The lmportance
of Culture in the university Classroom
大学の授業における文化の重要性
Gerardine
MCCrohan
（大学教育開発センター）
Abstract
lntercultural communication has always been an important issue but as the globalization of business and leisure propels intemational contact at an amazing rate，“intercultural communication" is a phrase heard more and more onen｡
The culture we have acquired as we grow up of course innuences how we communicate. 0u｢ culture endows us with a set of expectations asto how people should act and react when we communicate with them. When communicaling within our own cullure group these expectations are met. When we are placed in a foreign or multicultural environment， however，we may find that our expectations areinaccurate. A course in cross'cultural communication or intercultural communication helps us manageourbehavior so that it harmonizes better wjth the local culture. We】eam moreabout fbreign cultures，how to beconle nlore understanding,openandtolerantofwhatisdiflbrentandiftheculturenormsofspecificcountriesare exatnined， a set of“dos and don'ts"｡
At present these courses are oflbred only to students fiom the Faculty of Education yet students fiom all faculties often ask their teachers for cultural infbrmation during their regular English classes，The results of a survey of students jn the Faculties of Education and Technology show that students believe that this infbrmation is important, necessary fbr theirfuture careers and are interested in taking such courses.
The lmportance
of Culture in the university Classroom.
1.1ntroduction:
Why
is“culture” necessary in the classroom？
One of lhe aims of a university education is to preparestudents fbr the world outside the classroom. We encourage them to study English， take the TOEIC test and enroll in advanced language classes at university believing that English is a vital skillin the workplace today yet the teaching of intercultural and cross-cultural communication is largely ignored. ln this era of globalization， an increasing number of companies and organizations are sending their employees overseas， includingnunlerous slnaller companies that previously did not see the need. ln a survey of U.S-based multinational corporations， 52 percent indicated they had increased the number of employees sent overseesjncluding to Japan， and more than 60 percent said they expected this number to continue to increase for the fbreseeable fllture(Windham lntemational Survey， 1999,8).ln the past overseas assignments were fbr the more adventurous but now have become the norm for almost anyone on the path to senior management. Even if employees remain based in Japan， it has become more likely that the
company they work for will have contact with overseas parlners，subsidiaries，foreign buyers and distributors｡ The Windham lntemational survey identified three main reasons f1）r“assignment failure”:spousal dissatisnlction，flElmilyconcerns and the inability to adapt. These suggest that changing cultures is a challenge for most people. The costs of cross-cultural failure have been well documented. There are personal costs and
family costs; nnancial， profbssional and emolional costs; and costs to career prospects， self･esteem marriage and family.There are also costs to the company: recruitment and selection costs，moving costs，training costs，low moral and reduced productivity. There may even be damage to the reputation of the organization in the f1）reign countly｡
When employee cross-culture failure occurs the employee will either go home early or stay with greatly reduced emlctiveness which may harm their companies and personaHives. Therefbre it is important for students to develop their cultural awareness and underslanding in preparalion for their role as nlture employees， travelers and tourists and citizens ofthis new global vinage.
2. Defining Culture
Culture lies at the meeting point of many nelds of study and academic disciplines，each of which views culture in a slighlly diferent manner.Stem(1983)cites anlhropology， sociology and socioHnguistics as key disciplines.Also important are communication theory， intercultural communication， the sludy of a specinc language，culture sludjes，history and semiotics. ln additions there are hybrid fields such as anthropological linguistics，cultural linguistics (Palmar，1996)，and the ethnography of communication (Saville-Troike，1982). These fields all ofer a distinct perspectiveonculture.As a result it can be dimcult to give a definite definition of culture but the definition used here is:“Culture is a n･ame of reference consisting of lcamed pattems of behavior,values，assumptions，and meanings， whichareshared to varying degrees of interest，importance，and avvarenesswith members of a group; culture is the story of reality that individuals and groups value and accept as a guide fbr organization oftheir lives" (Seelye，1996)｡
Culture as dehed here is culture with a small c，not culture with a big C(Halverson，1985). Big C culture refbrs lo the traditional view of culture as theater，music，dance and art.Small c culture is sut!jective and has no existence expect in human behavior.lt describes how we create meaning in our lives and how we behave according to the meanings we create. These pattems of behavior are leamed and passed fiom parents to children and so on down through the generalions. They are widely shared by members ofthe same group and are not overtly discussed. However,they cause an emotional reaction when violated and are most obvious when contrasted with the behaviors of another group｡
ln studying culture we are studying the common ru】es，assumptions and values that are the foundations of the extemal behavior we can observe. These common rules assumptions and values create a reference through which we examine and make sense ofthe world around us.
3.
