Early contact period studies of first intercultural interactions are important for understanding both traditional pre-contact society and the changes brought about by culture contact. Using documentary records kept by early Euroamerican visitors, the sociolinguistic technique of interactional analysis was employed to identify and analyze specific Euroamerican descriptions of intercultural exchange interactions during early contact period Hawai'i (1778-1819). Statistical analyses revealed clear and consistent differences in the reported exchange experiences of high and low status individuals from both cultures. In the majority of the seven hundred and one (701) events, high status individuals from both cultures interacted together or low status individuals from both cultures interacted together. Interactions with mixed high and low status interactants rarely were reported. High status interactions were described in more detail than were low status interactions, and high status interactants were associated much more frequently with the rarer or less common aspects of exchange than were low status interactants. This was true for type of exchange, nature of exchange (whether mediated or direct), complexity of event description, and both Euroamerican and Hawaiian exchange goods. Narrator and voyage characteristics exhibited similarly distinct status associations. The early historic period was not a homogeneous or monolithic period. All major aspects of exchange events demonstrated simple diachronic change, and many were significant under more powerful statistical analysis as well. Some temporal variations were due to changes in narrator characteristics, particularly purpose of voyage. Other changes reflected shifting methods of control by both Euroamerican and Hawaiian high status individuals as well as the consolidation of power by high status Hawaiian ali'i. Mediated events were especially good indicators of these developments. A complementary analysis of thefts revealed clear status distinctions between low status Hawaiian thieves, low status Euroamerican victims, and high status Hawaiian agents of return. These descriptions indicated that thefts were neither numerous nor particularly important. Thus, interactional analysis provided an alternative to anecdotal ethnohistoric analysis. At the same time, it demonstrated the importance of analyzing collections of ethnohistoric documents in order to assess the variation (and the meaning of that variation) both within and between the individual documents.

This ethnographic research examines the social implications of the ethnolinguistic contact that occurs in the U.S.-Mexico border region at a day labor center in Tucson, Arizona. I discuss the multiple values of English and Spanish in this setting and how individuals interpret and negotiate these values in the construction and performance of identity. More specifically, I analyze how discourses of linguistic capital shape the organization of this community and influence the dynamics of employment negotiations. The research setting includes immigrant day laborers (primarily from Mexico and Central America), employers who contract workers, and bilingual volunteers who act as language brokers between workers and their employers; all of whom use language to interactively negotiate their social status as they construct identities vis-à-vis other members of the community. My analysis reveals a discourse that places a high level of linguistic capital on Spanish-English bilingualism in the economic market. Although I have not found evidence that this linguistic capital has a real exchange rate into dollars, my data demonstrates that immigrants rapidly acquire and contribute to this locally constructed discourse. I explore the techniques that workers use to exploit and promote their language abilities through ‘performances’ of bilingualism that are realized not only to secure employment, but also for social positioning within this community of practice. Language, then, is one of the many tools that both workers and employers use in the construction of interpersonal relationships and social hierarchies. In addition, I analyze gatekeeping encounters focusing on the rapid employment negotiations that occur between day laborers and their employers, building on previous research with regard to the concepts of rapport, co-membership, and the presentation of an institutional self. Finally, I propose a model for the study of intercultural communication and contact that reflects the dynamic nature of contact and the complexity of overlapping categories of identity. Identity formation is a multiplex and multidirectional social construction that necessitates pushing beyond binary models of intercultural communication. Identity construction is informed not only by face-to-face interlocutors, but also by the linguistic ecology of dominant and subordinate discourses and the imagined individual and collective interlocutors they evoke.

