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BRIEF CONTENTS
PREFACE xvii
REFERENCES 267
GLOSSARY 297
AUTHOR INDEX 311
SUBJECT INDEX 31 7
vii
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CONTENTS
PREFACE xvii
ABOUT THE AUTHORS xxii
ACKNOWLEDGMENTS xxiii
ix
X CON TENT S
Regulating Time 14 8
Intercultural Reality Check: Do-Abies 152
Contents xiii
REFERENCES 267
GLOSSARY 297
AUTHOR INDEX 311
SUBJECT INDEX 31 7
PREFACE
his text, Understanding Intercultural Communication, Second Edition, is written for you to
T increase your appreciation, knowledge, and skills about intercultural communication.
With increased globalization and demographic changes in the United States, it is inevitable
that you will be communicating with people who are culturally different. Developing con-
structive, quality intercultural relationships can make life enriching and exciting to ourselves
and to people around us.
This book is an introductory text designed for undergraduate students, teachers, and
practitioners who are searching for a user-friendly text on the fundamentals of intercultural
communication. With the lens of flexible intercultural communication, we thread through
an abundance of intercultural material with a very practical theme.
This book emphasizes a strong value-orientation perspective and its effect on intercul-
tural encounters. It also addresses the complex role of cultural-ethnic identity and global-
local identity and their relationship to intercultural contacts in our increasingly pluralistic
U.S. society.
This text is distinctive because of its well-balanced emphasis on both international
intercultural communication issues and U.S. domestic diversity issues. Our pedagog-
ical approach to this book emphasizes a student-empowering philosophy via a tight
integration of culture-sensitive knowledge, attitude checkpoints, and pragmatic commu-
nication skills necessary to develop intercultural communication flexibility in diverse
contexts.
SPECIAL FEATURES
The second edition of Understanding Intercultural Communication is a book with many special
hooks and original features. For example, it offers first-time students the following:
• A comprehensive introduction to all the important concepts of intercultural
communication.
xvii
xviii PR EF ACE
Five initial assumptions guided the development of the second edition of this text. First, we
patiently waited to work on the second edition to harvest the continually maturing insights
of the intercultural-interethnic research field and the booming contemporary trends related
Preface xix
to intercultural communication. We believe that the time is ripe now (theoretically and prac-
tically, for example, updating all Jeopardy Boxes on top five trends in the domestic, inter-
cultural, and international arenas), after a five-year interval, to update this book with fresh
research ideas, new perspectives, and the latest global trends and statistics (see, for example,
Chapter 11). Second, we wanted students to enjoy learning about the various concepts of
intercultural communication. Thus, we have intentionally integrated a carefully chosen set
of current, international news cases and real-life personal stories to highlight various inter-
cultural concepts. Third, we wanted to signal to students that there is no one right way to
practice competent intercultural communication in the twenty-first century-instead, there
are many adventures awaiting them and exciting opportunities to connect with globally and
culturally different others. Thus, the recurrent theme in this text is intercultural communica-
tion flexibility. Fourth, we would like our students to develop a strong global and cultural
consciousness via a self-empowered learning process-internalizing the inspiring individual
stories and accounts and developing their own personal narratives, explaining them with
the aid of the text's concepts. Fifth, we wanted to have fun writing this book together-as a
way of celebrating our friendship on a continuous and light-hearted basis. As we approach
the ending journey of writing this text, we believe that we have realized our goals with joy
and exhilaration!
