Intercultural Communication in a Multipolar World

Москва
ИНФРА-М
2024

МЕЖКУЛЬТУРНАЯ 
КОММУНИКАЦИЯ 
В МНОГОПОЛЯРНОМ МИРЕ

INTERCULTURAL COMMUNICATION 
IN A MULTIPOLAR WORLD

УЧЕБНОЕ ПОСОБИЕ

УДК 316.7+811.111(075.8)
ББК 60.56:81.432.1я73
 
М43

 

М43
  
Межкультурная коммуникация в многополярном мире (Intercultural 
Communication in a Multipolar World) : учебное пособие / И.И. Климова, 
Н.А. Козловцева, С.Ю. Дронова [и др.]. — Москва : ИНФРА-М, 2024. — 201 с. — 
(Высшее образование). 

ISBN 978-5-16-019808-8 (print)
ISBN 978-5-16-112341-6 (online)
Учебное пособие систематизирует подходы к пониманию межкультурной коммуникации как в лингвистическом, так и в междисциплинарном аспектах. Новизна 
в контексте многополярности современного мира заключается в анализе не только 
традиционных западных, но и современных восточных подходов к пониманию культуры и межкультурного диалога, а также в использовании актуальных кейсов и практических материалов.
Предназначено для студентов, обучающихся по направлению подготовки 45.03.02 
«Лингвистика».

УДК 316.7+811.111(075.8)
ББК 60.56:81.432.1я73

Р е ц е н з е н т ы:
Тер-Минасова С.Г., доктор филологических наук, профессор, президент факультета иностранных языков и регионоведения Московского государственного университета имени М.В. Ломоносова;
Вишнякова О.Д., доктор филологических наук, профессор, профессор кафедры английского языкознания филологического факультета Московского государственного 
университета имени М.В. Ломоносова;
Жукова Т.А., доктор педагогических наук, доцент, профессор кафедры иностранных языков и межкультурной коммуникации Финансового университета при Правительстве Российской Федерации

ISBN 978-5-16-019808-8 (print)
ISBN 978-5-16-112341-6 (online)
© Коллектив авторов, 2024

Данная книга доступна в цветном исполнении 
в электронно-библиотечной системе Znanium

Климова Ирина Иосифовна, кандидат филологических наук, доцент, заведующий 

кафедрой иностранных языков и межкультурной коммуникации Финансового универси
тета при Правительстве Российской Федерации.

Козловцева Нина Александровна, кандидат культурологии, доцент кафедры ино
странных языков и межкультурной коммуникации Финансового университета при Прави
тельстве Российской Федерации.

Дронова Светлана Юрьевна, кандидат политических наук, доцент кафедры ино
странных языков и межкультурной коммуникации Финансового университета при Прави
тельстве Российской Федерации.

Арутюнян Ванда Сергеевна, кандидат филологических наук, доцент, доцент ка
федры иностранных языков и межкультурной коммуникации Финансового университета 

при Правительстве Российской Федерации.

Герасимова Ольга Алексеевна, старший преподаватель кафедры иностранных 

языков и межкультурной коммуникации Финансового университета при Правительстве 

Российской Федерации.

Гинзбург Ольга Владимировна, кандидат филологических наук, доцент кафедры 

иностранных языков и межкультурной коммуникации Финансового университета при 

Правительстве Российской Федерации.

Кайяр Ольга Мустафовна, преподаватель кафедры иностранных языков и межкуль
турной коммуникации Финансового университета при Правительстве Российской Феде
рации.

Миронова Дарья Александровна, старший преподаватель кафедры иностранных 

языков и межкультурной коммуникации Финансового университета при Правительстве 

Российской Федерации.

Меньшиков Петр Витальевич, доктор политических наук, кандидат исторических 

наук, доцент, профессор кафедры иностранных языков и межкультурной коммуникации 

Финансового университета при Правительстве Российской Федерации.

