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University of Jyväskylä

What is internationalization competence?

“Students at the University of Jyväskylä develop a JYUidentity during their studies, which includes, among other things, strong communication competence, language skills and cultural awareness, as well as global and ethical responsibility." (JYU Development of Education)

Navigation arrows are always present on the right and left sides of the pages, allowing movement forward and backward

Information about the objectives of the site, its functioning, and its creators

Go to the first page of the interactive sub-sections

Presentation mode: click this icon in the corner

Go to the front page of all theme sections (p. 4)

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University of Jyväskylä: Internationalization Competence

...refers to the competence needed in international, multicultural, and multilingual study and work environments.

Recognize, interpret, and apply the competence you have gained during your studies.
Record it in your internationalization plan.
Start making your internationalisation plan at the beginning of your studies. It is part of your personal study plan (HOPS). The plan covers your entire degree path and will be revisited and updated as your studies progress.

Go to the first page of the interactive sub-sections

Information on internationalisation competence at JYU

Go to the front page of all theme sections (p. 4)

Information about the objectives of the site, its functioning, and its creators

Listen to this page

The purpose of this site is to help you reflect on...

what kind of internationalization competence you need and how you can express it.

Each topic contains four sections:

DISCOVER - provides useful information

ACT - helps you test and practice your own understanding and competence

REFLECT - helps you think about your own competence
EXPRESS - makes it easier to put your competence into words

More information about the objectives of the site and its functioning

Navigation arrows are always present on the right and left sides of the pages, allowing movement forward and backward

Presentation mode: click this icon in the corner

Information about the objectives of the site, its functioning, and its creators

Go to the front page of all theme sections (p. 4)

Listen to this page

Go to the front page of all theme sections (this page)

Language skills and multilingual competence

Concept of culture

Link to MICC framework

INTERNATIONALIZATION COMPETENCE CAN INCLUDE ALL THE THEMES ON THE RIGHT AND EVEN MORE

Power dynamics in interaction

Emotions

Click on the topics to explore them in more detail. You can view them in any order you like.

Student’s multilingual and intercultural communication competence (MICC)

Identity

Categorization and Stereotypes

Information about the creators of the site, its objectives, and its functioning

Listen to this page

Go to the front page of all theme sections

Language skills and multilingual competence

Go to the first page of the interactive sub-sections (this page)

Link to MICC framework

How are language skills and multilingual com-petence connected to internationalIZA-TION competence?

I already speak three languages. Isn’t that enough?
Is multilingualism just knowing many languages, or is it something more?
Can I get by with just English?
Is being good at languages enough for successful interaction?

Reflect

Act

Discover

Express

Listen to this page

Language skills and multilingual competence - DISCOVER

This video introduces the importance of language skills and multilingual communication competence in professional settings. In the example, a student reflects on how to express their own skills. Note: Finnish and English subtitles are available and can be selected from the video toolbar.

Language skills and multilingual competence - ACT

What do these texts mean?

It doesn't matter if you don't understand the language. Use your other language skills and knowledge to help. Winning by guessing is also possible.

Start

Language skills and multilingual competence - ACT

Question 1/5

What option has the same information as the picture?

Vous êtes priés de contacter le support DAV si un technicien vous dérange.

Correct! Technical problems and DAV support are related. The word ‘problemen’ is clarified by calling it ‘technical.’ So the problem is not in the technician or the support.

In caso di problemi con il supporto, contattare un tecnico DAV.

Vid tekniska problem eller störningar var god och kontakta DAV support.

Language skills and multilingual competence - ACT

Question 2/5

What could be the meaning of HBL?

Hiton banaali leija

Correct! Seems familiar? If not the magazine, then at least the language could be.

Huvudstadbladet, naturligtvis!

Hollywood Basketball League

Language skills and multilingual competence - ACT

Question 3/5

When was the exhibition held?

25.-31.3.2018

Less than five years ago

Correct! You might have figured it out from the clue that while a month can have 31 days, the year has only 12 months.

On weeks 3-31, 2018

Language skills and multilingual competence - ACT

Question 4/5

Where would you find this warning?

Correct! Focus on not disturbing others, at least in places where there are a lot of people, such as in metro corridors. In Seville, the warning would probably be in Spanish.

Nature reserve in Finnish Lapland

Staircase in Seville Cathedral

In the Tokyo metro passageway

Language skills and multilingual competence - ACT

Question 5/5

What do you have to do?

WELL DONE!

Correct! COVID-19 caused a ban on contact. Did English help a little (for sanitary reasons)?

To buy the product you touched.