What are the changes or "news" in this Understanding Intercultural Communication,
Second Edition? Based on the thoughtful feedback of students, instructors, reviewers,
researchers, and practitioners using this text, and in conjunction with our own teaching
and training experiences using this text in the United States, Mexico, Canada, France, Ger-
many, Portugal, Switzerland, South Africa, China, Hong Kong, Japan, and South Korea,
we now identify the top twenty changes or selected highlights. In this innovative second
edition, we've:
o Throughout the entire text, called attention to the important role of technology in im-
pacting the intercultural communication message exchange process;
o Updated reasons for studying intercultural communication in Chapter 1;
o Introduced the vital concept of "culture" more quickly by moving its definition from
Chapter 2 to Chapter 1;
o Rearranged the "intercultural communication flexibility" theme from Chapter 1 to
Chapter 2 and discussed the theme with more depth;
o Included the "motivational" value function in Chapter 3 and updated some of the value
dimensions with the GLOBE project research results (see Chapter 3);
o Updated the complex discussion on "multiracial and biracial identity" in Chapter 4;
o Integrated more culture shock stories in Chapter 5 and eliminated some secondary con-
cepts concerning the culture shock "hostility" stage;
o Combined Chapters 6 and 7 into one coherent chapter: Chapter 6 on What Is the Con-
nection Between Verbal Communication and Culture?;
o Illustrated the nonverbal chapter (Chapter 7) with many fascinating global nonverbal
examples and new facial nonverbal photos;
XX PREFACE
o Throughout the entire book, updated all photos taken from various countries and re-
flected individuals from different walks of life, which we now call the Blog Pic special
feature;
o Updated many of the poignant personal stories and illuminating examples throughout
various chapters, which we now label as the Blog Post special feature;
o Introduced a popular training model, the Developmental Model of Intercultural Sensitiv-
ity (DMIS) in Chapter 8, on the "biases against outgroups" motif and provided a wealth
of current news examples on "E.S.P." (ethnocentrism, stereotypes, and prejudice);
o Explained a new intercultural workplace conflict model in Chapter 9 and also empha-
sized the importance of adaptive code-switching in managing conflict flexibly via lively
dialog examples in the Live-Chat, or L-Chat,a special boxed feature;
o Inserted sections on online and mobile dating and "relational transgressions and termi-
nations" in Chapter 10 on "intercultural-intimate relationship" challenges and empha-
sized the bicultural/biracial identity struggles of multiracial kids;
o Updated the entire Chapter 11 on the theme of "global-local dialectical identity" and its
impact on intercultural communication and the accompanying communication change
patterns in various nations or cultures;
o Revitalized the final chapter, Chapter 12, on the motif of "becoming flexible and ethical
intercultural communicators" via the introduction of new concepts, and streamlined a
set of ethical guidelines and questions to guide students to formulate their own princi-
pled ethical stance;
o Throughout the text, updated the popular Jeopardy Boxes (plus also changed from the
top ten trends to the top five trends so that students can digest the information more en-
joyably) and included intercultural and global statistics up to May 2011;
o Retained the favorite self-assessment know thyself feature and renamed it as my. blog spe-
cial feature in this edition;
o Created a new special feature called Hit-or-Miss to invite interactive learning through fun
global knowledge quizzes and mix-and-match questions; and
o Added more than 250 new references and deleted some outdated ones.
This book is organized in three sections. The first section (Chapters 1-4) lays the foun-
dational framework and concepts of intercultural communication. The reasons for study-
ing intercultural communication and practicing flexible intercultural skills are articulated.
Major research areas, such as cultural value patterns (e.g., individualism-collectivism) and
cultural-ethnic identity, are explored-especially through the reflections of many cultural
voices and personal stories.
The second section (Chapters 5-7) emphasizes the process of crossing cultural bound-
aries and the dynamic process of intercultural verbal and nonverbal exchange encounters.
Topics such as developmental culture shock, language functions, and diverse cultural verbal
Preface xxi
styles, as well as fun topics such as nonverbal space violations and cross-cultural hand ges-
tures are discussed and accompanied by lively intercultural examples.
The third section (Chapters 8-12) focuses on intercultural-interpersonal relationship
development contexts. Important factors such as E.S.P. (i.e., ethnocentrism, stereotypes, and
prejudice) are discussed in depth. Practical knowledge and skills to manage intercultural
conflict flexibly are proposed. Many animated conflict Live-Chat dialogs and interpersonal
examples are used to illustrate the development of intimate intercultural relationships. The
contemporary topic of the development of a morphing global-local identity is addressed
through a new concept we coined the "e.netizen" individual. We discuss the impact of tech-
nology and pop culture and its effect on our shifting value patterns. Finally, a cornerstone
theme, becoming an ethical and flexible intercultural communicator, rounds out the book.
