into the single story of Mexicans and I could not have been more ashamed of myself”.
a. believed
b. realized
c. doubted
d. bought

What do the words in bold have in common?

22
 A phrasal verb is a verb that consists of a principal verb in combination with an adverb,
preposition, or both.

It's important to remember that the meaning of a phrasal verb can be quite distinctive from the
meaning of the principal verb alone.

■ Example: To “get up” means to rise, to stand up. But “get” alone means to obtain.

Phrasal verbs can also be used in various tenses and are conjugated in the same way as the principal verb is:
● He gets up at 6 normally. Yesterday he got up at 8. She hasn't gotten up yet.

Notice that there are two kinds of phrasal verbs:

○ Inseparable (i.e. the verb and the particle remain together).
○ Separable (i.e the verb and the particle are separated by the object).

Category Phrasal Meaning Examples

verbs

Look after Keep someone healthy. I love to look after small children.

Get off Leave a vehicle I got off the bus late today.
Inseparable
Run away Escape He ran away from home when he was only 12.

Run into Meet by chance. I ran into an old friend at the mall.

Take off Remove clothing She took her shoes off.

Give away Hand over for free. They gave their old clothes away.
Separable
Put out Extinguish a fire. It was two hours before the firefighters put the
fire out.

Put off Postpone. The professor had to put the test off because
there was a power shortage.

Three of the sentences below are incorrect. Rewrite them in the space below.

1. The music was very loud. He turned up it when I asked him to turn down it.

23
 2. I dropped my keys. My wife picked up them from the floor.
3. He set his speakers up on his balcony.
4. The police hung the phone up.

Write your answers in the space provided:

1.
2.
3.
4.

Now decide whether the following statements are True or False (circle your answer):

○ If the phrasal verbs are separable, you must put the object between the phrasal verb and the particle. True
/ False
○ If the object is a pronoun, you must put the pronoun after the particle. True / False
○ A phrasal verb must have at least two parts True / False

Select the correct phrasal verb from the box to complete the sentences.

Turn up Opened up Turn down Came up

Went on Throw away Rolling up Break down

a. Now, I loved those American and British books I read. They stirred my imagination. They ____________ new
worlds for me.

b. I remember walking around on my first day in Guadalajara, watching the people going to work,
_______________ tortillas in the marketplace, smoking, laughing.

c. Shortly after he published my first novel, I went to a TV station in Lagos to do an interview, and a woman who
worked there as a messenger ___________ to me and said…

d. And she ________ to tell me what to write in the sequel.

Stereotyping a city: What is it like to live in Barranquilla?

Read a conversation between two foreigners, Kath and Jeremy, who live in Barranquilla. Identify the
generalizations and/or stereotypes mentioned in the conversation.

24
 Kath: So how long have you been living in Barranquilla?
Jeremy: Oh, let me see, about three years. You?
Kath: I’ve only been here a year.
Jeremy: Do you like it?
Kath: Not really.
Jeremy: Why not?
Kath: Well, I’m not used to seeing so much poverty. It’s a bit of a shock.
Jeremy: Yes, I know what you mean. And there seems to be so much trash everywhere! I
remember the first time I went to the beach. After lunch, the family next to me just threw
all their empty packaging away. I couldn’t believe it! I asked them to pick it up but they
just laughed at me.
Kath: If you ask me, Costeños are kind of inconsiderate. It’s not just the trash. For example, I used to live further south. There was
a festival one evening and my neighbor had these massive speakers. He set them up on his balcony and turned the volume up.
Everybody had to listen to his Vallenato the whole evening. It was a Wednesday and I had to work the next day so at about 1am I
asked my neighbor to turn the volume down because I couldn’t sleep. What did he do? He told me to go back to the States and
turned the volume up even more! It got so bad that I even called the police. The police just laughed and hung the phone up.
Unbelievable!
Jeremy: But do you think that it’s a Costeño thing? I mean, you can find inconsiderate people everywhere, can’t you?
Kath: Perhaps. Or perhaps it’s a developing country thing. Everybody knows that the police in Colombia are only there to protect
the interests of the rich because they don’t get paid enough to care about the poor. That’s why they do nothing if someone plays
loud music in a popular area.
Jeremy: Yeah. But if it’s in a rich area it’s kind of different.
Kath: Absolutely!
Jeremy: So maybe it’s not a Costeño thing. It’s possible that it’s like this in all countries where there’s a lot of poverty.

