日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
異文化コミュニケーション学部/College of Intercultural CommunicationCollege of Intercultural Communication |
| 科目コード等/ Course CodeCourse Code |
DM650/DM650DM650 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
Face-to-face course |
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期他/Spring OthersSpring Others |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
ICC3541 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
×（履修中止不可/ Not eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
集中講義（全14回）：8/4（月）～8/7（木）2～4限（10:45～17:00）、8/8（金）1・2限（8:50～12:25） 教室：D601 Class Schedule(14 Classes): 8/4（Mon)～8/7（Thu）2nd~ 4th period（10:45～17:00）, 8/8（Fri）1st・2nd period（8:50～12:25） Classroom: D601 |
Students will explore how cultural differences shape communication styles, behaviours, and expectations. By applying key intercultural communication (IC) theories and developing sociopragmatic awareness, students will learn to identify and overcome cultural barriers, fostering empathy and respect in diverse interactions. The course will equip students with practical strategies for navigating cross-cultural challenges in personal and professional contexts while encouraging reflection on their cultural identities and communication practices. Through case studies and experiential learning, students will gain the skills to build bridges and promote inclusive communication across cultures.
The course will cover a range of topics essential for developing intercultural communication (IC) competence. Key areas of focus include the exploration of cultural frameworks and communication styles, the role of sociopragmatics in shaping language use across different cultural contexts, and the analysis of verbal and non-verbal communication behaviours. Students will examine the impact of cultural identity, power dynamics, and societal norms on communication, with an emphasis on overcoming stereotypes and biases. Practical activities will focus on developing strategies for managing miscommunication, conflict resolution in intercultural settings, and effective communication in global professional environments. The course will also incorporate case studies, real-world examples, and interactive activities to apply theories and foster the development of inclusive, cross-cultural communication skills.
| 1 | Topic: Importance of studying IC and defining the role of culture: This class introduces the field of IC and emphasizes its growing importance in a globalized world. Students will explore the foundational concepts of IC, including the ways in which cultural differences impact communication and interaction. The session will also define the role of culture in shaping individual perspectives, behaviors, and values, providing a framework for understanding how culture influences interpersonal and group dynamics. |
| 2 | Intercultural Communication Task 1 (Introduction to IC): In this session, students will engage in a discussion activity to deepen their understanding of the basics of IC. They will identify key concepts such as cultural dimensions, communication styles, and cultural identity through discussion tasks. This foundational activity will encourage students to reflect on their own cultural backgrounds and consider how cultural differences influence communication in various contexts. |
| 3 | Topic: Verbal communication and culture: This class examines the intricate relationship between verbal communication and culture, exploring how language reflects and shapes cultural norms, values, and worldviews. Students will learn about linguistic relativity, cultural variations in language use, and the role of context in interpreting verbal messages. Through case studies and examples, the session will highlight how misunderstandings can arise from cultural differences in verbal communication and provide strategies for fostering clearer and more effective intercultural interactions. |
| 4 | Intercultural Communication Task 2 Analysing intercultural critical incidents in the workplace: In this session, students will explore real-world intercultural critical incidents in workplace settings. They will analyze scenarios involving cultural misunderstandings, conflicts, or miscommunications through group discussions and case studies. Students will identify the underlying cultural factors and develop strategies to effectively address and resolve such incidents. This task will enhance their ability to apply theoretical concepts of IC to practical workplace challenges. |
| 5 | Topic: Non-verbal communication and culture: This class focuses on the critical role of non-verbal communication in intercultural interactions, exploring how gestures, facial expressions, body language, eye contact, and personal space convey meaning across cultures. Students will learn how non-verbal cues can vary significantly between cultural contexts and the potential for misinterpretation they bring. Through examples and activities, the session will highlight the importance of understanding cultural differences in non-verbal communication to enhance clarity and reduce misunderstandings in intercultural encounters. |
| 6 | Concept Review Quiz 1: This session allows students to consolidate and assess their understanding of the course's key concepts covered so far. The quiz will include multiple-choice, short-answer, and scenario-based prompts to test students' grasp of topics like the importance of studying intercultural communication, the role of culture in communication, and foundational elements of verbal and non-verbal communication. The review quiz aims to reinforce learning and identify areas for further clarification and discussion. |
| 7 | Topic: Ethnocentrism, stereotyping and categorization: This session explores the cognitive and cultural processes of ethnocentrism, stereotyping, and categorization, which play a significant role in shaping intercultural perceptions and interactions. Students will learn how ethnocentrism can lead to viewing one's own culture as the standard for judgment, while stereotypes and categorization can oversimplify and misrepresent cultural differences. Through examples and discussions, the class will examine the impact of these processes on IC, as well as strategies for recognizing and mitigating their influence to promote more inclusive and effective communication. |
