The co-cultural communication theory is about groups that
share language; it examines how those in a dominant group shape language, and
how the shape of the language effects the perception of the non-dominant group
(Martin and Nakayama 241). The evidence being investigated is writings that
detail the history of “literary Chinese” also known as “classical Chinese.”
Classical Chinese was the dominant language among East Asian
cultures as a facilitator of language, scholarship, and governance; scholars
compare it to the role of Latin in western cultures as both influenced a
variety of languages over time (kornicki 66). One key difference is that
although the Chinese could speak, read, and write the language, other cultures
could only read and write the language, meaning that intercultural
communication was silent and written (Kornicki 67).
"Asia for Educators" http://afe.easia.columbia.edu
Martin, J. N., & Nakayama, T. K. (2010). Intercultural communication in contexts (6th ed.). Boston: McGraw-Hill
P.F. Kornicki et al. Edited by Swapan Chakravorty &
Abhijit Gupta. New Word Order: Transnational Themes in Book History. Worldview
Publications. 2011. http://books.google.com/books?id=bjJBrKfCKIYC&pg=PA65#v=onepage&q&f=false
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