To be an exemplary conservator.

To thank you for being preserved.

Language skills and multilingual competence – REFLECT 1/2

• Movies and series with subtitles in the same or another language • Listening to music while reading the lyrics • Taking courses • Reading product labels in different languages • Following signs and directions in all available languages • Virtual buddy or AI • Keeping a photo diary of everyday multilingualism • Comparing texts in different languages • Using multilingual social media as a resource and learning environment • Reading or skimming texts in different languages • Wikipedia and other websites in different languages • Be creative. There are many ways!

On the right, you’ll find a few ways to develop your multilingual skills.Which ones might work for you? Think of the three best options and start using them!

Language skills and multilingual competence – REFLECT 2/2

What do language and multilingual competence mean to you?

Reflect on the following questions:

How do you see language skills and their development as part of your academic expertise?
What kind of strategies do you use to be able to understand in multilingual situations?
How can you adapt your way of speaking to fit in the situation and, for example, make it easier for others to understand you?
How confidently can you act and communicate in more than one language?

If you reflect on the questions before exploring the other materials in this section, remember to come back to them after you finish the Discover and Act parts. Use the back arrow to return to the other sections.

Language skills and multilingual competence – EXPRESS

Multilingual and intercultural communication competence (MICC) – EXPRESS

The next pages offer ways to express issues related to languages skills and multilingual communication competence

Remember that all themes on this site are related to each other. Keep in mind that what is considered appropriate, efficient or ethical is actually an interpretation of an interaction that is made in the moment.

It is useful to develop your own attitudes and motivation, and acquire more knowledge (e.g., language awareness) and skills (such as adapting and using your linguistic repertoire flexibly). They help you in many kinds of communication situations.

Language skills and multilingual competence – EXPRESS

Attitude and motivation

FLEXIBILITY

I want to adapt my communication to the context, situation and other participants

CONFIDENCE IN CULTURALLY AND LINGUISTICALLY DIVERSE SETTINGS, SITUATIONS AND RELATIONSHIPS

I have a positive outlook and confidence in intercultural and multilingual contexts and situations

ATTITUDES TOWARD LANGUAGES AND LINGUISTIC REPERTOIRES

I acknowledge the value of all language competence, even partial competence

Knowledge

Skills

Language skills and multilingual competence – EXPRESS

KNOWLEDGE OF COMMUNICATION, LANGUAGES, MULTILINGUAL REPERTOIRES, AND DIFFERENT PERSPECTIVES ON CULTURE(S) AND LANGUAGE(S)

I understand that there are different perspectives on culture, interculturality, language, and language learning

I understand how communication influences and shapes our understanding of cultures

KNOWLEDGE AND UNDERSTANDING OF ASPECTS OF POWER IN INTERCULTURAL AND MULTILINGUAL COMMUNICATION

I understand the connections between language use, language competence, and power on personal as well as societal levels (relationships, global, political contexts)

KNOWLEDGE OF LANGUAGE DIVERSITY AND MULTILINGUALISM

I know a variety of strategies to manage the coexistence of several languages in understanding a situation

I know the fluidity and dynamism of languages and ways of language use

KNOWLEDGE OF LANGUAGES AND LANGUAGE LEARNING

I know my language competence and how to enhance my language and multilingual competence

I have knowledge of assessing and evaluating language competencies

Knowledge

Skills

Attitude and motivation

Language skills and multilingual competence – EXPRESS

Skills

FLEXIBILITY AND ADAPTABILITY

I can adapt my verbal and nonverbal communication according to the situation, context, and participants 
I can shift between languages to have situational flexibility and adaptability to contribute to understanding and the participation of members with diverse multilingual and multicultural profiles

INTERPERSONAL COMMUNICATION SKILLS (TO CREATE AND MAINTAIN SOCIAL NETWORKS/INTERPERSONAL RELATIONSHIPS

I can initiate, maintain, and enhance interpersonal relationships in diverse contexts and with individuals from various backgrounds 
I am able to listen and express listening appropriately and effectively in diverse contexts and situations

CRITICAL THINKING SKILLS

I can critically view things from various perspectives 
I can critically reflect on my interpretations in communication

LANGUAGE SKILLS

I can analyse linguistic data and understand how discourse contributes to the construction of information, opinions, ideas, ideologies, and consciousness  
I can communicate appropriately and effectively in diverse contexts and situations

I am able to use reformulations, simplifications, repetitions, vulgarisations, and exemplifications to make myself understood in one language

MULTILINGUAL SKILLS

I can use/exploit my multilingual repertoire, and adapt language use in multilingual situations, e.g., breaking down the complicated information/paraphrasing and restructuring to cover gaps in vocabulary or structure (multilingual flexibility)
I can exploit interaction for language learning and enlarging my multilingual and multicultural profile

Attitude and motivation

Knowledge

Language skills and multilingual competence – EXPRESS

Once you have gone through all the sections on language skills and multilingual competence ...

