Provides a foundation for understanding a range of linguistic, cultural, and technological factors to effectively practice international communication in a variety of professional communication arenasAn in-depth analysis of how cultural factors influence translation, document design, and visual communicationA review of approaches for addressing the issue of international communication in a range of classes and training sessionsA summary of strategies for engaging in effective e-learning in international contextsA synopsis of how to incorporate emerging media into international teaching and training practices

Kirk St.Amant is the Eunice C. Williamson Endowed Chair in Technical Communication at Louisiana Tech University, USA. Dr. St.Amant has previously worked on international projects for companies such as Metronic, VERITAS Software, The Braun Corporation, Unisys, Humanitarian Demining Information Center (HDIC), and the Consortium for the Enhancement of Ukrainian Management Education (CEUME).

Madelyn Flammia is an Associate Professor at the University of Central Florida, USA, teaching graduate and undergraduate courses in Technical Communication. Dr. Flammia is the co-author ofIntercultural Communication: A New Approach to International Relations and Global Challenges. She has published articles inIEEE Transactions on Professional Communication and theJournal of Technical Writing and Communication, and was the recipient of a 2014 NCTE Technical and Scientific Communication Award.

Note from the Series Editor, xviiForeword, xixAcknowledgments, xxviiIntroduction, xxix

SECTION I DESIGN CONTEXTS1 The Imperative of Teaching Linguistics to Twenty-First-Century Professional Communicators 3Bruce Maylath and Steven Hammer1.1 Introduction, 41.2 Why Linguistics? The Dangers of Monolingualism, 51.3 Linguistic Knowledge - Where Did It Go?, 61.4 Linguistics for the Professional Engineer and Communicator, 81.5 Conclusion, 152 Cultural Contexts in Document Design 19Yiqin Wang and Dan Wang2.1 The Challenges of International Communication, 192.2 Literature Review, 212.3 Study Design, 252.4 High- or Low-Context Culture and the Extent of Explicit Description, 262.5 Thought Pattern and Content Organization, 292.6 Cultural Contexts in Text-Graphic Relationships, 332.7 Cultural Backgrounds, 382.8 Applying Ideas to Training in Technical and Professional Communication, 392.9 Conclusion, 423 Teaching Image Standards in a Post-Globalization Age 47Audrey G. Bennett3.1 Image Design and Consumption in a Post-Globalization Age, 483.2 Socially Conscious Communication Design and the Evolution of Image Standards, 493.3 Standards for Communicatively Effective Images, 523.4 Implementing Objective Metrics in Technical and Professional Communication Classes, 563.5 Conclusion, 63

SECTION II SOCIETAL CONTEXTS4 Linux on the Education Desktop: Bringing the "Glocal" into the Technical Communication Classroom 69Brian D. Ballentine4.1 Introduction, 694.2 Linux-Dominance and Absence in Different Markets, 704.3 Linux on the Desktop, 744.4 Aggressive Evangelism, 784.5 Extremadura, 804.6 The Glocal, 824.7 Situating Professional Communication Students in the Glocal, 824.8 Using Linux on the Desktop, 834.9 Conclusion, 875 Teaching the Ethics of Intercultural Communication 91Dan Voss and Bethany Aguad5.1 Introduction: Globalization Introduces an Intercultural Dimension to Business Ethics, 925.2 Literature Review Represents the Intersection of Ethics, Intercultural Communication, and Science/Engineering, 935.3 Four Classical Ethical Models Form the Foundation for Studying the Ethics of Intercultural Communication, 985.4 Two Value Models Help Rank Values to Resolve Conflicts in Favor of the Greatest Good or the Least Harm, 1035.5 Value Models within Technology-Based Companies and Professional Associations Offer Broad Ethical Perspectives, 1065.6 Before Analyzing Ethical Conflicts in an Intercultural Context, Its Important to Understand the Cultural Differences Involved, 1095.7 Analyzing Case Histories via a Multi-Tiered Process of Ethical Models and Cultural Filters that Clarifies Ethical Conflicts, Defines Alternative Actions, and Predicts Outcomes, 1165.8 Suggestions for Integrating the Specialized Topic of this Chapter into Academic Courses and Industry Training Classes, 1185.9 Conclusion: The Authors Invite Further Research and Contributions, 121

SECTION III ONLINE CONTEXTS6 Autonomous Learning and New Possibilities for Intercultural Communication in Online Higher Education in Mexico 127Cesar Correa Arias6.1 Introduction, 1286.2 The Nature and Characteristics of Autonomous Learning, 1296.3 Understanding and Applying Autonomous Learning, 1346.4 The Role of ICTs in Autonomous Learning, 1396.5 The Culture of Autonomous Learning Inside Institutions of Higher Education, 1406.6 Conclusion, 1457 E-Learning and Technical Communication for International Audiences 149Darina M. Slattery and Yvonne Cleary7.1 Teaching Technical Communication and E-Learning: An Introduction, 1497.2 An Overview of Learning Pedagogies, 1507.3 Intercultural Communication Pedagogies, 1557.4 The Irish Context for Technical Communication and E-Learning, 1587.5 The Configuration of our Program, 1607.6 The Assignments in the MA Program, 1647.7 Connecting Student Work to Different Contexts, 1677.8 Conclusion, 1698 Teaching and Training with a Flexible Module for Global Virtual Teams 173Pam Estes Brewer8.1 Introduction, 1738.2 The Origins of the Approach Presented in This Chapter, 1748.3 International Virtual Communication and Experiential Learning, 1758.4 Teaching the Topic, 1798.5 Observations/Reflections/Theory Development for All Classes, 1858.6 Global Virtual Team Teaching Module, 1908.7 Conclusion, 195

SECTION IV EDUCATIONAL CONTEXTS9 Strategies for Developing International Professional Communication Products 201Helen M. Grady9.1 Introduction to International Technical Communication, 2019.2 Review of the Literature, 2029.3 The International Technical Communication Course, 2049.4 Conclusion, 21510 Teaching Cultural Heuristics Through Narratives: A Transdisciplinary Approach 219Han Yu10.1 A Transdisciplinary Approach for Global Engineers, 21910.2 Overview of Cultural Heuristics, 22010.3 Critiques and Counter-Critiques of Cultural Heuristics: How to Move Forward from Misguided Debates, 22210.4 Overview of Cultural Narratives, 22710.5 Implement the Transdisciplinary Approach: Teach Cultural Heuristics Through Narratives, 23010.6 Potential Limitations: How to Select Quality Cultural Narratives, 23410.7 Conclusion, 23611 Assessing Intercultural Outcomes in Engineering Programs 239Darla K. Deardorff and Duane L. Deardorff11.1 Introduction, 24011.2 An Introduction to the Literature of Outcome Assessments, 24111.3 Exploring Some Limitations to Intercultural Assessment Research, 24411.4 Strategies for Quality Assessment of Intercultural Learning Outcomes, 24611.5 Developing an Assessment Plan, 24911.6 Quality Assessment, 25211.7 Developing Intercultural Competence in Students, 25411.8 An Example of Intercultural Assessment, 25611.9 Assessing Intercultural Outcomes in Engineering Programs, 25811.10 Conclusion, 258

Biographies, 263Index, 269