Ｉ
nterculturaI
Communication
lntercultural communication involvescornnlunication between people who are more difnlrent than alike and moreonen than not results in cultural misunderstandings or “cultural incidents". Young Yun Kim (1992)describes this as: “ The crux of intercultural communication that distinguishes it n･om the rest of the
communication field is the relatively high of diflerencein the experiential backgrounds of the communicators due to cullural dif11rences.An underlying assumption here is that individuals who belong to the same culture generally share grealer commonality (or homogeneity)in their overaH backgrounds than those firom different cultures."
This attention to interaction between people n'om difTerent cultures is at the heart of intercultural communication. How people adapt and a(tjust when directly encountering others who practice unfllmiliar processes of perceiving, valuing， and behaving in the world is the core ofintercultural communication studies. Cross‘cultural comparisons may supply part of the infbrmatjon necessary to supporl people who are leaming to live and work in un伍miliar situations (Hoflitede，2004).This involves the leaming of a large amount of culturally specific information.ln educational and consultative work a lot of time is given lo leaming culturally specific knowledge then applying such knowledge when interaction with people fiom different backgrounds and experience， This f1〕cuson inleracting with those who are culturally difllrent is supported by research aboul predictors of eactive intercultural performance and how to become parl competent inanother culture(XViseman＆Koester，1993).
4. 1ntereulturaI Courses at Kagawa
university
Atpresent two intercultura】/cross-cultural classes are onFbred to students in the Faculty of Education. The two courses， cross-cultural communication and intcrcultural communication are oflbred on allemate years. There are no coursesom2red on intercultural and/or cross culturahtudies to students ＆om other nlculties although these students do acquire some cultural infom!ation of English-speaking countries fiom their regular English classes｡
The contents of the Cross-culture Communication and lntercultural Communications courses vary depending on the synabus designed by the teachers involved but in general focus on topics such as culture shock， avoiding cultural“incidents"， various aspects of verbal and nonverbal communication such as conversational styles，gestures and body language.0ther topics included are difllerences in company organization work practices and attitudes，family types and traditions，educational values and expectations， and relationships with fiiends and acquaintances. Students are also exposed lo specific cultural practices of countries where English is used as a firstor second language. Students are usually well aware lhat English is used in lhe USA or UK but areonen surprised to learn that English is widely spoken in countries such as Kenya orthe Philippines｡
｜
Bythe end of the course studenls have not only gained specific knowledge aboul countries where English is widely spoken but also the skms and knowledge to help them become world citizens.
5. Studentsg attitudes to Cross-Culture
Studies − Survey
results and discussion
During regular English classes students fyom all faculties onen ask questionsabout the cultural practices of different countries. From their textbooks they are also exposed to difkrent cultural practices， attitudes and behefj. Students' questions suggested there was an interest in cultural information but it was unclear if this was just a passing interest or if students genuinely found it interesting or important. To learn about students attitudes lo cross-cultural studies and English language leaming， a small questionnaire was given to all students taking my SW(Speaking-Writing)classes in the Faculty of Technology fiom 2004 to 2006. 1n total，256 students were surveyed. Additionally，students fiom the Faculty of Education taking a cross-culture course were asked to answer a short questionnaire about their attitudes to cross-culture courses and ifthcy saw a need for these courses to be extended to students 丘om other伍culties.
a.Students from the Faculty of Education｡
A survey conducted during the 2006 spring term Cross-cultural Communication course showed that the m4iority of students，93％，believed that cross-cultura】competence was a very important part of their language leaming experience. A further 5％believed il was important and 2％wcre unsure. None ofthe students believed that that it was unnecessary.Furthemlore，97％said they were interested in taking further courses in cross-cultural communication and 91％believed that cross-cultural competence would be imporlant in their njture careers. The course was described as usefijl，interesting, and infbrmative by more than 90％of the students｡ XVhen answering lhe question “Do you think courses in cross-culture communication should be offered to students fiom other faculties?” 87％answered “yes”，almost 10％answercd “maybe”， 2％answered “don’t know” and just under l％and answered “no”. Students whoansvvered uyes” or“rnaybe”誦lereasked lo answer
a filrther question: “Who should cross-cultural communication courses be ofTered to: economics students， law students， technology studenls， agriculture students or “aH”?”（Students wcre allowed to givenlorelhan
one suggestion.）More than 60％indicated thal students fiom all nlculties would benefit fiom cross-culture communication courses， 20％answered bothecononlics and technology， 15％answered law bul less than 5％ answered agriculture.IWhen asked to explain there reasons， those that answered “a11” onen said that in the contemporary world everyone has contact with people of other languages and cultures. Students who indicated thal students f¥om the nlculty of economics would benefit f¥om cross-culture communication courses usually said that cross-culture studies would be important fbr students interested in international business and students who indicated technology said that technicaHnfbrmation was wor】dwide or that a lot technical developments came f¥omtheUS｡
This survey suggests thal students taking cross-culture communication courses believe the content of these courses is important for their fllturecareers，their language skms and not only students studying education but also students liom other fllcultieswould also benent fiom such courses. （See appendix fbr questionnaires.）
b. Students from the Faculty ofRchnology
but students aom the Faculty ofTechnology also showed an interest in cultural information. 0fthe 256 students surveyed， 81％sid they were interested in learning more about the cultural practices and belief1; of other countries， 13％said “maybe” and 6％answered “no”. 73％believed that they would have contact with people fi’om dinbrent cultures and languages during their working life and 85％said they would have to use English at work. However， even though the mi!jority of students believed that English was important for technology students，only 18％said they actually liked English.
