Page 84 - Handbooks of Applied Linguistics Communication Competence Language and Communication Problems Practical Solutions

62 Madeleine Brabant, Bernadette Watson and Cindy Gallois

havioural resourcefulness, and thus the extent to which the identity negoti-
ation process in intercultural encounters is effective. The model posits that
individuals in all cultures desire to be competent communicators in a diverse
range of interactive situations, becoming competent through repeated practice.
They also learn to deal with others appropriately and effectively through habit-
ual routines. Ting-Toomey assumes that people desire positive group- and per-
son-based identities in all types of communicative situations. According to the
identity negotiation model, satisfactory outcomes include feelings of being
understood, respected, and supported. As in most other models, outcome is con-
tingent on the perceptions of the communicators in the interaction. Outcome
also depends crucially on the willingness of interactants to practice mindfulness
(i.e. thoughtful rather than automatic communication) with dissimilar others. To
the extent that this happens, interactants should experience a high sense of iden-
tity satisfaction.
Identity understanding begins with gathering accurate identity information
and being culturally sensitive in probing identity based-details. In addition, it
involves the willingness to share facets of one’s own self-conception with others
in a culturally sensitive manner. A feeling of being respected and supported
requires the mindful monitoring of one’s verbal and nonverbal behaviour and
norms in interacting with dissimilar others, and treating other salient social and
personal identities with consideration and dignity. The consequences of the
identity negotiation process affect the quality of relationships. Ting-Toomey’s
model provides the principles for training individuals to manage intercultural
conflict.

2.4. Summary
Across all the ICC models described above, there are several common factors.
The first is ethno-relativism (i.e. the ability of a stranger to take on the perspec-
tive of the unknown or new culture). The second is the need for the sojourner
to obtain some education and knowledge about the new culture. The third
is mindfulness, or the need for sojourners to engage with the new culture and to
be constantly aware of their own as well as the new culture’s values, norms, and
behaviours. The final factor involves the belief that appropriate communication
skills and knowledge will result in more effective communication.
This approach to intercultural communication and competence training has
had a successful record in a number of contexts. Business travellers in particular
have experienced increased self-confidence and better results in encounters with
new cultures. Many students and immigrants have also benefited, and immi-
grants often speak positively of training in this tradition. Underlying the whole
approach, however, are several key assumptions: that people are unproblemati-
cally motivated to communicate well; that hosts are at least tolerant of the ef-