What do you think now about language skills and multilingual competence? Did you learn something new? What else do you want to learn? How can the things that you’ve learned in this section help you describe your competencies, for example, when applying for a job? You can use the reflections in this section when making your internationalization plan!

Remember that multilingual and intercultural communication competence should be developed throughout your life!

Go to the front page of all theme sections

Concept of culture

Go to the first page of the interactive sub-sections (this page)

Act

Discover

Link to MICC framework

HOW IS CONCEPT OF CULTURE connected to internationalI-ZATION competence?

How do you understand culture?
In what context or situations do people around you (or you yourself) use the concept of 'culture'?
What kinds of things are explained by culture?
What is culture?
Can culture dictate people´s behaviour?
How can culture be examined from the perspective of interaction?

Reflect

Express

Listen to this page

Concept of culture - DISCOVER

This video presents three different understandings of culture. They may differ from what you have previously learned about culture. The purpose of the video is not to say that one specific view is right or wrong. Rather, the aim is to help you analyse how the concept is used in different contexts and critically reflect on your own understanding of culture. Note: English subtitles are available and can be selected from the video toolbar.

Concept of culture - ACT

Scroll through the (social) media you use and observe how culture is presented as a phenomenon.

In what ways is culture discussed or represented?
Do you notice multiple perspectives?

Apply this task to your daily routines or look up relevant articles and social media users.

Concept of culture – REFLECT

How do we use the concept of culture in our everyday life?

Reflect on the following questions:

How do you talk or think about culture in your own life?
In what situations do you explain people’s behavior by referring to culture?
In what moments do you describe your actions as shaped by your cultural background?
How do you feel when someone explains your behavior using "culture" they think you represent?
In what ways does the idea of culture appear in daily conversations or explanations?

Concept of Culture – EXPRESS

Multilingual and intercultural communication competence (MICC) – express

The next pages offer ways to express issues related to culture.

It is worth working on your own attitudes and motivation, and keep developing knowledge (such as understanding culture as something changeable, abstract, and negotiable) and skills (such as the ability to examine factors involved in interaction).

Concept of Culture – EXPRESS

Attitude and motivation

CONFIDENCE IN CULTURALLY AND LINGUISTICALLY DIVERSE SETTINGS, SITUATIONS AND RELATIONSHIPS

I have a positive outlook and confidence in intercultural and multilingual contexts and situations

RESPECT AND INTEREST/OPENNESS TOWARDS DIVERSITY

I have a positive outlook on and interest in diversity

I am willing to withhold judgments

I am motivated to learn about cultures and diversities

Knowledge

Skills

Concept of Culture – EXPRESS

Knowledge

KNOWLEDGE OF COMMUNICATION, LANGUAGES, MULTILINGUAL REPERTOIRES, AND DIFFERENT PERSPECTIVES ON CULTURE(S) AND LANGUAGE(S)

I understand how communication influences and shapes our understanding of cultures

I understand that there are different perspectives on culture, interculturality, language, and language learning

Skills

Attitude and motivation

Concept of Culture – EXPRESS

Skills

Attitude and motivation

CRITICAL THINKING

I am able to suspend judgment  
I can critically view things from various perspectives

I can critically reflect on my interpretations in communication

SKILLS TO REFLECT AND ANALYZE ONE'S OWN AND OTHERS' COMMUNICATION

I can reflect on different elements of communication

Knowledge

Concept of culture – EXPRESS

Once you have familiarized yourself with all the sections on the concept of culture …

What do you understand about culture, and what would you like to learn more? In what ways can your learning from this section help you express your competencies, for instance when applying for a job? You can use the reflections in this section when making your internationalization plan!

Remember that multilingual and intercultural communication competence can and should be developed throughout your life

Go to the front page of all theme sections

Emotions

Go to the first page of the interactive sub-sections (this page)

Link to MICC framework

HOW DO EMOTIONS AND THEIR MANAGEMENT RELATE TO INTERNATIONALIZA-TION COMPETENCE?

How do emotions affect interaction in different linguistic and cultural contexts?
How do you recognize and manage your own emotions in interaction situations?
How do you act in situations that feel uncertain or stressful?
How can you take others’ emotions into account in interaction situations?

