Critique:Situated Intercultural Communication: Domestic and Interculturalstudent interaction

Educationtoday has continued to be internationalized. In light of this, everyinstitution has found it necessary to increase the aspect ofintercultural competence to accommodate each student in his or herinstitution. This, however, needs intercultural programs coupled withtraining to facilitate the intercultural training motive. One of thefactors that have been considered a key influence in this move iscommunication. In an attempt to explore this field, Emily Spitzmandecided to identify what happens when domestic students andinternational students interact with one another (Spitzman, 2014).She was looking at what happens between the two partnersconversation. Also, what some of the participants say using theconversation partner program. This paper, therefore, seeks tocriticize the submission by Emily Spitzman.

Basingher writings on font 15, an APA format and first person reportingstyle, the writer can capture readers’ attention and make use ofall the citations. The work published by Emily Spitzman from theUniversity of Rhode Island is meant to serve the educational needs,educational administration, and curriculum for institutions of higherlearning. By publishing her work in University of Rhode Island, thework would be accessible to various learning institutions in thecountry and beyond. Some of the vocabularies used in her wok includeintercultural competence, intercultural intelligence, programeffective, ethnographic methods, theoretical underpinnings, andconversation partners. The styles that have been portrayed in thiswriting could be a good sample of a report written in the firstperson.

Theresearcher while writing the paper was keen on the choice of words.English is known to have a rich vocabulary hence the speakers have tobe keen on the choice of words that are available to them whenexpressing a given idea. The author has shown that she is aware thatwords with similar meanings cannot be interchanged. The author’suse of certain words is an indicator that indeed it is academicwriting. The writer uses formal or neutral alternatives tocommunicate the message. A case in point is the formal use oflanguage in the statement of problem section.

Theauthor also uses normalization in several instances in the researchwork. Normalization refers to a noun phrase that is obtained fromanother word class, which in most cases is a verb. For example, theauthor states that,

“Despitethe fact that increasing the intercultural competence of students,defined in the literature reviews below,isbecoming an educational priority for many institutions, therehas beenlittle research into how intercultural interaction should best befacilitated”(Spitzman,2014).

Toensure that the message is conveyed in impersonal yet objectivemanner, the author normalizes the two-bolded parts. Throughnormalization, the author has also been able to make the text concisegiven that information can be packed and put together to communicatein just a few words. Moreover, in expressing complex relationshipsbetween concepts, the author has used normalization. In fact, the useof normalization ensures that writing of the author is very concisein nature.

Thesimplicity of the language is evident in the work and more so in theliterature review section. The author has expressed herself inelegant yet academic and literary manner in the literature reviewsection. In this section, the author uses less complex sentences andparagraphs that make the reading in the section to be more readableand not complicated in prose at all. The section sounds clear ratherthan just being smart.

Thewriter has explored the use of active verbs in most of the instancesand only explored the use of passive verbs in unavoidable instances.Additionally, some of the main phrases also identified asvocabularies are handy. They are repeated throughout the work.


Spitzman,E. (2014). Situated intercultural communication: Domestic andinternational student interaction.