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This paper posits that students who are in intercultural communication classes on a university level benefit from models of experiential learning. Assuming the pedagogical theory that communication study that is passive, noninteractive learning is less successful and less satisfying than proactive, interactive learning, the paper discusses the intercultural communication class for teachers-to-be and business and professional students. The authors of the paper, working as instructors, consultants, and researchers in educational, business, and professional settings, agree with Edward Hall and others that culture and communication are one concept--inseparable from one another. The production, maintenance, and interpretation of culture is communication and communication is culture. Cultural conflict is inevitable. However, emergent discourse--participants' active and topical language culture--arises from conflict. The analyses of emergent discourse through self-perspectives, the perspectives of others, and the organizational contexts in which conflict occurs can lead to positive results on specific issues. The analysis can lead to an increased capability in students to be their own intercultural consultants as they interact with diverse others. Contains 179 references. (Author)

Descriptors: Cultural Differences, Cultural Interrelationships, Culture Conflict, Discourse Analysis, Experiential Learning, Higher Education, Intercultural Communication, Models, Organizational Communication

Autor: Shaver, Lynda Dixon; Shaver, Paul M.


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