Reflect

Act

Discover

Express

Listen to this page

Emotions - DISCOVER

Emotions in Multilingual and Intercultural Interaction

Multilingual and intercultural communication can evoke a wide range of emotions.

Depending on the situation and the person, we may become excited about encountering something new and different and experience it as a positive kind of excitement.
On the other hand, encountering difference may also trigger uncertainty, and excessive uncertainty can lead to negative emotions, such as fear and anxiety.

Emotions - DISCOVER

Emotions in Multilingual and Intercultural Interaction

Experiences of uncertainty and anxiety are

always individual and
may vary depending on the situation, relationship, and context

Emotions arising from new and unpredictable interaction situations, such as uncertainty, have been widely studied, for example, in psychology and communication studies.

Emotions - DISCOVER

Emotions in Multilingual and Intercultural Interaction

In the field of intercultural communication, (often intense) emotions and their regulation are commonly conceptualized through the following notions:

emotion regulation/intelligence, openness, and flexibility
The concept of "culture shock" also illustrates the possible (negative) intense emotions that encountering a new and unfamiliar culture may evoke. The concept has since been criticized for being too problem-oriented and simplistic.

What is essential in "culture shock" or similar phenomena, however, is the ability to recognize and reflect on your own emotions.

Why am I experiencing and feeling this way?

Emotions - DISCOVER

Emotions in Multilingual and Intercultural Interaction

Uncertainty and anxiety may be caused by:

whether we understand each other properly or correctly

interaction in a foreign language

More information

Emotions - DISCOVER

Uncertainty about the situation or context (e.g., unfamiliar rules and practices)

Uncertainty about other people's values, norms, beliefs, or attitudes

Uncertainty about what language the other person uses or how they use it

Uncertainty about how to interpret others' communication and interaction

Uncertainty about one's own ability to understand or function in a certain language in a given situation

What different emotions are involved in multilingual and intercultural interaction?

Ambiguity

Uncertainty

Emotions - DISCOVER

What different emotions are involved in multilingual and intercultural interaction?

The other person's communication can be interpreted in many ways, which can make it difficult to understand.

For example, the other person's way of speaking or using language, or communicating non-verbally, may seem contradictory or unclear, or difficult to understand.

Uncertainty

Ambiguity

Emotions - DISCOVER

Overly intense uncertainty can lead to anxiety.
Sometimes it can be difficult to identify the factors that cause anxiety in intercultural and multilingual interaction, but the feeling is often similar to fear.
However, when you are afraid of something, you usually know the reason for your fear, whereas when you are anxious, you may not necessarily know what is causing the feeling.

Overly intense ambiguity or uncertainty

In a multilingual and intercultural context, we can talk about fear associated with either actual or anticipated interaction with people from different cultural and linguistic backgrounds.

Emotions - DISCOVER

Too much of uncertainty can lead to:

Avoidance of situations, people, or contexts that cause uncertainty

Blaming others for one’s own bad feelings and problems

Experiences of isolation and alienation

Exhaustion and fatigue (even burnout)

Psychosomatic symptoms, such as aches and pains

Mild paranoia

For example, imagine you are sitting at a coffee table and suddenly the people around you start speaking a language you do not understand — what do you think?

Reluctance to use and/or learn a new language or way of using language

Where can intense emotions lead?

Examples

Emotions - DISCOVER

Uncertainty and excitement as a resource

Uncertainty does not automatically cause anxiety, and it can also lead to positive emotional reactions.

Uncertainty can also be experienced as a positive resource.

Some people enjoy situations in which they experience uncertainty (e.g. unplanned trips and unexpected situations).

Others, however, find surprising and new situations very unpleasant.

Uncertainty can sometimes be beneficial, and it can help people maintain hope and optimism.

When we don’t know what is coming, we can view the future optimistically.

Emotions - DISCOVER

Generally, it is believed that uncertainty can be managed through knowledge.

The more we know about an issue or situation, the less uncertainty we experience.
Strategies to reduce uncertainty related to languages can include switching languages, translating, or asking for some other kind of support.

Talking about negative emotions often helps in processing them.
When we share our experiences of uncertainty, for example in a student group, we realize that we are not alone with our feelings, and with peer support, we can also relate more empathetically to ourselves and others in situations and relationships that evoke uncertainty.

What can be done to manage excessive uncertainty?

Emotions - DISCOVER

On the other hand, different cultures may vary regarding what triggers strong emotions or how it is appropriate to express them.

