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Author: Rachel Chang
For the past few years, the Fu Jen Catholic University English Language and Literature Department has been actively promoting cross-cultural communication through several innovative courses. This semester, two courses – Cross-Cultural Communication: Global Understanding Project and Intercultural & Flipped Foreign Language Classroom – represent the department’s dedication to fostering intercultural understanding and connecting students with global perspectives without traveling. These courses align with the university’s mission of using education as a tool for global cooperation, as reflected in President Lan Yizhen’s emphasis on international partnerships and academic initiatives (“Fu Jen University’s Global Reach,” 2024).
Cross-Cultural Communication: Global Understanding Project
Cross-Cultural Communication: Global Understanding Project
Cross-Cultural Communication: Global Understanding Project, led by Dr. Doris Shih, allows students to obtain professional knowledge in cultural studies and communication theories. As part of East Carolina University’s (ECU) Global Academic Initiatives, students apply these concepts through virtual interactions with international peers from Universidad Piloto de Colombia in Bogota, Universidad San Ignacio de Loyola in Lima, and East Carolina University in North Carolina. Topics in these connections range from daily experiences like college life and food traditions to deeper issues such as gender roles, societal values, and the meaning of life. These connections encourage both cultural exploration and personal reflection (Cross-Cultural Communication: GU).
Cynthia Chen, a student in this course, shared her challenges and discoveries collaborating with peers in Colombia and Peru. She initially struggled with understanding diverse English accents, particularly the Colombian one. “In Taiwan, I rarely encounter diverse English accents. I thought listening carefully would help, but often we were just talking past each other,” she explained. Despite this, she discovered cultural similarities, such as the resemblance between South American night markets and those in Taiwan. Cynthia also faced sensitive topics like the China-Taiwan relationship, sharing her perspective to help her partners understand a Taiwanese viewpoint. Beyond these conversations, the course boosted her cultural confidence. “After sharing with our partners, their positive feedback helped me appreciate my culture more,” she reflected. Additionally, the experience strengthened her respect and communication skills, “I used to feel anxious when speaking to others who have different English accents, but now I’m better at starting respectful conversations across cultures.
Cross-Cultural Communication: Global Understanding Project in class connections. Photo provided by Dr. Doris Shih
Yvonne Wu, the teaching assistant for this course and a former student of this course herself, shared insights into her observations and experiences. She noticed a significant change in students’ willingness to communicate over the semester. “At first, students were hesitant to turn on their microphones or interact with peers from other countries. But after a few sessions, they became more eager to speak up,” Yvonne explained. She emphasized that the course helped students improve speaking and conversation-extension skills – areas many Taiwanese students struggle with. “By practicing in a supportive environment, students become more comfortable engaging with peers from different cultures,” she concluded. By communicating with peers from diverse cultures in such an environment, students acquire a deeper understanding of their culture while learning to build trust and respect across differences.
Cross-Cultural Communication: Global Understanding Project students collaborating with their international peers. Photo provided by Dr. Doris Shih
Intercultural & Flipped Foreign Language Classroom
Intercultural & Flipped Foreign Language Classroom, led by Dr. Lydia Tseng, emphasizes intercultural exchange and interactive learning. A key project this semester is the Intercultural Telecollaboration, where students communicate with peers from the University of Bordeaux, France, and Nanzan University, Japan. Since 2021, students have developed intercultural communication skills through discussions with French peers, and this year, the addition of Nanzan University enriches the experience. Through these telecollaborations, students engage in discussions on shared topics, exchanging insights to explore cultural perspectives and communication styles. This year’s collaboration centers on the United Nations Sustainable Development Goals (SDGs), encouraging students to discuss critical global issues, such as climate action, quality education, and social equality (Intercultural & Flipped FL Classroom).
Intercultural & Flipped Foreign Language Classroom Intercultural Telecollaboration group photo. Photo provided by Ivory Kent
Josephine Chen, a student enrolled in the course, shared her thoughts on the value of the Intercultural Telecollaboration project. She explained how engaging with French students on global issues such as climate change and equality deepened her understanding of the differing priorities and approaches across cultures. “While discussing the SDGs, I realized how varied each culture’s perspective on environmental issues can be. The French students focused more on policy-driven actions, while we highlighted grassroots efforts,” Josephine said. One significance of this course for Josephine was the opportunity to collaborate with her partner in ways that facilitated greater cultural understanding. “It taught me to ask questions and share perspectives while maintaining patience and empathy in cross-cultural communication,” she explained.
However, cross-cultural communication is not always straightforward. Peggy Lee, a participant in the telecollaboration with Japanese students, described the challenges her team faced with communication. “Our Japanese peers were shy at first, so we had to ask specific questions to prompt responses,” she explained. Thus, she learned to adapt her communication style, realizing that effective exchanges required understanding cultural differences. “We discovered that while Taiwan and Japan share cultural similarities, our approaches to tasks can be varied. This course helped me appreciate the importance of flexibility in communication.” Peggy added, “It made me realize that effective communication requires adapting to different styles and expectations” and that empathy is the key to cross-cultural interactions. Through this course, students like Josephine and Peggy not only overcome language and cultural barriers but also develop a greater appreciation for cultural diversity and the critical role of global cooperation.
These courses demonstrate Fu Jen Catholic University’s dedication to promoting global citizenship. By enhancing students’ communication skills, they also cultivate a deeper appreciation for cultural diversity and international cooperation. Through virtual exchanges, students gain valuable insights into their own cultures as well as others, developing important intercultural communication skills that support global efforts toward sustainable development. As education continues to transcend geographical and cultural barriers, initiatives like these play a crucial role in building a more inclusive, cooperative, and forward-thinking global community (Importance of Cross-Border Education).
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