Problematising Intercultural Communication Competence in the Pluricultural Classroom: Chinese Students in a New Zealand University

By P. Holmes. 2006

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This study juxtaposes current approaches to intercultural communication compe-tence (ICC) with Chinese students' learning and communication experiences in a New Zealand pluricultural classroom. Fifteen first-year Chinese university students were interviewed and participated in focus groups. The findings indicated that the Chinese students' rules for communication – face negotiation, and maintaining roles, harmony and relationships – were not compatible with the New Zealand rules for competent classroom communication. Therefore, there is a need for a critical turn that is culture- and context-specific, and exposes power relations when theorising and investigating ICC.

Subfields: Communication, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/378a0957cbc3a5c6f3a393cb7ce9376a0e32bfac