For example, is it acceptable to express sadness by crying in public or not?
Or in what situations is it appropriate to raise your voice or physically make contact with someone?

In psychology, universal emotions have been identified, which also appear on people’s faces in very similar ways regardless of age, gender, or ethnic background. These basic emotions are happiness, sadness, anger, disgust, fear, and surprise.

Emotions and cultural norms and values

Conceptions of how different emotions manifest and how they are expressed also change over time.

For example, the way romantic love is understood in Western thought has shifted over the last 100 or so years: from chivalrous longing to a partnership based on work in rural society, all the way to the heteronormative passionate relationships portrayed by Hollywood.

Emotions - DISCOVER

Identifying and dealing with emotions is part of multilingual and intercultural competence

“…developing intercultural competence encompasses processes of acknowledging reluctance and fear, foregrounding and questioning stereotypes, monitoring feelings and emotions, working through confusion, and grappling with complexity.”

(Holmes & O'Neill, 2012, pp. 707)

Emotions - DISCOVER

References

Babrow, A. S., Hines, S. C., & Kasch, C. R. 2000. Managing uncertainty in illness explanation: An application of problematic integration theory. In B. B. Whaley (Ed.), Explaining illness: Research, theory, and strategies (pp. 41–67). Lawrence Erlbaum Associates Publishers. Berger, C. R. 1995. Inscrutable goals, uncertain plans, and the production of communicative action. In C. R. Berger & H. M. Burgoon (Eds.), Communication and social influence processes (pp. 1 - 28). East Lansing: Michigan State University Press. Brashers, D.E. 2001. Communication and Uncertainty Management. Journal of Communication, 51: 477-497. https://doi.org/10.1111/j.1460-2466.2001.tb02892.x Gudykunst , W. B. 1985 . A model of uncertainty reduction in intercultural encounters. Journal of Language and Social Psychology, 4: 79 – 98. Holmes, P. & O’Neill, G. 2012. Developing and evaluating intercultural competence: Ethnographies of intercultural encounters. International Journal of Intercultural Relations, 36 (5), 707–718. Lee , H. O. and Boster, F. 1991. Social information for uncertainty-reduction during initial interaction. In Ting-Toomey, S. and Korzenny, K. (Eds.) Cross-cultural interpersonal communication, 189 – 212. Newbury Park, CA: Sage.

Go to the first page of this sub-section

Emotions - ACT

How would you react in this situation? Watch the video and choose (A,B,C,D)

I answer in Finnish, “Can you repeat that? How can I help you?”

I get anxious and leave

Ich antworte auf Deutsch

I ask if they speak English

Tunteet kulttuurienvälisessä ja monikielisessä vuorovaikutuksessa - toimi

Emotions - ACT

How would you react in this situation? Watch the video and choose (A,B,C)

I continue speaking English, as the person clearly does not speak Finnish well enough.

I answer in Finnish, “Sorry, I can’t help you”

I answer in Finnish, “Could you repeat that? How can I help you?

Back Continue to REFLECT section

Emotions - ACT

The lost person was clearly pleased with your knowledge of German. Through a shared language, uncertainty can be reduced, and the sense of similarity can increase, which helps build trust and interaction.

Back Continue to REFLECT section

Emotions - ACT

A common language may sometimes be one that is not spoken fluently by everyone involved. The key is to adapt one’s language use to a comprehensible level and to tolerate the uncertainty that the challenges of understanding may sometimes cause.

Back Continue to REFLECT section

Emotions - REFLECT

How do emotions influence interactions?

What feelings arise in you when you meet a person who speaks a different language as their mother tongue? Or who speaks a language you yourself do not know very well?

What do you feel when someone acts in a situation completely opposite to the way you are acting?
How do you feel in a situation where you do not fully understand what is happening, what the parties in the interaction mean, or whether they understand you?

Pohdi esimerkiksi seuraavia kysymyksiä:

What kinds of strategies could you use

in a situation so that the emotions you experience (or the emotions the others experience) do not interfere too much with your interaction?

How do you approach situations that evoke uncertainty and anxiety, and are you able to manage these emotions in some way?

Emotions - EXPRESS

Multilingual and intercultural communication competence (MICC) – express

You’ll find useful expressions related to emotions and how to regulate them on the next pages.

It is worth working on your own attitudes and motivation, and acquiring more knowledge (e.g., understanding the significance of emotions in interaction) and skills (e.g., the ability to examine emotional factors related to interaction).