M/hen asked ifthey would be interested in taking a cross-culture communication course， 70％answered “yes”，12％answered “maybe” and l8％answered “no”. Students who answered “yes” or “maybe” were next
asked ifthey would prefbr this course to be taught by a fbreign teacher or a Japanese teacher, 75％answered “a foreign teacher”，15％answered “a Japanese teacher” and 1 0％answered “eilher”.Students were then asked to explain their answers. The mlljority of students who indicated they would prefbr a fbreign teacher believed that a foreign teacher would have more experience of living and working in a foreign country and would have more knowledge about specinc customs of English speaking countries. 0fthe 15％who answered a“Japanese
teacher” the m4jority were wozTied they would not be able to understand a course oSred only in English. Students’ answers to this questionnaire suggest that their interest in cultural information about other countries is genuine and notjust a passing interest. This also suggests that students believe that they will have need for this information in the fllture either in their careers or while traveling. Furthermore this is not restricted
to sludents fiom the Faculty of Education since students f¥om the Faculty of Technology expressed similar beliefk. The results of this survey suggest that there is a demand fbr courses in cross-cultural communication and /or intercultural communication for students other than those in the Faculty of Education，lt could be inf1rred that with more that 70％of technology students expressing an interest in such courses sludents n゛om other faculties such as law and economics probab】y have a similar interest. At present cross-culture communication courses are onFbred as an optional course fi）rsecond， third and fourth year students in the Faculty of Education. lf these courses were to be extended to students fi･om other faculties it would be hest to continue this policy of ofbring them as optional courses to students llom second year and up.
6.Conclusion
lntercultural communication has been an important issue since the world began.lntercultural competence can end disputes， enable business and industry, and can even save lives. lt is no wonder then that as globalization of business and leisure moves intemational contact fbrward at an amazing rate that “intemational communication” is a phrase heard more and more onen in the worlds of business， education and training｡ Students need to have an understandin’g of English-speaking countries and cultures about the world， and notjust the USA and UK. Students need to be intercultural compelent. They need to have an understanding of cultural diffbrences， both filctual and anictive; and cultural skills − the ability to act and react tin a variety of culturesg and to put this interaclion to good eflilct. These skins include attitudes of openness and tolerance， and the ability to cope with what is difRrent｡
communication. They appear to undersland that this is a skill they are likely to need in their working 】ives
and while traveling. However,al present they are not given this opportunity. What we must ask ourselves as educators is why we do not give all our students this opportunity･
Bibliography
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Appendix
Questionnaire given to Students ofthe Faculty ofl3ducation
Cross-cultural Communication Questionnaire.
1. Do you think cross-culturalcommunication is an important part oflanguage leaming?
1. very important 2.
important 3. not important 4.
don'tknow
2. Do you think the information you learned in this course (and any other cross-cultural courses your have taken)win beusefill in your njture careers?
1･ yes，certainly 2. yes,maybe 3.no 4.don'tknow
3. Would you be interested in taking more courses in cross-cultural communication ifthey were ofTered atthe university?
1 ･ yes， certainly 2･ yes, maybe ３．ｎｏ ４．ｄｏｎ'ｔｋｎｏｗ
4. Would
you be interested in gcneral courses in cross-cultural communication
or courses focusing
specincallyon the cultureof English-speaking countries?
1･ general courses 2. specificcourses 3.both 4.no
5. At present cross-cultural communication courses are oflered only to students at the Faculty of Educalion. Having taken this course do you think students fiom other faculties would also benefit fiom courses like this?
1.yes 2.no
6. 1f you answered “yes” to question 5，which students do you think would benefit most? （e.g. Agriculture， Economics，Law,Technology,a11）
7. Please write any comments or suggeslions you have about cross-cultural communication courses below，
Questionnaire given to students at the Faculty of Technology.
1. Would you be interested in leaming moreabout the cultural practices and beliefk of other countries?
2. Do you think that you will have contact with people fiom di汀erentcultures and languages during your
working lifb?
1. Yes 2.
No 3.Maybe
3. Do you think you win have lo use English at work in the nlture? I. Yes 2. No 3. Maybe
4.Would you be interested in taking a cross-culture communication course at university? 1.Yes 2.No 3.Maybe
5. 1f you answered “ycs” or “maybe” to question 4 would you Pre狗r this course to be taught by a f1）reign teacher or a Japanese teacher.
1.Japanese teacher
Why?
6. Do you like studying English?
1.1yis 2.A
little
2. Foreign teacher