Synopsis As soon as the fingers of the French accordionist, and of the two Taiwanese harpist and pipa player start to run on their instruments the different melodies influenced by each of their culture, the audience is immersed in the multicultural atmosphere set by the collaboration between the two puppet companies. In front of the public stands a box, reminding the traditional tool of puppeteers, but this very box is a massive one of 4 meters on 4 meters. On left and right side of it, three Taiwanese and their puppets and three French and their puppets. As they are walking around the box so as to express the distance they cross, they finally meet. Then on start a Shakespearian love story, and a friendship grows between the 6 puppeteers. The box, fixed on a rolling structure, rotates on itself and gives each time the audience the occasion to see a new face of it, a new part of the plot, new interactions between actors, as well as new elements of each countries’ puppet tradition. This documentary follows the thread of “The Box” from besides the coulisse’s curtains of this one year long collaboration between the French Puppet Company “Les Zonzons” with the Taiwanese “Taiyuan” Company. Following the chronology of their collaboration, traveling back and forth from Taipei to Lyon for Guignol’s 200 years birthday and back to Taipei for the Art Festival, the film will not only shows parts of the live representations and their rehearsals, but also it tries to give audience the occasion to grasp more understandings on those two old puppet’s traditions. Beyond this introduction, the film also questions the current state of both Puppet Theater and the problem of transmission of these traditions. Meantime, through relating this artistic co-realization where puppets play somehow a mediating role, a kind of ‘bridge’ of reflection, creation, communication and respect between those two companies with differences of life and lifestyle, way of thinking, environment, language, code, etc, this film evokes the issue of intercultural dialogue. As a mirror of the play it presents, and trying to get out from the usual clichés of portraits made on both culture, this non-fictional film depicts an encounter between people from these two cultures and tries to give some insights on the exchanges and the process of mutual understanding that underlie beneath. Keywords: intercultural communication; intercultural awareness; intercultural performance; exchanges of knowledge; transmission of traditions; documentary film; non-fiction film. － 片名：（法文）En chair et en bois （英文）In flesh and wood － 型態、規格 ： 紀錄片； DV － 長度：77分鐘

The study investigated similarities and differences between refusal strategies conducted by British native speakers of English (NSE) and Javanese learners of English (JLE). The data were elicited, using discourse completion tasks (DCT), from 20 NSE and 50 JLE. Comparative data concerning refusal strategies in Javanese were elicited from 35 native speakers of Javanese (NJ) to provide a baseline for investigating the extent to which differences between JLE and NSE could be explained by the influence of L1 pragmatics. The refusal strategies were classified based on modified refusal taxonomy by Beebe et al. (1990) and were analysed into sociopragmatic and pragmalinguistic strategies. Z test and Chi Square (χ2) were applied to test the statistical significance of differences between JLE and NSE usage. The study found that all three groups employed broadly similar sequential orders, frequencies of occurrences, and contents of both semantic formulae and adjuncts. Some differences were found, however, in which the strategies of the two Javanese groups (JLE and NJ) were more alike than either was to NSE. These findings suggest that distinctive JLE usages (i.e. different from NSE) are either due to the influence of L1 (negative pragmatic transfer) or simply deviation (idiosyncratic usage). The former occurred mainly in the utilization of politeness strategies by the Javanese groups. The salient elements of Javanese cultural values and their relation to the expression of politeness are discussed in some detail, and are shown to be reflected in the English of Javanese learners. The latter (deviations) appeared to arise from a conflict between JLE speakers’ notions of “correct” grammar and word meanings, on the one hand, and the pragmalinguistic demands of the interaction, on the other hand.

The largest refugee group entering the United States in recent years is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In middle school, students are particularly reliant upon their peers for support, making peer interactions especially important. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States. I used a qualitative, transcendental phenomenological approach to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions, through interviews, observations, and stimulated recall. The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students. Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development.

The aim with this study is to shed light on the relationship between ideals and practises at the National Museum of Finland (the NMF) and at the Swedish History Museum (the SHM). The focus is on the museums’ role in society regarding integration and cultural diversity. In order to fulfil this aim, I have studied the two museums’ pedagogical programmes for immigrants learning Finnish or Swedish. Through an ethnographic field study (including interviews and observations) and text analysis, I have studied ideals and practices connected to these programmes. My hypothesis is that intercultural dialogue opens up for museums to combine aims concerning cultural diversity with aims of supporting integration. My study shows that there is a problematic relationship between cultural diversity and integration within the ideals and practices at the two museums. At the SHM, the staff’s aims of supporting integration as a mutual process are contradictory to that they are toning down the importance of mutual learning to the programme. At the NMF, the approach to communication within ideals and practices and the shortage of dialogue within the programme makes it difficult to fulfil the aim of representing a diverse society. At both museums, intercultural dialogue is seen as something very positive when it occurs at the learning sessions. It is, however, rather seen as a bonus than as an aim within today’s versions of the pedagogical programmes. This master thesis is written within a two years master programme in Archive, Library and Museum Studies. / Syftet med denna uppsats är att belysa relationen mellan ideal och praktik på Nationalmuseum i Finland och på Historiska museet i Sverige. Fokus ligger på museernas roll i samhället gällande integration och kulturell mångfald. För att uppfylla detta syfte har jag studerat dessa två museers pedagogiska program för invandrare som lär sig finska eller svenska. Genom att genomföra en etnografisk fältstudie med intervjuer och observationer samt textanalys har jag undersökt ideal och praktik kopplade till dessa program. Min tes är att interkulturell dialog öppnar upp för museer att kombinera mål kopplade till kulturell mångfald med mål att stödja integration. Min studie visar på en problematisk relation mellan kulturell mångfald och integration inom ideal och praktik på de två museerna. På Historiska museet motsägs personalens syfte att stödja integration som en ömsesidig process av att de tonar ned betydelsen av ömsesidigt lärande för det pedagogiska programmet. På Nationalmuseum gör synen på kommunikation inom ideal och praktik samt bristen på dialog inom programmet att det blir svårt att uppfylla syftet att representera ett mångkulturellt samhälle. På båda museerna ses interkulturell dialog som något mycket positivt när det sker inom de pedagogiska programmen. I dagens versioner av de pedagogiska programmen ses det dock snarare som en bonus än som ett syfte i sig.