Emotions - EXPRESS

Attitude and motivation

CONFIDENCE IN CULTURALLY AND LINGUISTICALLY DIVERSE SETTINGS, SITUATIONS AND RELATIONSHIPS

Knowledge

I have a positive outlook and confidence in intercultural and multilingual contexts and situations

I want to accept and manage my and others’ uncertainty and anxiety in diverse contexts and situations

Skills

Emotions - EXPRESS

Knowledge

KNOWLEDGE OF WHAT EVOKES  STRONG  FEELINGS, SUCH AS UNCERTAINTY AND AMBIGUITY, AND HOW TO MANAGE THEM

Skills

I understand that novel situations and contexts can evoke (strong) emotional reactions

I know how to manage strong emotions and feelings in novel situations and contexts

Attitude and motivation

Emotions - EXPRESS

Skills

Attitude and motivation

I can tolerate ambiguity: I can accept ambiguity and lack of clarity and deal with it constructively

I can regulate and manage my emotions and feelings in diverse situations and contexts

I am able to support others in situations, contexts and/or relationships of high uncertainty

EMOTION REGULATION

Knowledge

Emotions - EXPRESS

Once you have gone through all the sections on emotions...

Remember that multilingual and intercultural communication competence can and should be developed throughout your life.

What do you now know about the connection between emotions and interaction and what more would you like to learn? How can things that you’ve learned in this section help you describe your competencies, for example, when applying for a job? You can use the reflections in this section when making your internationalization plan!

Go to the front page of all theme sections

Power dynamics in interaction

Go to the first page of the interactive sub-sections (this page)

Link to MICC framework

HOW DO POWER DYNAMICS IN INTERACTION RELATE TO INTERNA-TIONALIZATION COMPETENCE?

Reflect

How are language choices and language skills connected to power?
How do power dynamics influence and shape interaction?
How can you support equal participation in communication?

Act

Discover

Express

Listen to this page

Power dynamics in interaction - DISCOVER

This video introduces you to power dynamics in communication. Note: Finnish and English subtitles can be selected from the video toolbar.

Power dynamics in interaction - DISCOVER

Here you’ll find the reaction that a sentence may provoke in someone else. Behind this symbol lies information about how power manifests.

Do you think the sentences below are in some way related to power?

"They do not understand what I am trying to say."

"My English is really fluent. I speak almost like a native."

"Finnish education is world-class."

"As a foreign student, it is difficult for me to learn Finnish."

Power dynamics in interaction - ACT

Do you think the sentences below are in some way related to power?

You’ll find the reaction that a sentence may provoke in someone else. Behind this symbol lies information about how power manifests.

"Can you present this since you speak better?"

"I can't be bothered to listen because they speak bad Finnish."

Why are they not participating in this group work?

"Girls are just as good at maths as boys."

Power dynamics in interaction - ACT

Do you think the sentences below are in some way related to power?

You’ll find the reaction that a sentence may provoke in someone else. Behind this symbol lies information about how power manifests

"I've been working here for 30 years. I definitely know how these things are done."

"I encounter a person on the street who asks something in partial Finnish. I respond to them in English."

10

"I express an opinion, and you remain silent."

12

11

"You can get by well with English."

Power dynamics in interaction – REFLECT

How to identify power dynamics in interaction?

Reflect on the following questions:

Have you noticed how power structures can be manifested in interaction in different situations? Think of examples.
Do you usually interact in a way that makes that conversation as equal as possible? How do you do that?
Do you recognize different power dynamics related to language and language use?
Are you able to question your own interpretations in an interaction situation and distance yourself from them by examining them from other perspectives as well?

Power dynamics in interaction – EXPRESS

Multilingual and intercultural communication competence (MICC) – EXPRESS

You’ll find useful expressions related to power dynamics in interaction on the next pages.

Remember that all themes on this site are related to each other. Keep in mind that what counts as appropriate, efficient, or ethical is already interpreted within the situation and its context during interaction.

Developing your own attitudes and motivation, along with acquiring more knowledge (e.g. power dynamics as evolving and negotiable phenomena and practices) as well as skills (e.g., the ability to examine factors related to interaction), are beneficial to develop further.