| 8 | Intercultural Communication Task 3 (Intercultural Encounters): In this session, students will engage in activities that simulate or analyze intercultural encounters, focusing on the dynamics of communication between individuals from diverse cultural backgrounds. Through role-plays and reflective exercises, they will identify challenges such as misunderstandings, cultural assumptions, and differing communication styles. Students will apply theoretical concepts to evaluate these encounters and propose strategies for navigating them effectively. This task aims to enhance students’ practical skills in managing real-life IC interactions with empathy, adaptability, and cultural awareness. |
| 9 | Topic: Intercultural transitions: This session examines the processes and challenges individuals face during intercultural transitions, such as studying, working, or living abroad. Students will explore key concepts like culture shock, adaptation, re-entry shock, and the emotional and cognitive adjustments involved in navigating new cultural environments. Through discussions and case studies, the class will analyze strategies for managing transitions effectively and fostering resilience. The session aims to deepen understanding of intercultural transitions' personal and interpersonal dynamics, preparing students for global mobility and diverse cultural contexts. |
| 10 | Intercultural Communication Task 4 (Experimenting with AI and IC): In this session, students will explore the intersection of artificial intelligence (AI) and IC by experimenting with AI tools and applications. They will examine how AI-powered technologies like chatbots facilitate or challenge communication across cultures. Through hands-on activities, students will evaluate the effectiveness and limitations of these tools in navigating cultural nuances and promoting intercultural understanding. This task encourages critical thinking about the role of technology in IC and its potential to enhance or hinder meaningful cross-cultural interactions. |
| 11 | Topic: Language, culture and identity: This session explores the deep interconnections between language, culture, and identity, highlighting how language serves as both a reflection of cultural values and a marker of individual and group identity. Students will examine how language shapes perceptions of self and others, influences social belonging, and reinforces cultural norms. Discussions will include topics such as multilingualism, code-switching, and the role of language in expressing cultural heritage and identity in diverse settings. The class will provide insights into the dynamic relationship between linguistic practices and cultural identity in intercultural contexts. |
| 12 | Group Podcast Project: In this collaborative project, students will work in groups to create a podcast episode focusing on a key topic in intercultural communication. Each group will select a specific theme, such as cultural identity, non-verbal communication, or managing intercultural conflicts, and explore it through research, interviews, and discussions. The podcast should incorporate theoretical insights and real-world examples, offering listeners a practical understanding of the topic. This project aims to develop students' collaborative, research, and communication skills while encouraging creative engagement with intercultural communication concepts. |
| 13 | Topic: Global citizenship and IC competence: This session focuses on the concept of global citizenship and its connection to intercultural communication competence. Students will explore what it means to be a global citizen, emphasizing the responsibilities and skills needed to navigate and contribute positively in an interconnected world. The class will examine key aspects of intercultural communication competence, such as cultural self-awareness, empathy, adaptability, and effective interaction across cultural boundaries. Through discussions and examples, students will consider how developing these competencies fosters mutual understanding and collaboration in diverse global contexts. |
| 14 | Concept Review Quiz 2: This session allows students to review and assess their understanding of the key concepts covered in the second half of the course. The quiz will include a mix of question formats, such as multiple-choice, short answer, and applied scenarios, focusing on topics like intercultural transitions, language and identity, global citizenship, and intercultural communication competence. The quiz aims to reinforce learning, encourage critical reflection, and identify areas for further discussion and clarification as the course progresses. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
Students are expected to thoroughly review course materials (readings/PowerPoint slides) before each class and engage in fieldwork assignments outside of scheduled class hours.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Intercultural Communication Tasks (4 tasks @ 10%)(40%) Concept Review Quiz 1 (Mid-Term)(15%) Concept Review Quiz 2 (Final)(15%) Group Podcast Project (Podcast and Report)(30%) |
| 備考 (Notes) | ||
なし/None
Students will explore how cultural differences shape communication styles, behaviours, and expectations. By applying key intercultural communication (IC) theories and developing sociopragmatic awareness, students will learn to identify and overcome cultural barriers, fostering empathy and respect in diverse interactions. The course will equip students with practical strategies for navigating cross-cultural challenges in personal and professional contexts while encouraging reflection on their cultural identities and communication practices. Through case studies and experiential learning, students will gain the skills to build bridges and promote inclusive communication across cultures.
