In different societies people speak differently, not only because they speak different languages but because their ways of using language are different. These differences can be profound and systematic. Today’s transnational flows of people, ideas, languages, and practices mean that we encounter these differences in contexts ranging from home, school, hospital, workplaces, to international business, tourism, diplomacy and humanitarian work. This drives the need to understand both ‘cross-cultural communication’ (communication across different groups and societies) and ‘intercultural communication’ (communication within groups and societies).  How people choose to interact with others stems from the languages they speak, and also from their histories, the values of the groups they identify with, their relations with their interactants, the goals of the interaction, the setting in which it takes place and the medium (digital, face-to-face, written).  We explore these from a linguistic perspective, critically examining the empirical basis for claims made about communication in a range of societies including, for example, Australia, the US, Indigenous Australia, China, France, Germany, Japan, Israel, Korea, and Hispanic speech communities. A general framework for understanding verbal as well as non-verbal communication across and between groups is outlined, drawing on insights from linguistics, psychology, anthropology, tourism, media and communication studies.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. identify and analyse speech practices that are characteristic of a speech community or community of practice;
2. describe and analyse speech practices and associated ways of behaving from a non-ethnocentric perspective;
3. identify and evaluate ways of studying cross-cultural and intercultural communication;
4. reflect on their experience and contribute, in their own way, to a better intercultural understanding in Australia and in the world; and
5. think about, write and present an argument using evidence from intercultural and crosscultural research.

Staff Feedback

Students will be given feedback in the following forms in this course:

• specific written comments on your assignments,
• peer & staff feedback on presentations
• in-class, discussion board and tutorial discussion
• in person/online at office hours or by appointment

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Work will consist of reading, in-class activities, discussing course content on the discussion board and in tutorials, and carrying out research and analysis.

Reading:

Reading includes the lecture notes and the weekly readings, which will be indicated as either 'key' or 'optional'. You will be expected to seek out readings beyond the 'key' readings as pat of your research for your written assessments. Read steadily throughout the course. Readings relevant to tutorials and lectures will be most beneficial if done in advance.

Referencing requirements:

Use a consistent author-date in-text referencing style – either APA 7th or Harvard is recommended. Using a reference management tool like Zotero or Endnote is a good idea. Otherwise you can follow the examples at the end of the Generic Style Rules for Linguistics, which will be linked to on Wattle.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction and definitions; Language and communication	Forum post: Introduce yourself and your language background
2	Culture and communication; Theoretical and methodological approaches	Forum post: Describe a ‘rich point’ experience you have had
3	Politeness and solidarity; Speech acts; Greetings and address terms	Forum post: Describe a typical greeting based on your experience
4	More on speech acts; Interaction and conversation	Assessment 1: Quiz
5	Non-verbal communication; Emotion, humour, swearing, metaphor and slang	Forum post: Share an experience where you encountered different norms around humour, emotion, or expressive language
6	Narrative structures and analysis; Storytelling across cultures	Assessment 2: Data analysis task
7	Language and identity; Individual and group identities	Forum post: ‘Humans are weird’ - describe an interaction from an outsider’s perspective
8	Essentialism and othering; Stereotyping; Comparing cultures	Forum post: Find a recent media article and discuss from the perspective of cross-cultural communication
9	‘Culture shock’ and adaptation; Intercultural personal relationships	Assessment 3: Presentations Forum post: Peer feedback on presentations
10	Communication in digital media; Communication in healthcare and humanitarian contexts	Forum post: Comment on some examples of public health messaging you have seen over the last 2 years from a cross-cultural communication perspective
11	Communication in the workplace; Communication in educational contexts	Forum post: Discuss a potential or experienced miscommunication in a workplace
12	Communication and the justice system; Course summary	Forum post: Reflections on course Assessment 4: Research report (Examination period)

Tutorial Registration

Tutorial sign-up link on Wattle

Assessment Summary

Assessment task	Value	Learning Outcomes
Quiz	10 %	1, 2
Data analysis task	20 %	1, 2, 3, 4, 5
Presentation	15 %	1, 2, 3, 4
Research report	45 %	1, 2, 3, 4, 5
Discussion board participation	10 %	1, 2, 4, 5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Quiz

Details of task and assessment: Provided on Wattle website.

For the quiz, you will be required to answer multiple-choice and short response questions which will allow you to check your understanding of core concepts covered in Weeks 1-4.

Value: 10%

Due: Week 4

Assessment Task 2

Data analysis task

Details of task and assessment rubric: Provided on Wattle website.

For the data analysis task, you will be required to undertake an observational study of address term usage, and analyse the language data by drawing on concepts and approaches covered in Weeks 1-5.

1500 words

Value: 20%

Due: Week 6

Assessment Task 3

Presentation

Details of task and assessment rubric: Provided on Wattle website.

For the presentation, you will be required to discuss how a specific kind of interactional goal is achieved in a particular language community, and present your plan for your final research report.

Value: 15%

Due: Week 9

Assessment Task 4

Research report

Details of task and assessment rubric: Provided on Wattle website.

For the research report, you will be required to undertake a study to compare how a specific kind of interactional goal is achieved in two different language communities, and to situate your findings in relevant literature and discuss potential implications of any differences observed.

2500 words

Value: 45%

Due: Examination period

Assessment Task 5

Discussion board participation

Further details of task provided on Wattle website.

For the discussion board, you will be required to contribute weekly responses to topics posted on Wattle, to share your own experiences and observations and reflect on ideas discussed in the course materials.

Value: 10%

Due: Weeks 1-12 (weekly posts)

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) all submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension for the Data Analysis Task or the Research Report, you must request it in writing on or before the due date with appropriate documentation. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

If you have documented and appropriate medical evidence that demonstrates you were not able to attend the examination, that is provided within two days of the examination, you may be able to request a supplementary examination.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Student work is returned on Wattle. 

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

No resubmission.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students