Power dynamics in interaction – EXPRESS

Attitude and motivation

EMPATHY

I am willing to step into someone else's shoes
I am motivated to imagine as well as intellectually and emotionally participate in others' experiences

AWARENESS OF ASPECTS RELATED TO CULTURAL INTERPRETATIONS, JUDGMENTS AND POWER IN COMMUNICATION

I acknowledge the power relations such as inferiority and superiority that emerge in interaction
I am willing to critically review and level out the existing power hierarchies in communication

RESPECT AND INTEREST/OPENNESS TOWARDS DIVERSITY

I am willing to withhold judgments

Knowledge

Skills

Power dynamics in interaction – EXPRESS

Knowledge

KNOWLEDGE AND UNDERSTANDING OF ASPECTS OF POWER IN INTER-CULTURAL AND MULTILINGUAL COMMUNICATION

I understand the connections between language use, language competence and power on personal as well as societal levels (social relationships, global and political contexts)

I have knowledge of priorities, privileges, power, and pride linked to cultural and linguistic identity negotiations

KNOWLEDGE OF ELEMENTS AND PRINCIPLES OF COMMUNICATION IN DIVERSE SETTINGS AND CONTEXTS

I understand that that my own way of communicating (verbally and non-verbally) can be interpreted differently in different contexts, situations, and relationships

I understand that effectiveness and appropriateness in communication are situational and contextual

KNOWLEDGE OF LANGUAGES AND LANGUAGE LEARNING

I know my language competence and how to enhance language and multilingual competencies
I have knowledge of assessing and evaluating language competencies

Skills

Attitude and motivation

Power dynamics in interaction – EXPRESS

FLEXIBILITY AND ADAPTATION

I am able to take into consideration multiple perspectives

I can shift between languages to have situational flexibility and adaptability to contribute to understanding and the participation of members with diverse multilingual and multicultural profiles

INTERPERSONAL COMMUNICATION SKILLS (TO CREATE AND MAINTAIN SOCIAL NETWORKS / INTERPERSONAL RELATIONSHIPS)

I can give and receive social support effectively and appropriately in different situations

CRITICAL THINKING SKILLS

I am able to suspend judgment
I can critically reflect my interpretations in communication

LANGUAGE SKILLS

I can analyse linguistic data and understand how discourse contributes to the construction of information, opinions, ideas, ideologies and consciousness
I am able to use reformulations, simplifications, repetitions, vulgarizations and exemplifications to make myself understood in one language

Skills

Attitude and motivation

Knowledge

Power Dynamics in interaction – EXPRESS

Once you have gone through all the sections on power dynamics in interaction ...

What have you learned about power dynamics in interaction, and what more would you like to learn? How can things that you’ve learned in this section help you describe your competencies, for example, when applying for a job? You can use the reflections in this section when making your internationalization plan!

Remember that multilingual and intercultural communication competence can and should be developed throughout life.

Go to the front page of all theme sections

Categorization and stereotypes

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Link to MICC framework

HOW DO CATEGORIZATION, STEREOTYPES AND PREJUDICES RELATE TO INTERNATIONALIZA-TION COMPETENCE?

What is important to know about categorization, stereotypes, and prejudices?
How are they visible in communication between people?
How can you learn to recognize them?
How can you react to them?

Reflect

Act

Discover

Express

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Categorization and stereotypes – DISCOVER

4. How do they appear in communication?

1. What are they?

categorization, stereotypes, and prejudices

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2. Why do they exist?

5. How can you learn to notice them?

3. What characteristics do they have, and how might they impact us?

6. How can you react to them?

Categorization and stereotypes – DISCOVER

Since the world is complex, we have a need to simplify and organize things and phenomena into various categories.
Categorization helps us make sense of our complex environment, but as a result we simplify the surrounding world.

Individual differences can go unnoticed.
We lose track of the exact trait, phenomenon, or object from which the generalization originated.

Categorization

Stereotypes

Prejudices

1. What are they?

Categorization and stereotypes – DISCOVER

A stereotype is a cognitive structure in which a trait or attribute is generalized to an entire group. It carries expectations and beliefs about the group’s behavior or defining traits.
A stereotype can be positive, neutral, or negative.

Stereotypes can also arise from observable traits, such as assumed age or skin and hair color.

On the other hand, stereotypes are linked to almost any group or community, such as hobby clubs, academic disciplines, or even the language people speak.

While stereotypes may relate to actual behaviors or to values held by those they target, they are often misleading and based on rumors.

Stereotypes

Prejudices

Categorization

1. What are they?

Examples

Categorization and stereotypes – DISCOVER

A prejudice is generally a negative perception of an individual or group based on stereotypes. It often includes negative attitudes or emotions toward others because of some of their traits.

Groups to which someone does not feel they belong can seem threatening or frightening, and prejudices then serve as a sort of justification and legitimation for one’s own negative feelings and attitudes.

Prejudices

Categorization

Stereotypes

1. What are they?

Categorization and stereotypes – DISCOVER

2. What makes us generalize and put things into categories?

Stereotypes facilitate action and thought because they simplify a complex environment.

