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Problematising intercultural communication competence in the pluricultural classroom: Chinese students in a New Zealand university

Holmes, P.

Authors



Abstract

This study juxtaposes current approaches to intercultural communication compe-tence (ICC) with Chinese students' learning and communication experiences in a New Zealand pluricultural classroom. Fifteen first-year Chinese university students were interviewed and participated in focus groups. The findings indicated that the Chinese students' rules for communication - face negotiation, and maintaining roles, harmony and relationships - were not compatible with the New Zealand rules for competent classroom communication. Therefore, there is a need for a critical turn that is culture- and context-specific, and exposes power relations when theorising and investigating ICC.

Citation

Holmes, P. (2006). Problematising intercultural communication competence in the pluricultural classroom: Chinese students in a New Zealand university. Language and Intercultural Communication, 6(1), 18-34. https://doi.org/10.1080/14708470608668906

Journal Article Type Article
Publication Date Feb 1, 2006
Deposit Date Oct 13, 2010
Journal Language and Intercultural Communication
Print ISSN 1470-8477
Electronic ISSN 1747-759X
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 6
Issue 1
Pages 18-34
DOI https://doi.org/10.1080/14708470608668906
Keywords Intercultural communication competence, Chinese students/learners, International education, Chinese communication.