Speaking through the voice of another is a practice-based PhD that employs art practice to interrogate translation (as a textual and verbal practice). It uses linguistic translation as both the subject and the method to make multimedia artworks (text, sound, performance and events) that examine and analyse the translation process itself. The research has been conducted from my own subjective position, as an artist and monolingual speaker (a translation user rather than translation professional), investigating translation as a dialogic, subjective, embodied and performative phenomena. It adopts a self-reflexive methodology that places equal value in theoretical and experiential knowledge and proposes that an artist-led inquiry challenges assumptions, translation protocols, conventions and normative behaviour. The artists and artworks discussed in the thesis examine the translators /translation s agency and its linguistic performativity; exploiting it s creative potential as an artistic process/medium and amplifying its pivotal role within the expanding global art world. This transdisciplinary approach has resulted in the creation of translation zones - works and events devised to engage monolingual and multilingual individuals, professional translators, practitioners and public(s) in the process of translation - that offer an alternative perspective on translation (to research carried out within Translation Studies). Consequently, generating new knowledge that contributes to our understanding of translation and art and beyond both disciplines, creating a new transdisciplinary genre of art-and-translation. The artworks are an integral part of the thesis submission; samples and documentation of these are accessible within the full interactive PDF ersion. The layout of the thesis has been specifically designed to ease communication of the research, it uses various visual cues to distinguish between different types of information and to demonstrate my research praxis; the continual movement between theory and practice.

From my observation as a new resident in Education City, I recognize a need for cultural awareness and communication amongst those studying and working in this particular area. With this project I propose a different experience, a new way to use experiential learning as a mechanism to change people’s predetermined opinions about one another and disrupt personal biases in order to foster cultural awareness and friendship. A mapping system or wayfinding strategy to navigate a new city is the beginning of a visitor’s experience in a new place. This new experience is one way for users to identify locations through the use of a mapping system, discover cultural communication areas and be involved with sensory objects that require them to become aware of their surroundings. All of these elements are a catalyst for students in Education City to communicate and participate in experiential learning as part of their experience in Qatar.

This diploma thesis is about intercultural communication and is focusing on communication between Czechs and Germans. Its aim is to discover potential cultural differences between Czech Republic and Germany and to analyse the extent to which they influence Czech-German communication and cooperation. While the first three chapters provide the theoretical background, the fourth chapter applies the theory to the particular context of Czech Republic and Germany. It focuses on Czech-German intercultural communication and examines communication between Czechs and Germans in transnational companies. Furthermore, it analyses Hofstede's indexes between Czech Republic and Germany and compares Czech and German cultural standards. Although the cultural differences are relatively small, their consequences should not be underestimated.

The goal of this thesis is to identify cultural standards of Norway from the Czech point of view. These standards are defined both on the basis of my own experience with this culture and thanks interviews with those who have stayed in Norway for a longer time. The cultural standards show clearly the essential differences of Norwegian and Czech culture. The thesis also includes advice and recommendations for effective communication with the Norwegians. This thesis could thus serve mainly to everyone who intends to communicate or cooperate with Norwegian business partners. The theoretical part contains the processes of social interaction and intercultural communication and also the concepts of cultural standards and dimensions.