1. Culture bump and beyond - Carol M. Archer 應外系副教授 / 外語中心主任 蘇綉惠 (Patricia Su) hhsu@cyut.edu.tw 蘇綉惠 (Patricia Su) hhsu@cyut.edu.tw

2. Scenarios in the classroom The student comes late, interrupting the class while entering. The student who promises daily to bring her paper ‘tomorrow’. The shy student who refuses to participate despite the teacher’s best efforts. The student who talks incessantly during the class.

3. Another side of the coin The Asian student was shocked as his teacher bounces into the room announces “ Hi, my name is Karen! I’m your teacher…..” The Arab student who is bewildered by his teacher’s angry outburst when he politely tries to explain why he was late to class. The Latin student who is puzzled that his neighbor doesn’t let him into her apartment when he drops by, when only last week she had told him to come by ‘any time’.

4. politeness North American culture- Ss who are late to class to enter quietly without knocking and sit down. Chinese culture- to knock and explain, wait for teacher’s permission to enter.

5. Culture bump Occurs when an individual from one culture finds him/herself in a different, strange, uncomfortable situation when interacting with persons of a different culture. Occurs when an individual has expectations of one behavior and get something completely different. Unexpected behavior can be negative, neutral (become accustomed), positive ( North Americans are surprised to be kissed by Latin Americans in greeting).

6. Culture bump This phenomenon results from a difference in the way people from one culture behave in a particular situation from people in another culture. Unlike culture shock, culture bumps are instantaneous.

7. Culture bump Provide a gold mine for the international educators. Lead Ts and Ss to an awareness of self as a cultural being. Provide an opportunity for skill development in extrapolating one cultural influence on everyday life. Express feelings effectively in a cross-cultural situation.

8. Culture bump analysis - Ss incessantly talk in the class (p.171) Pinpoint when felt ‘different’, or notice something different. Define the situation List the behaviors of the other person. List my own behavior. List my feelings in the situation. List the behaviors I expect from people in my own culture in that same situation. Reflect on the underlying value in my culture.

9. Three stages Culturally biased judgmental stage (e.g.: S is rude.) ‘Comprehension of other’ stage (e.g.: S did that because she is polychronic and because s was trying to be polite) ‘Self-comprehension ‘ stage (e.g.: I reacted because I am monochronic. By moving through these three stages, Ts are able to comprehend the situation as it becomes depersonalised and is placed within a cultural context.

10. Conflict Vocabulary used to express that conflict in an objective way e.g.: He ‘s always talking out loud in class and driving me crazy. (personal evaluation of Ss behavior) Ts can distinguish and categorize this ‘culture bump’ from personal conflict to cultural level. Objective view becomes more rational.

11. Depersonalization Incident allows/ encourages an individual to seek more and more interaction with Pp from other cultures. Move from leery eyes to eager eye. Makes it possible to experience the increase of trust and willingness to communicate.

12. Depersonalization “ Your rudeness made me feel angry.” “ You hurt me. “ “ I feel angry, frustrated, and hurt.” Without placing blame for those feelings on the other, and allow both to take a major step forward in the communication process.

13. Role in the culture bump process The ability to separate observable behavior from personal interpretation and label it accurately is fundamental to being able to depersonalised the incident and express emotions. Learning to analyse the role in the culture bump process is ready to use culture bump with Ss as a way to teaching cultural awareness and language simultaneously. T is the ‘knower’ of the target language and through experience of study.

14. Processing culture bumps Class discussion Ethnic group dramatisations (role play)

15. Concerns Being sensitive Awareness of how they respond to high- student-involvement learning methods How culture bumps are initiated. Stereotyping

16. Reference Valdes, J.M.(2001). Culture Bound (P.170-178). UK: Cambridge University Press.