Explicit and implicit cultural difference in cultural learning among long-term expatriates

Abstract

Globalization has meant increased contact between cultural communities throughout the world.  This contact is at times relatively shallow - involving, for example, tourism or short-term travel - and at others relatively deep, as during study-abroad programs, expatriate job assignments, or immigration.  Whether shallow or deep, intercultural experiences create adaptive demands for the sojourner.  This ‘cultural learning’ may involve explicit demands, such as figuring out a subway system, or relatively deeper challenges, such as learning a new language, adapting one’s communication style, or understanding a different cultural world view.

This study examines the nature of these shallow and deep intercultural learning experiences.  It seeks to answer the questions:  1)  How can we describe the depths and intensity of different cultural learning experiences?  and 2)  How can we use this increased understanding to inform intercultural education?  The methodology involves interviewing expatriates, some of whom have relatively isolated and shallow experiences abroad, and others who have involved themselves more deeply in their new environment.  Analysis focuses on comparing the level of intercultural sensitivity of sojourners who have had varying depths of intercultural experiences.  The depth of sojourners cultural learning is examined from the point of view of relationships with cultural hosts as well as foreign language ability.  The level of intercultural sensitivity is examined using the Developmental Model of Intercultural Sensitivity (M.J. Bennett, 1993).

Results show that a sojourner’s reaction to hidden cultural difference is key to understanding intercultural learning, and that deeper intercultural contact can create greater intercultural empathy, but can also increase resistance to cultural difference.  Results also show that while competing models of intercultural learning providing effective conceptual frameworks for understanding different elements of intercultural learning, no existing model incorporates the sojourners’ reactions to implicit and explicit cultural difference.  A new model of intercultural learning is presented which incorporates these elements, and which is intended for use in designing intercultural education initiatives.

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