Intercultural Communication in a Multipolar World

МЕЖКУЛЬТУРНАЯ 
КОММУНИКАЦИЯ 
В МНОГОПОЛЯРНОМ МИРЕ
INTERCULTURAL COMMUNICATION 
IN A MULTIPOLAR WORLD
УЧЕБНОЕ ПОСОБИЕ
Москва
ИНФРА-М
2024

УДК 316.7+811.111(075.8)
ББК 60.56:81.432.1я73
 
М43
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
 
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
Данная книга доступна в цветном исполнении 
в электронно-библиотечной системе Znanium
ISBN 978-5-16-019808-8 (print)
ISBN 978-5-16-112341-6 (online)
© Коллектив авторов, 2024

АВТОРСКИЙ КОЛЛЕКТИВ
Климова Ирина Иосифовна, кандидат филологических наук, доцент, заведующий 
кафедрой иностранных языков и межкультурной коммуникации Финансового университета при Правительстве Российской Федерации.
Козловцева Нина Александровна, кандидат культурологии, доцент кафедры иностранных языков и межкультурной коммуникации Финансового университета при Правительстве Российской Федерации.
Дронова Светлана Юрьевна, кандидат политических наук, доцент кафедры иностранных языков и межкультурной коммуникации Финансового университета при Правительстве Российской Федерации.
Арутюнян Ванда Сергеевна, кандидат филологических наук, доцент, доцент кафедры 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 межкультурной коммуникации Финансового университета при Правительстве Российской Федерации.
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.
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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 
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196
 
 
 
 
 
 
 
 
 
 
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Preface 
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 
 
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Lesson 1. Homo homini amicus est: 
exploring our similarities and differences 
1. Chapter objectives 
x The generation gap: where it came from and how we can bridge it. 
x Addressing the generation gap in the workplace. 
 
2. Key words 
Generational theory, generation gap 
 
3. Lead in 
3.1. Discuss the following issues 
x While intercultural communication pertains to interactions between diverse cultures, 
individuals within a national culture can also exhibit differences. What accounts for these 
variations? 
x Is it a common practice to encounter conflicts in a professional setting? 
x How pronounced is the generation gap in professional interactions? 
x Are you familiar with generational theory? 
 
3.2. Have a look at the data below. What are your thoughts on such statistics? 
x 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. 
x 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. 
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Interestingly, 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/collaborationͲstatistics/
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Thaw 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. 
 
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5. 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. _____________________________________________________________________ 
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A 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. 
x 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? 
x 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. 
x 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. 
x 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. 
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