Throughout this book, personal stories, poems, news cases, blog pies, fun quizzes, glob-
al trend statistics, ethical dilemmas, and practical skill "do-ables" are offered to empower
students to engage in active learning and to master the foundational concepts of intercul-
tural communication. At the same time, we strive to give first-time students an accurate and
enjoyable basic text to learn about intercultural communication. We want students to come
away with a special appreciation for the mindful efforts and the artful skills it takes to com-
municate across cultures adaptively and flexibly. We want them to also resonate with the
identity struggles in various forms as expressed by the diverse voices of multiple individuals
in many of the special feature stories.
As we and you begin traversing the landscape of this book, we hope we have succeeded in
motivating students and teachers to discover and to explore together: the unfamiliar worlds
and some unfamiliar words, the slippery slopes and the diverse terrains, and the vulnerable
faces and the amazing voices that struggle to be affirmed and listened to-from within and
beyond the classroom instructional setting.
ABOUT THE AUTHORS
Dr. Stella Ting-Toomey is a professor of human communication
at California State University at Fullerton (CSUF) . She received
her Ph.D. at the University of Washington in 1981. She teaches
courses in intercultural communication, intercultural conflict the-
ory and practice, and intercultural communication training appli-
cations. Stella is the 2008 recipient of the 23-campus wide CSU
Wang Family Excellence Award, and the 2007-08 recipient of the
CSU-Fullerton Outstanding Professor Award. Stella has published
numerous books and over 100 articles/chapters on the topics of
intercultural conflict competence and cultural and ethnic identity
negotiation process. Her publications have appeared in the Inter-
national Journal of Intercultural Relations, Communication Monographs, Human Communication Research, The International
Journal of Conflict Management, and Communication Research, among others. Two recent book titles are The Sage Hand-
book of Conflict Communication (with John G. Oetzel) and Managing Intercultural Conflict Effectively (Sage; with John
G. Oetzel). Stella has held major leadership roles in international communication associations and has served on
numerous editorial boards. She has lectured widely throughout the United States, Asia, and Europe on the theme of
mindful intercultural communication practice. She has also designed and conducted over 150 intercultural training
programs for corporations, universities, and social service organizations. Understanding Intercultural Communication,
Second Edition, (coauthored with Leeva C. Chung) is her sixteenth book. Stella is an ardent Lakers basketball fan and
she plays the piano for fun. She also enjoys walking through the quiet morning campus with her iPod Shuffle blast-
ing beautiful classical music in her ears. Those are her blissful moments.
fit takes a village to write a book and an entire symphony to make beautiful music, then
I crafting Understanding Intercultural Communication, Second Edition, has been an orchestrat-
ed celebration. We are grateful to the many individuals who encouraged and motivated us
to bring this work to fruition. First and foremost, we want to thank our many students who
have contributed their voices and shared their intercultural experiences with us. Without
their unique voices, this book would have been quite abstract. We also want to thank our
colleagues and our respective departments at the California State University at Fullerton
(CSUF) and the University of San Diego (USD) for providing a supportive environment in
which to conduct our writing.
Second, we want to thank John Challice, Vice President and Publisher at Oxford Univer-
sity Press, for his enormous patience and good humor in waiting for the birth of this second
edition. Thank you to Mark Haynes, Caitlin Kaufman, Kate McClaskey, Theresa Stockton,
and the entire production staff at Oxford for their professional help and their determination
to make this book the "shining star" in the intercultural market. We also want to thank our
anonymous reviewers for their astute comments and thoughtful suggestions in preparation
for the second edition of this text.
We are also indebted to the reviewers who reviewed the previous first edition book:
Myrna Cornett-DeVito, Emporia State University; Robbin D. Crabtree, Fairfield University;
Fernando Delgado, University of Wisconsin-River Falls; Tina M. Harris, University of Geor-
gia; Armeda C. Reitzel, Humboldt State University; Diana Rios, University of Connecticut;
Arvind Singhal, Ohio University; and Candice Thomas-Maddox, Ohio University, Lancaster.
We are also thankful for the informal feedback and random conversations from intercultur-
al scholars, instructors, practitioners, and students who contributed many useful insights
that guided this revision.
On an individual level, our deepest gratitude and appreciation goes to ALEX FLECKY:
your unflappable demeanor when all things go chaotic, your razor-sharp eye in reviewing
and proofreading each chapter, and your exceptional organizational skills in keeping track
of all the special features in the text are astonishing to behold. We appreciate your poised
xxiii
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