After reading the conversation: discuss the following questions:

○ What do you think about Kath and Jeremy’s experiences in Barranquilla? Do you agree or disagree with
their perspectives about what it's like to live in this city?
○ Do you think their experiences would be different in other parts of Colombia? Why/Why not?
○ How do you think language can be used to help us to generalize rather than stereotype?

Insert your voice audio link here

Week 3: Stereotyping a religion: Why Muslim women wear

hijabs?

Read the text below. Then, share your thoughts about it with the class.

“A new study suggests that the human brain is predisposed to learn negative stereotypes. The study found that the brain
responds more strongly to information about groups who are portrayed unfavorably, adding weight to the view that the
negative depiction of ethnic or religious minorities in the media can fuel racial bias”.
Adapted from: https://www.theguardian.com/science/2016/nov/01/human-brain-is-predisposed-to-negative-stereotypes-new-study-suggests

25
 List the stereotypes you know are associated with Muslims.

Write your answers in the space provided:

1.

2.

3.

4.

Watch the video of Majede Najar: Why I wear a hijab Use the Cornell note-taking strategy you can find
below to identify the main ideas and supporting details from the TED talk. Then, answer the questions
that follow.

26
Main ideas or topics: Supporting or essential details:

Main ideas, concepts, terms, places, dates, categories, key Write short sentences. Add the information that supports
concepts, key words, steps… the main ideas of the first column.

Summary (short summary about the video. Most important points. General information)

1. Medeje mentions four reasons for wearing the hijab. What are they?

Write your answer in the space provided:

1.

2.

3.

2. According to Majede Najar, what does the hijab symbolizes to Muslim women?

Write your answer in the space provided:

27
 3. Create a # thread about stereotypes of Costeños or Colombians. What specific strategies can be
used and implemented in order to break ‘Costeño’ stereotypes?

Write your answer in the space provided:

Focus on grammar: compare and contrast signal words

Read the text below. Then, answer the questions that follow.

"As long as stereotypes exist, prejudice will follow” (Devine, 1988). This quotation demonstrates that stereotypes and
prejudices are closely connected, but still not identical. While a stereotype can be described as a cliché, a synonym for
prejudice could be bias. The term 'bias' includes a strong negative connotation, whereas a cliché is more neutral. This
underlines the former statement: Stereotypes can be both positive and negative; on the contrary, prejudices are
perceived only as negative. Stereotypes and prejudices are related. Stereotypes are, for example, described as the
cognitive component of prejudiced attitudes and prejudices are an inevitable consequence of stereotyping. Though,
both terms do not definitely call for each other: "Knowledge of a stereotype of a group does not imply prejudice toward
that group" (Devine, 1988). Nevertheless, stereotypes "can support prejudiced structures ; Devine thereby stresses on

28
 the verb 'can'. Stereotypes are learned in the socialization-process. So the society as an 'institution' teaches stereotypes,
while prejudices are individual-specific.

Choose and write down the best title for the article.

What is the overall purpose of this paragraph?

What do the words in bold have in common?

COMPARE: to examine or look for the similarities between two or more things.

CONTRAST: to examine or look for the differences between two or more things.

Comparison signal words

Similarly/Likewise/also/too/just as

1. Human workers can detect malfunctions in machinery. Similarly/Likewise, a robot can be programmed to
detect equipment malfunctions.
2. Robots have been designed to make human life easier. Also, they may cost less to operate in the long run.
3. Human workers can detect malfunctions in machinery. A robot can also/too.
4. Robots can detect malfunctions in machinery, just as human workers can.

both…and/not only…but also*/neither…nor

29
1. Both robots and human workers can detect malfunctions in machinery.
2. Not only can robots detect malfunctions in machinery, but they can also repair them.
3. Neither robots nor human workers are perfect.

