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Recommended because because it represents the philosophy and educational technique of The Experiment in International Living (World Learning, Inc.) and World Learning, Inc.’s accredited college, the School of International Training. The book provides (1) a conceptual framework for cross-cultural experiential learning, (2) essays on the application of the ideas of cross-cultural experiential learning with exercises, simulations, and activities, and (3) an educational impact assessment guide. Sparrow’s Chapter 16 Examining Cultural Identity contains the Kluckhohn Questionnaire which has a Basic Attitude-Contrast Areas section that evaluates people’s attitudes towards people’s basic nature, life, death, suffering and pain, problem solving, animals, time, etc.

Citation: Gochenour, Theodore (editor). Yarmouth, ME: Intercultural Press.

Recommended because it contains modules for intercultural training that include self-assessment exercises, case studies/critical incidents, key concept presentations, role-plays, group discussions, “homework assignment” reports, etc. For example, Chapter 8 (Intercultural Education at the University Level: Teacher-Student Interaction) provides information and activities (i.e., case study examples of Japan, Korea, and Nigeria, role plays, discussion questions, and a self-assessment exercise on instruction (teaching) styles) that explore the Five Dimensions of National Culture (power distance, individualism-collectivism, uncertainty avoidance, masculinity, and Confucian dynamism) and how they relate to cross-cultural teacher-student interactions.

Citation: Brislin, Richard W., & Yoshida, Tomoko. Published by Intercultural Press. http://www.interculturalpress.com

Recommended because the authors explore diverse perspectives on communication and interaction between the world’s cultures. The book is recommended for undergraduate and graduate college and university students. The book is organized in four parts: (1) Intercultural Communication: An Introduction; (2) Sociocultural Backgrounds: What We Bring to Intercultural Communication; (3) Intercultural Interaction: Taking Part in Intercultural Communication; (4) Intercultural Communication: Seeking Improvement.

Citation: Samovar, Larry A., & Porter, Richard E. (editors).  Published by Intercultural Press. http://www.interculturalpress.com

Recommended because it provides case study analyses and activities of students in an cross-cultural/intercultural communication class. Reading and vocabulary development are taught within the cultural contexts of a cross-cultural communication class. The book provides (1) practical methods for understanding culture and dealing with cross-cultural misunderstandings, (2) cultural interpretation exercises for learning about cultural differences, processes, and attitudes, and (3) project (ideas) for practicing cross-cultural communication and interaction skills. Included in the case studies and activities are activities that explore the Cultural Adjustment Cycle–honeymoon, culture shock, initial adjustment, mental isolation, and acceptance & integration, ways to identify where you are in the cycle, ways to help someone adjust to a new culture, etc.

Citation: Archer, Carol M. Englewood Cliffs, NJ: Regents/Prentice Hall.

Recommended because the authors of this book provide an overview of hosting, beginning with the role of the exchange student in the host family. They follow this with a discussion of the skills needed for host parenting and an expanded examination of culture. They also focus on the stages of the hosting experience: Arrival, Settling In, Deepening the Relationship, Culture Shock, the Holidays, Taking Stock, Culture Learning, Predeparture, and Readjustment and discuss what to expect and make recommendations on handling day-to-day situations. This book will be welcomed by veteran host families as well as those contemplating hosting for the first time.

Citation: King, Nancy, & Huff, Ken. (1997). Intercultural Press. $15.95.

Recommended because Figuring Foreigners Out is designed for anyone who wants help in figuring out the behavior of someone from another culture. After completing this workbook, readers will find themselves better able to incorporate new attitudes and behaviors into their dealings with people who view the world from a perspective different from their own. Perhaps the most remarkable aspect of this book is its universality. It is neither overtly nor implicitly oriented to one culture. Educators, trainers and individuals will profit from this user-friendly resource. It should be high-priority reading for anyone who may come into contact with people from foreign cultures.

Citation: Storti, Craig. (1999). Intercultural Press. $24.95.

Recommended because it provides case study analyses and activities of students in an cross-cultural/intercultural communication class. Reading and vocabulary development are taught within the cultural contexts of a cross-cultural communication class. The book provides (1) practical methods for understanding culture and dealing with cross-cultural misunderstandings, (2) cultural interpretation exercises for learning about cultural differences, processes, and attitudes, and (3) project (ideas) for practicing cross-cultural communication and interaction skills. Included in the case studies and activities are activities that explore the Cultural Adjustment Cycle–honeymoon, culture shock, initial adjustment, mental isolation, and acceptance & integration, ways to identify where you are in the cycle, ways to help someone adjust to a new culture. Reviewed by Andre J. Patterson, 07/2002

Citation: Archer, Carol M. (1991). Englewood Cliffs, NJ: Regents/Prentice Hall.

Recommended because the authors explore intercultural experiences as a component of intercultural education and training. The authors examine (1) the nature of intercultural sensitivity, (2) the domestic and international contexts of intercultural relations, (3) the pedagogy of intercultural education, training, and orientation, (4) the cultural immersion and reentry phenomena, and (5) the experience of being culturally marginal. The focus of the authors’ examination are the premises that (1) education for intercultural experiences requires content and pedagogy radically different from traditional practices and (2) intercultural experiences are intense and challenging for participants. Included in the book are articles from Milton J. Bennett–Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity (ethnocentric stages: denial, defense, and minimization; ethnorelative stages: acceptance, adaptation, and integration), Janet M. Bennett–Cultural Marginality: Identity Issues in Intercultural Training (encapsulated and constructive marginality), and Gary R. Weaver–Understanding and Coping with Cross-Cultural Adjustment Stress (culture shock and internal and external culture).
Reviewed by Andre J. Patterson, 07/2002

Citation: Paige, R. Michael. (Ed.). (1993). Yarmouth, ME: Intercultural Press.