Positive stereotypes can also be used to strengthen group cohesion.

More positive emotions are often associated with one’s own group, and more negative emotions with other groups.

Stereotypes often function as a tool for judging, and they can be used to justify discriminatory behaviour.

The use of stereotypes in interaction may reproduce or reinforce them.
Questioning a stereotype may also, in some cases, reinforce it. (Beukeboom & Burgers, 2019)

Examples

Categorization and stereotypes – DISCOVER

3. WHAT KINDS OF STEREOTYPES AND PREJUDICES EXIST, AND HOW DO THEY AFFECT US?

They simplify the characteristics or traits of group members.
They can influence which things we notice, remember, and pass on to others.

Information that reinforces stereotypes and prejudices is often noticed, remembered and shared more than information that contradicts them.

Generalizations about ourselves and others also influence how we see ourselves as part of different groups and communities.
If we are frequently generalized as belonging to a certain group, it may reinforce our sense of belonging and our group identity.

We may begin to act according to the expectations of the stereotype.

Therefore, when we simplify other groups through stereotypes, it impacts both the stereotype-holder and the group that is being portrayed.

There is a relationship between stereotypes and the self-fulfilling prophecy.

More informa-tion

Categorization and stereotypes – DISCOVER

Stereotypes and prejudices reflect, construct, and maintain beliefs about social categories.
They become visible in interaction through conscious or unconscious linguistic choices and visual communication.
The news, the entertainment industry, and social media also reproduce, create, and maintain stereotypical attitudes or prejudices.
By using generalizations or categorizations, we often share existing stereotypes and thus reinforce and maintain them.

4. HOW DO STEREOTYPES AND PREJUDICES APPEAR IN COMMUNICATION?

Categorization and stereotypes — DISCOVER

5. How do stereotypes and prejudices show up in interaction – and how can we notice them?

The way we use language can reveal underlying stereotypes and biases. That’s why it matters not just what we say, but how we say it.

According to research, information that confirms stereotypes is shared more visibly than information that challenges them.

For example, when media coverage of immigrants is predominantly negative, it tends to reinforce negative stereotypical attitudes among the audience. When a particular trait is widely emphasized, it can easily become a common belief.

The stronger the stereotype, the harder it is to accept information that contradicts it.

Citation

Categorization and stereotypes — DISCOVER

In any interaction, both the speaker and the listener share responsibility.
You can start by reflecting on your own thoughts and speech to identify any stereotypes or prejudices you may be using.
It can be difficult to change stereotypes, but it’s possible to talk about the information behind them.
Using labels and stereotypes can contribute to keeping them alive in society.

You can develop awareness of how you use language.

6. How should we react to stereotypes and prejudices?

Categorization and stereotypes — DISCOVER

Beukeboom, C. J., & Burgers, C. 2019. How stereotypes become shared knowledge: An integrative review on the role of biased language use in communication about categorized individuals. In Review of Communication Research, 7, 1-37. Retrieved from https://www.proquest.com/scholarly-journals/how-stereotypes-become-shared-knowledge/docview/2653337230/se-2Jiafu, Qi. 2016. Die Auswirkungen von Stereotypen auf die interkulturelle Kommunikation. In Literaturstraße: Chinesisch-deutsches Jahrbuch für Sprache, Literatur, Kultur. Heidelberg: Universitätsbibliothek, 431 – 443 https://doi.org/10.11588/litst.2016.0.58236 Madon, S. et al., 2018. The Accumulation of Stereotype-Based Self-Fulfilling Prophecies. In Journal of Personality and Social Psychology, vol. 115, no. 5, Oct. 2018, pp. 825–44, doi:10.1037/pspi0000142. Mandelbaum, E. 2016. Attitude, Inference, Association: On the Propositional Structure of Implicit Bias. In Noûs, 50(3), 629–658. http://www.jstor.org/stable/26631408 Ruscher, J. B. 1998. Prejudice and stereotyping in everyday communication. In Advances in experimental social psychology, vol. 30. Elsevier, 241-307. https://doi.org/10.1016/S0065-2601(08)60385-8 Ruscher, J. 2017, August 22. Prejudiced Communication. In Oxford Research Encyclopedia of Communication. Retrieved 29 Apr. 2025, from https://oxfordre.com/communication/view/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-419.

References

Categorization and stereotypes - ACT

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Infer the characteristics of the speakers based on the following audio samples

voice 1 english

Voice 1 finnish

voice 2 finnish

voice 2 english

voice 3 english

Voice 3 finnish

voice 4 finnish

voice 4 english

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