АВТОРСКИЙ КОЛЛЕКТИВ

CONTENTS 

Preface …………………………………………………………………..............………………. 5  

Lesson 1. Homo homini amicus est: exploring our similarities and differences .........................  6 

Lesson 2. The Tower of Babel problem, or why we need language and cultural diversity in our 

world ………………………………………………………………………………………….... 13 

Lesson 3. Understanding cultural literacy and the role of stereotypes ………………………… 20 

Lesson 4. Navigating the multipolar world ……………………………………………………. 26 

Lesson 5. Measuring business cultures ………………………………………………………… 33 

Lesson 6. Avoiding conflicts in intercultural communication …………………………………. 41 

Lesson 7. Creating a personal cultural profile …………………………………………………. 51 

 

People’s Republic of China ……………………………………………………………………  56 

Republic of India (Bharat) ……………………………………………………………………....69 

Republic of Türkiye (Republic of Turkey) …………………………………………………….. 79 

United Arab Emirates ………………………………………………………………………….. 89 

People’s Democratic Republic of Algeria ……………………………………………………. 105 

Republic of South Africa ………………………………………………………………………122 

Republic of Cuba ………………………………………………………………………………133 

Argentine Republic …………………………………………………………………………….145 

Federative Republic of Brazil ………………………………………………………………….157 

Bolivarian Republic of Venezuela ……………………………………………………………..170 

 

Tests ……………………………………………………………………………………………181 

Glossary ………………………………………………………………………………………..191 

Keys ……………………………………………………………………………………………196 

4

References ................................................................................................196

4Preface 

The study of intercultural communications is always a challenging endeavour because it 

involves a huge effort to understand how people have developed worldviews and arrived at a 

certain status where civilisations can state their vision, status and projections to the world. 

However, the modern world is unthinkable without the joint efforts of different civilisations, 

peoples and countries to establish interpersonal and intercultural communications that can be 

effective at a very high level. The Department of International Communication and Foreign 

Languages of the Financial University under the Government of the Russian Federation has 

consistently developed approaches, methodologies and a vision of how this most complex 

subject can be effectively taught to students aspiring to become political or social leaders in 

modern Russia.  

This is not so much related to how language is taught, how one can teach various nationally 

specific concepts to a person living in another country, but rather suggests how complex 

concepts specific to a particular culture can be learned and visualised in the broader context of 

human communication in the wider international arena. This involves analysing a range of 

aspects of such communication, including language, culture, history, economics, human relations 

and a range of other disciplines most conducive to a full understanding of the mystery of 

intercultural communication, in which countries and cultures of people come together to address 

highly relevant topics on the contemporary agenda. The contemporary context allows students, 

teachers and researchers to access such a wide range of material that can be effectively made 

available to students for further study and use in their endeavour to develop and acquire a 

qualification related to a project working in the international arena. This manual is an excellent 

example of how such materials can be effectively accumulated and utilised in language teaching 

in the context of interpersonal and intercultural communication studies. The manual contains a 

wide variety of materials related to the economic history of the language and the culture of the 

countries covered in this manual. Students will gain a first approximation that will enable them 

to further explore the issues raised in this manual and individual studies, and to pursue these 

studies under the guidance of supervisors as part of the curriculum. This handbook is only one of 

many attempts by Financial University faculty to do just that. 

 

Professor M. Konurbaev 

Moscow State University named after M. Lomonosov 

14 December 2023 

 

5

5Lesson 1. Homo homini amicus est: 

exploring our similarities and differences 

1. Chapter objectives 

The generation gap: where it came from and how we can bridge it. 

Addressing the generation gap in the workplace. 

 

2. Key words 

Generational theory, generation gap 

 

3. Lead in 

3.1. Discuss the following issues 

While intercultural communication pertains to interactions between diverse cultures, 

individuals within a national culture can also exhibit differences. What accounts for these 

variations? 

Is it a common practice to encounter conflicts in a professional setting? 

How pronounced is the generation gap in professional interactions? 

Are you familiar with generational theory? 

 

3.2. Have a look at the data below. What are your thoughts on such statistics? 

According to research by the British Chartered Institute of Personnel and Development 

(CIPD), one in four employees considers workplace conflicts to be ‘commonplace’. 

Statistically, 86% of managers and employees cite ineffective communication and lack of 

teamwork as the primary causes of workplace setbacks. The conflicts are often triggered 

by competing for limited resources, by interdependent tasks, clashing goals, contrasting 

expectations and values, differences in behaviour and educational backgrounds, and poor 

communication. 