The course will cover a range of topics essential for developing intercultural communication (IC) competence. Key areas of focus include the exploration of cultural frameworks and communication styles, the role of sociopragmatics in shaping language use across different cultural contexts, and the analysis of verbal and non-verbal communication behaviours. Students will examine the impact of cultural identity, power dynamics, and societal norms on communication, with an emphasis on overcoming stereotypes and biases. Practical activities will focus on developing strategies for managing miscommunication, conflict resolution in intercultural settings, and effective communication in global professional environments. The course will also incorporate case studies, real-world examples, and interactive activities to apply theories and foster the development of inclusive, cross-cultural communication skills.
| 1 | Topic: Importance of studying IC and defining the role of culture: This class introduces the field of IC and emphasizes its growing importance in a globalized world. Students will explore the foundational concepts of IC, including the ways in which cultural differences impact communication and interaction. The session will also define the role of culture in shaping individual perspectives, behaviors, and values, providing a framework for understanding how culture influences interpersonal and group dynamics. |
| 2 | Intercultural Communication Task 1 (Introduction to IC): In this session, students will engage in a discussion activity to deepen their understanding of the basics of IC. They will identify key concepts such as cultural dimensions, communication styles, and cultural identity through discussion tasks. This foundational activity will encourage students to reflect on their own cultural backgrounds and consider how cultural differences influence communication in various contexts. |
| 3 | Topic: Verbal communication and culture: This class examines the intricate relationship between verbal communication and culture, exploring how language reflects and shapes cultural norms, values, and worldviews. Students will learn about linguistic relativity, cultural variations in language use, and the role of context in interpreting verbal messages. Through case studies and examples, the session will highlight how misunderstandings can arise from cultural differences in verbal communication and provide strategies for fostering clearer and more effective intercultural interactions. |
| 4 | Intercultural Communication Task 2 Analysing intercultural critical incidents in the workplace: In this session, students will explore real-world intercultural critical incidents in workplace settings. They will analyze scenarios involving cultural misunderstandings, conflicts, or miscommunications through group discussions and case studies. Students will identify the underlying cultural factors and develop strategies to effectively address and resolve such incidents. This task will enhance their ability to apply theoretical concepts of IC to practical workplace challenges. |
| 5 | Topic: Non-verbal communication and culture: This class focuses on the critical role of non-verbal communication in intercultural interactions, exploring how gestures, facial expressions, body language, eye contact, and personal space convey meaning across cultures. Students will learn how non-verbal cues can vary significantly between cultural contexts and the potential for misinterpretation they bring. Through examples and activities, the session will highlight the importance of understanding cultural differences in non-verbal communication to enhance clarity and reduce misunderstandings in intercultural encounters. |
| 6 | Concept Review Quiz 1: This session allows students to consolidate and assess their understanding of the course's key concepts covered so far. The quiz will include multiple-choice, short-answer, and scenario-based prompts to test students' grasp of topics like the importance of studying intercultural communication, the role of culture in communication, and foundational elements of verbal and non-verbal communication. The review quiz aims to reinforce learning and identify areas for further clarification and discussion. |
| 7 | Topic: Ethnocentrism, stereotyping and categorization: This session explores the cognitive and cultural processes of ethnocentrism, stereotyping, and categorization, which play a significant role in shaping intercultural perceptions and interactions. Students will learn how ethnocentrism can lead to viewing one's own culture as the standard for judgment, while stereotypes and categorization can oversimplify and misrepresent cultural differences. Through examples and discussions, the class will examine the impact of these processes on IC, as well as strategies for recognizing and mitigating their influence to promote more inclusive and effective communication. |
