Intercultural Business Communication
Keywords:
identity negotiation, positioning theory, intercultural communication, structural approach, process-oriented approachAbstract
This article examines the role of intercultural business communication in the context of international collaboration, focusing on two main dimensions. First, the study analyzes how identity negotiation processes and positioning theory influence the construction of shared meaning among individuals from different cultural backgrounds. Second, the article explores the dynamics between structure-oriented and process-oriented approaches in mitigating the risks of communication failure and enhancing the effectiveness of cross-cultural business interactions. The method employed is a non-systematic systematic article review with thematic synthesis of selected literature. The findings indicate that identity negotiation occurs dynamically through discursive practices and participation in communities of practice, while the integration of structural and processual approaches is shown to be critical in establishing common ground and reducing stereotypes. The implications of this study highlight the importance of communicative flexibility, mutual recognition, and languaging competence in fostering inclusive and effective interactions within complex global business environments.
References
Baker, W. (2022). From intercultural to transcultural communication. Language and Intercultural Communication, 22(3), 280–293. https://doi.org/10.1080/14708477.2021.2001477
Chilvers, A., & Liu, L. (2024). Intercultural dialogue and the mobilisation of aural skills. Music Education Research, 26(2), 170–180. https://doi.org/10.1080/14613808.2023.2291661
Holmes, P., & Peña Dix, B. (2022). A research trajectory for difficult times: decentring language and intercultural communication. Language and Intercultural Communication, 22(3), 337–353. https://doi.org/10.1080/14708477.2022.2068563
Huang, Z. M. (2023). Intercultural mindfulness: artistic meaning-making about students’ intercultural experience at a UK university. Language and Intercultural Communication, 23(1), 36–52. https://doi.org/10.1080/14708477.2022.2162064
Mendes de Oliveira, M. (2024). English as a lingua franca and interculturality: navigating structure- and process-oriented perspectives in intercultural interactions. Language and Intercultural Communication, 24(2), 105–117. https://doi.org/10.1080/14708477.2023.2254285
R’boul, H. (2021). North/South imbalances in intercultural communication education. Language and Intercultural Communication, 21(2), 144–157. https://doi.org/10.1080/14708477.2020.1866593
Rygg, K. (2025). Enhancing fieldwork interviews in intercultural education: a positioning theory approach. Intercultural Education, 36(3), 237–254. https://doi.org/10.1080/14675986.2025.2463042
Simpson, A., & Dasli, M. (2023). Concluding remarks on intercultural communication pedagogy and the question of the other. Pedagogy, Culture and Society, 31(2), 325–337. https://doi.org/10.1080/14681366.2022.2164337
Woodin, J. (2025). Decentring Intercultural Competence Frameworks in the Ecological Turn. Journal of Intercultural Communication Research, 00(00), 1–19. https://doi.org/10.1080/17475759.2025.2586672
Xu, Y. (2023). An ocean of intercultural experiential learning. Sport, Education and Society, 28(1), 73–91. https://doi.org/10.1080/13573322.2021.1979952
Yu, C., & Bartindale, T. (2025). Intercultural communication in collaborative translation: language, identity, and social inclusion in Hong Kong. Language and Intercultural Communication, 25(3), 396–411. https://doi.org/10.1080/14708477.2025.2524693