The generation gap in a professional setting is the predominant issue in business 

communication. The challenge arises as individuals from different generations often 

struggle to fully understand each other. The Queens University survey found that there is 

significant support for the use of social tools for collaboration. 31% of baby boomers 

(born from 1946s to 1960s), 40% of Generation X (1960s to 1980s) and 49% of 

millennials (1980s to 2000s) support social tools for collaboration. 59% of the 

respondents experienced challenges while working on their collaboration tools. 

6

6Interestingly, 71% of millennials faced challenges while just 45% of baby boomers 

concurred1. 

 

4. What is generational theory? Read the text and answer the questions below 

Generational theory is an exploratory approach that describes the emergence, cohesion, 

and evolution of distinct age groups. Philosophers have pondered the differences between fathers 

and sons since the Medieval era. The concept of generational shifts gained traction by the 19th 

century. Scholars attributed shared values and collective experience as the glue binding a 

generation. When the society experienced a major historic event or a social phenomenon, e. g. a 

war or a crisis, it shaped the behaviour and mindset of those living through them. 

Generational theory gained prominence thanks to two books: Generations: The History of 

America’s Future, 1584–2069 (1991) and The Fourth Turning: An American Prophecy (1991) 

by writer William Strauss and economist Neil Howe. They proposed four generational personas 

(archetypes) with their unique traits and values. Typically, a new social generation emerges 

every 15–20 years. 

Baby boomers (born from 1946 to 1963): while being young, they were passionate and 

bold, tending to destroy the usual way of life. However, as they aged, they actively defended 

stability and their chosen lifestyles. 

Generation X (Gen Xers, born from 1964 to 1980): growing up in a transitional period, 

they matured early. Gen Xers are pragmatists and individualists. They are quite materialistic and 

often prioritise their goals over others’ feelings and views. 

Generation Y (millennials, born from 1981 to 1996): driven by shared values and 

commonweal, they appreciate technologies and lean towards humanism and optimism. 

Generation Z, (zoomers, born from 1997 to 2012): while growing up, they react sharply 

to security crises. They are ready to exchange their personal freedom and the complexity of 

political and social systems for enhanced external and public control. 

And what about Russia? 

The generational theory for Russia differs from the classical model, as presented by 

sociologist and economist Vadim Radaev in his book Millennials: How the Russian Society 

Changes. He tailored the generational periods to mirror the milestones of Soviet and Russian 

history. 

Mobilisation generation: born before 1938, their formative years spanned 1941–1955, 

covering World War II and the subsequent post-war reconstruction. 

                                           
1https://blog.bit.ai/collaborationstatistics/7

7Thaw generation: they were born from 1939 to 1946 and matured during the 

‘Khrushchev thaw’ of 1956–1963. 

Stagnation generation: born from 1947 to 1967, they came of age in the ‘Stagnation era’ 

of 1964–1984. 

Generation of Reforms: being the first post-Soviet generation, they were born from 1968 

to 1981, with their youth coinciding with the Perestroika and economic reforms spanning 1985–

1999. 

Millennials: born between 1982 and 2000, they grew up between 2000 and 2016 

respectively. 

Generation Z: this generation was born after 2001 and started to come of age by around 

2017. 

 

• 
Answer the following questions  

1. Why and when did generational theory emerge? 

2. How do generations differ from each other? 

3. Artem Fatkhullin, Managing Director at Sber Employer Brand and Internal 

Communications, said that by 2023, millennials made up 50% of the entire workforce. 

Why is this fact important to professionals? 

4. Look at the picture. What values are attributed to each generation? 

 

5. Is generational theory universally applicable? Is it equally effective across different 

nations? Please explain. 

 

8

85. Why doesn’t generational theory always work? Read the text criticising generational 
theory and name each point 

Strauss and Howe’s ideas inspired extensive generational research and discussion. Some tried 

to delve into the nuances between generations, others focused on demarking generational 

boundaries, and at least six standalone studies explored the characteristic features of 

Generation Z. But the theory has not escaped scrutiny. The primary criticisms are the following: 

1. _____________________________________________________________________ 

Originating in the United States, generational theory is deeply rooted in American historic 

events. Yet, the USA is vast and diverse; drawing parallels between someone nurtured 

in cosmopolitan California and those from rural farming communities in Iowa is already a 

challenge. Therefore, when we extrapolate generational theory to the European contexts, we may 

only capture the most universal trends — primarily technological advancements — that have 

affected all of the humankind history. 