| 8 | Intercultural Communication Task 3 (Intercultural Encounters): In this session, students will engage in activities that simulate or analyze intercultural encounters, focusing on the dynamics of communication between individuals from diverse cultural backgrounds. Through role-plays and reflective exercises, they will identify challenges such as misunderstandings, cultural assumptions, and differing communication styles. Students will apply theoretical concepts to evaluate these encounters and propose strategies for navigating them effectively. This task aims to enhance students’ practical skills in managing real-life IC interactions with empathy, adaptability, and cultural awareness. |
| 9 | Topic: Intercultural transitions: This session examines the processes and challenges individuals face during intercultural transitions, such as studying, working, or living abroad. Students will explore key concepts like culture shock, adaptation, re-entry shock, and the emotional and cognitive adjustments involved in navigating new cultural environments. Through discussions and case studies, the class will analyze strategies for managing transitions effectively and fostering resilience. The session aims to deepen understanding of intercultural transitions' personal and interpersonal dynamics, preparing students for global mobility and diverse cultural contexts. |
| 10 | Intercultural Communication Task 4 (Experimenting with AI and IC): In this session, students will explore the intersection of artificial intelligence (AI) and IC by experimenting with AI tools and applications. They will examine how AI-powered technologies like chatbots facilitate or challenge communication across cultures. Through hands-on activities, students will evaluate the effectiveness and limitations of these tools in navigating cultural nuances and promoting intercultural understanding. This task encourages critical thinking about the role of technology in IC and its potential to enhance or hinder meaningful cross-cultural interactions. |
| 11 | Topic: Language, culture and identity: This session explores the deep interconnections between language, culture, and identity, highlighting how language serves as both a reflection of cultural values and a marker of individual and group identity. Students will examine how language shapes perceptions of self and others, influences social belonging, and reinforces cultural norms. Discussions will include topics such as multilingualism, code-switching, and the role of language in expressing cultural heritage and identity in diverse settings. The class will provide insights into the dynamic relationship between linguistic practices and cultural identity in intercultural contexts. |
| 12 | Group Podcast Project: In this collaborative project, students will work in groups to create a podcast episode focusing on a key topic in intercultural communication. Each group will select a specific theme, such as cultural identity, non-verbal communication, or managing intercultural conflicts, and explore it through research, interviews, and discussions. The podcast should incorporate theoretical insights and real-world examples, offering listeners a practical understanding of the topic. This project aims to develop students' collaborative, research, and communication skills while encouraging creative engagement with intercultural communication concepts. |
| 13 | Topic: Global citizenship and IC competence: This session focuses on the concept of global citizenship and its connection to intercultural communication competence. Students will explore what it means to be a global citizen, emphasizing the responsibilities and skills needed to navigate and contribute positively in an interconnected world. The class will examine key aspects of intercultural communication competence, such as cultural self-awareness, empathy, adaptability, and effective interaction across cultural boundaries. Through discussions and examples, students will consider how developing these competencies fosters mutual understanding and collaboration in diverse global contexts. |
| 14 | Concept Review Quiz 2: This session allows students to review and assess their understanding of the key concepts covered in the second half of the course. The quiz will include a mix of question formats, such as multiple-choice, short answer, and applied scenarios, focusing on topics like intercultural transitions, language and identity, global citizenship, and intercultural communication competence. The quiz aims to reinforce learning, encourage critical reflection, and identify areas for further discussion and clarification as the course progresses. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
Students are expected to thoroughly review course materials (readings/PowerPoint slides) before each class and engage in fieldwork assignments outside of scheduled class hours.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Intercultural Communication Tasks (4 tasks @ 10%)(40%) Concept Review Quiz 1 (Mid-Term)(15%) Concept Review Quiz 2 (Final)(15%) Group Podcast Project (Podcast and Report)(30%) |
| 備考 (Notes) | ||
なし/None