Module: Critical Cross-Cultural Communication Academic Year: 2023/2024

Professor: SAIDI Benachour

Full Name Mohammed Essoutouti

Title of the Article/Chapter Edward T. Hall and the History of Intercultural Communication: The United
States and Japan

Summary:

Edward T. Hall, a seminal figure in intercultural communication, left an indelible mark on the field
through a diverse tapestry of intellectual influences. Cultural anthropology, linguistics, ethology, and
Freudian psychoanalytic theory converged to shape the foundation of his work.
The Foreign Service Institute (FSI) played a pivotal role in the formalization of intercultural
communication. Established in 1946 to address deficiencies in the American diplomatic corps, the FSI
responded to the inadequacy of language and cultural knowledge among Foreign Service officers.
This marked a significant shift in diplomatic preparation, emphasizing the importance of native
speakers and cultural understanding. Hall's paradigm for intercultural communication, developed at
the FSI, focused on key elements such as non-verbal communication, an out-of-awareness level, a
nonjudgmental cultural perspective, participatory training methods, and an applied and cultural
orientation. His influential work, "The Silent Language," emphasized nonverbal communication
across diverse cultures and achieved widespread success, catapulting him into the public eye.
Despite unintentionally founding intercultural communication, Hall did not actively advocate for its
institutionalization in American universities. Nevertheless, the field gained recognition in the late
1960s, and Hall's work remained highly influential both within and outside the discipline.
In the 1970s, the study of intercultural communication between the United States and Japan gained
momentum, driven by economic interactions. Scholars like John C. Condon, William B. Gudykunst,
and Clifford Clarke delved into Japanese/American communication, drawing from personal
experiences.
Hall's impact on intercultural communication in Japan was profound, with his high-context and low-
context communication concepts aiding Japanese scholars in understanding cultural nuances.
Challenges persisted, including a limited scope in domestic intercultural relations and a difference-
focused approach neglecting similarities, as well as overlooking power and privilege issues. Hall's
collaboration with George L. Trager from 1951-1955 resulted in a paradigm for intercultural
communication based on linguistic relativity and Freudian psychoanalytic theory. This paradigm
migrated into university departments, including business schools and English departments in Japan.

In conclusion, Edward T. Hall's legacy in intercultural communication is characterized by a rich blend

of intellectual influences, practical applications, and significant impacts on diplomatic training and
Module: Critical Cross-Cultural Communication Academic Year: 2023/2024
Professor: SAIDI Benachour

cross-cultural understanding. His work remains influential, emphasizing the enduring

importance of cultural competence and effective communication in an increasingly globalized world.

Takeaways:

1. Edward T. Hall's contributions underscore the multidisciplinary nature of intercultural

communication, drawing from cultural anthropology, linguistics, ethology, and
Freudian psychoanalytic theory. This highlights the importance of a holistic
understanding of various disciplines in comprehending the complexities of cross-
cultural interactions.
2. Hall's work at the Foreign Service Institute, particularly the emphasis on language
training and cultural understanding, demonstrates the practical impact of intercultural
communication on diplomatic training. His legacy extends globally, influencing
scholars and practitioners alike, emphasizing the enduring significance of cultural
competence and effective communication in navigating a globalized world.
Questions:
1. How can educational institutions incorporate the principles of Edward T. Hall's
intercultural communication paradigm, emphasizing non-verbal communication,
participatory training methods, and a nonjudgmental cultural perspective, to enhance
cultural competence and global awareness among students?
2. In what ways can educators integrate lessons from the study of intercultural
communication between the United States and Japan, driven by economic
interactions, to develop curriculum and teaching strategies that foster cross-cultural
understanding and appreciation among students in diverse educational settings?