2. _____________________________________________________________________ 

Russia is so large that nationwide companies inevitably encounter diverse patterns of employee 

motivation across regions. In this regard, broad generalisations can be detrimental. While they 

might capture prevalent trends, they often overlook the specific nuances of each regional 

audience that are most valuable when engaging with employees. 

3. _____________________________________________________________________ 

Beyond human resources, generational theory has been readily adopted in marketing. However, 

today, as we have an unprecedent array of audience analysis tools, and the value of each 

marketing message now lies in pinpointing specific consumer interests (through personalised 

offers, targeting, push notifications and much more), the broad-brush classification of audiences 

based on age seems quite rough. Being amongst those criticizing the approach, Niraj Dawar, a 

Professor from the marketing group at the Ivey Business School (Canada), says: ‘Lumping 

consumers into generations based on when they were born is among the crudest forms of 

segmentation. Today, individualised media (smartphones) have made those segmentation 

exercises as obsolete as rotary dial.’ 

4. _____________________________________________________________________ 

Even if we tailor generational theory to a specific country or city (and, crucially in Russia, a 

particular region), solely relying on it to shape HR policies or lead projects can be misguided. 

5. _____________________________________________________________________ 

9

9A personality is moulded under myriad factors way beyond the generational context, which can 

completely level the historical backdrop. Family and relatives’ dynamics, parents’ income, 

community and friends’ influences, school experience, hobbies and sports play significant roles 

in shaping an individual. Generational theory is just a minor piece in this puzzle. 

What pros and cons could you identify regarding the widespread use of generational 
theory in business? 

 

6. Activities 

6.1. Reflect on the cases below. What would you do in these situations? 

We often hear that we live in a rapidly changing world characterised by VUCA 
(volatility, uncertainty, complexity and ambiguity). This requires decisions to be made amidst 
great uncertainty. However, observing companies’ responses to emerging trends, we can 
honestly admit: we are rather slow. Consider business transformation pattern in the Russian 
market: initially, a trend appears in Europe or America. It is then brought to Russia by 
international business gurus or progressive experts acquainted with Western literature and global 
events. This is followed by research assessing the trend’s viability in the local context. Pioneers 
in adopting these trends are typically Russian branches of foreign companies. We collect the 
data, evaluate their experience at conferences, formulate strategies, present budgets, test locally, 
then draft action plans. Only then do we embrace the innovation. A 2018 YounGo study 
highlighted companies’ readiness to hire from Generation Y. Yet, 70% of respondents were 
astonished to discover last year’s shift in the younger people’s expectations from employers. 
This signifies that while companies strategized to attract and develop Gen Y employees, Gen Z 
had already entered the labour market. Therefore, today we need quick, agile and straightforward 
solutions, and most importantly, the courage to quickly discard certain initiatives in favour of 
newer ones without compromising quality and efficiency. And that is a challenge. 
Here is a practical scenario: recently, we sought a sales assistant with potential for a 
junior role in an FMCG company. We found a great candidate, but he was too young for the 
client who hesitated to employ from Generation Z, seeing them as ‘hedonists uncommitted 
to achieving results at all costs’. We convinced the client to meet the young man, who secured 
the job. Having played hockey from the age of four, with four training sessions a week, resultsdriven mindset and responsibility to the coach, he was the best achiever you can ever find. 
Another example: targeting younger demographics, an FMCG company introduced a 
remote work policy for them, hoping this would greatly increase their loyalty. However, the 
employer was taken aback when nearly 30% of the employees given this option asked to return 
to the office: some struggled with self-discipline, while others wanted to stay ‘in the mix’. 
Interestingly, the IT developer was the first to express this desire. 

 

6.2. 
You were born at the crossroads of Generations Y and Z. Which one 
resonates more with your worldview? Take this test to find out. For each pair of 
statements, choose the one that best reflects your perspective. 

1A. I am ready to support my close ones and those really in need. 
1B. I want to make a positive impact in the world and strive to help everyone I can. 

10