*Note: The word order can be inverted in the first clause when using not only…but also.

like/just/be like/be similar

1. Robots, like/just like, human workers, can detect malfunctions in machinery.

2. Robots are like human workers in their ability to detect malfunctions in machinery.
3. Robots and human workers are alike/are similar (in their ability to detect malfunctions in machinery).

*Note: A sentence can end with be alike/be similar.

Comparison Signal Words Practice

A.Write down three new sentences using likewise, alike, like.

1. …………………………………………………………………………………………….
2. …………………………………………………………………………………………….
3. …………………………………………………………………………………………….

B.Rewrite the following sentences using not only…but also.

1. Mangoes are great as juice. Mangoes are great in salads.
2. The farmers grew pineapple. Farmers sold pineapples to distributors.

C. Rewrite the following sentences using neither…nor.

1. Limes are not sweet enough without sugar. Lulos are also too sour.
2. Jaime doesn’t like granadillas. He also doesn’t like guavas.

Contrast signal words

However/nevertheless/nonetheless/still/
in contrast/in comparison/on the other hand/on the contrary.

1. Millions of people go on diets every year. However/nevertheless/nonetheless/still, very few succeed in

losing weight.
2. Vallenato is popular primarily in Colombia. In contrast/In comparison/On the other hand, salsa has
become famous across the globe.

30
 3. Jazz is not just one style of music. On the contrary, jazz has many styles such as Chicago jazz, Dixieland,
ragtime, swing, bebop, and cool jazz, to name a few.

*On the contrary contrasts a truth and an untruth.

Although/Even though/Though/While/whereas

1. Although/Even though/Though organic food is often quite expensive, more and more people are buying it.
2. More and more people are buying organic food although/even though it is often quite expensive.
3. While/whereas New Orleans-style jazz features brass marching-band instruments, ragtime is played on a
piano.

*Note: If you use though, while, or whereas in the middle of a sentence, put a comma before it.

Despite/In spite of/differs from/compared to/compared with/different from/unlike

1. Despite/In spite of a decades-long investigation, scientists are still not able to read Zapotec script.
2. Scientists are still not able to read Zapotec script despite/in spite of a decades-long investigation.
3. Present-day rock music differs from early rock music in several ways.
4. Present-day rock music has a greater sound compared to/compared with early rock.
5. The punk, rap, grunge, and techno styles of today are very different from/unlike the rock music performed
by Elvis Presley 50 years ago, but they have the same roots.
6. Unlike Cali, which is known for salsa, Buenos Aires is primarily famous for tango.

Contrast Signal Words Practice

A. Fill in the blanks with the correct contrast signal word. Remember to use correct punctuation as needed.

1. The World Cup in Brazil was very popular. _____________ there were many people who were quite critical of it.

2. Many Brazilians celebrated the games and were actively participating in the festivities. ________________ others had
staged large protests against what they saw as the excesses of the games.

3. ________________ the protesters were vocal, their demands were not met.

4. Each team has two jersey colors. _______________ the home color may be blue, the away color might be red.

5. The playing style of the Colombian team ______________ that of the Japanese team.

B. Complete the sentences. Remember to use correct punctuation as needed.

31
 1. The fans know that soccer players often pretend to be hurt. Still….

2. Unlike football hooligans, who are often violent after games, regular fans……

3. Whereas the Colombian team wears a yellow jersey…..

4. Despite years of practice,........

5. ……...even though the tickets are very expensive.

Write a short paragraph comparing and contrasting one of the following stereotypes. (Minimum 6 sentences).

Stereotypes about Nationality Stereotypes about gender Stereotypes about religion

Write your answer in the space provided:

Stereotyping a nationality: Why are Koreans not Chinese?

When you think about Koreans, what stereotypes come to mind?

Write your answer in the space provided:

1.

2.

3.

32
Watch the first video: Korean Stereotypes

Consider the following:

○ Are generalizations and stereotypes interchangeable words?

○ Does a generalization become a stereotype or is it the other way around?

Now, watch the second video: Stereotypes about Foreigners in Koreaand answer the questions below:

○ Based on the posters in the videos, what stereotypes can you infer these people disagree with about
themselves?

○ Why do people think these untrue things about others? How do these videos help fight stereotypes?

○ What do we learn about Intercultural Communication through these videos?

Generalizations become stereotypes when all members of a group are categorized as having
the same characteristics. Stereotypes can be linked to any type of cultural membership, such as
nationality, religion, gender, race, or age. Also, stereotypes may be positive or negative.

Stereotypes, however, tend to be more negative than generalizations. Also, they are typically
inflexible and resistant to new information. They can, and often do, lead to prejudice and
intentional or unintentional discrimination. Whereas cultural generalizations give us a starting

33
point from which to continue learning about others, cultural stereotypes do not allow for individual difference and
interfere with efforts to understand others.
Adapted from: https://www.afsusa.org/study-abroad/culture-trek/culture-points/what-are-generalizations-and-stereotypes/

Write a short paragraph comparing and contrasting stereotypes and generalizations. (Minimum 6 sentences).

Write your answer in the space provided:

Questions to conclude Module 1:

- How has your definition of culture changed?

- Do you find the use of hedging language useful?

- What connections can we make between hedging language and stereotypes and generalizations?

- What connections can we make between The Iceberg Cultural Model and the TED talk “The Danger of a single
story?

34
References
1. Introduction to Sociology-Culture. http://janux.ou.edu. https://www.youtube.com/watch?v=vW2nFd3i2bo Nov. 3,
2014.
2. Trivia questions 4U. https://triviaquestions4u.com/world-trivia-questions/ 2019.
3. Zimmermann, K. A - Live Science Contributor. World Cultures. https://www.livescience.com/21478-what-is-
culture-definition-of-culture.html Jul. 13, 2017
4. Hedging language- Academic writing. Academic English UK. https://www.youtube.com/watch?
v=9cGxewHh3bw Aug. 30, 2017.

5. EAP foundation. Smith, S. Hedging: Using cautious language.

http://www.eapfoundation.com/writing/skills/hedging 2013.

6. Engaging SMEs for quality transnational WBL experiences. Co-founded by Erasmus+ Programme of the
European Union. http://www.tram-wbl.eu/bin/62-_Cultural_iceberg_activity.pdf Mar. 16, 2016.
7. The Cultural iceberg. Intercultural English. https://www.youtube.com/watch?v=a9Z83I_g4Hw Mar. 14, 2018
8. What’s up? Stereotypes vs generalizations. Feel like you belong. https://www.youtube.com/watch?
v=BIz6RksUf84 Aug. 24, 2015.
9. Majede Najar: Why I wear a hijab. TED talent search. https://www.youtube.com/watch?v=_SYvYBxt_Dg Jun.
25, 2012.
10. Korean stereotypes. Expatkerri. https://www.youtube.com/watch?v=90Y4jx38DF4 Nov. 3, 2011.
11. Stereotypes about foreigners in Korea. Expatkerri. https://www.youtube.com/watch?
v=B_adFiVWYvQ&list=UU3r_jLc_l6x11rYWcutmhUQ&index=9 Jun. 29, 2012
12. AFS. Intercultural Programs USA. Culture points. Educators articles.
https://www.afsusa.org/study-abroad/culture-trek/culture-points/what-are-generalizations-and-stereotypes/ 2021.
13. Ngozi, A. Ch. The danger of a single story. TED Global.
https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en#t-2340 July
2009.
14. Introduction to academic writing. Compare and contrast essays.
http://introacademicwrittellproject.blogspot.com/p/comparison-and-contrast-connectors.html Mar. 20, 2011.

35