Session 6 Cross-Cultural Communication
Cultural Proficiency and Accelerating Student Achievementfor the 21st Century Session 6 Cross-Cultural Communication Culture is communication.
In an intercultural world, everyone needs to have a transcultural mindset. An Educator Culture is communication. Edward T. Hall Culture conflicts or discontinuities can take many different forms, some of which hold the potential to adversely affect teacher-student relationships, the learning process, and student outcomes. (Protheroe, Barsdate, 1991) Directions: Read the slide. Note the underlined words. Cross-cultural communication refers to interpersonal communication and interaction across different cultures. The greater the difference between the senders and receiver's cultures, the greater the chance for misunderstandings in cross-cultural communication.Whereas communication is a process, CULTURE is the structure through which the communication is formulated and interpreted (Chaney, 2004). Thus, we need to understand and be knowledgeable about the cultural constructs that affect effective communication. In cross-cultural encounters, there are several filters that can prevent us from accurately understanding what others are trying to communicate, and that can prevent others from accurately understanding what we are trying to communicate. Filters or cultural noise includes, but is not limited to, stereotyping, language, nonverbal communication, cultural value dimensions (power distance, individualism vs. collectivism, time, uncertainty avoidance/tolerance, masculinity vs. femininity, universalism vs. particularism), high and low context communication, time orientation, cultural apprehension, and evaluating behavior from ones own point of view. Session Objectives Review relevant data that demonstrates the value of enhancing cross-cultural knowledge and communication. Engage in understanding how culture, language, and communication influence teaching and learning in an environment of diversity. Analyze verbal and non-verbal communication as it relates to inter-group relationships. Identify general principles of second language acquisition, dialect, and registers of language, including their implications on academic achievement. Reflect on expectations and develop strategies for improving cross-cultural communication. Read the objectives. Session 4 focused on the relationship among culture, the learner, and the learning environment.This session will emphasize CROSS-CULTURAL COMMUNICATION. cultural sensitivity and effective communication go hand-in-hand.
Marx, 2006 "All communication is more or less cross-cultural." Deborah Tannen U.S. Population Projections
2010 2050 White alone 72.4% 72% Hispanic (of any race) 16.3% 24% Black/African American 12.6% 15% Asian American 4.8% 8% Directions:Review the information and data on this slide and the next. Information: This data is from the 2010 census.The projected population data reminds us of how the worlds racial/ethnic population may look in 50 years which would mean that effective cross-cultural communication could be the norm. The projected population data is also from the U.S. Census Bureau. The Hispanic population increased by 15.2 million between 2000 and 2010, accounting for over half of the 27.3 million increase in the total population of the United States. Between 2000 and 2010, the Hispanic population grew by 43 percent, which was four times the growth in the total population at 10 percent. Black or African American includes Blacks from Africa Asian American there are many sub-categories among them (Chinese, Vietnamese, Hmong, Filipinos, Japanese, Koreans, etc.) The new census data will show some changes particularly in the ethnic selections.Did you notice this when you were filling out the census last year? TOP LANGUAGES IN THE UNITED STATES
TOP LANGUAGES IN THE U.S. (2009) English (only) 228.6 million Spanish (incl. Creole) 35.5 million Other Indo-European 10.5 million Asian-Pacific Islander 8.7 million Other languages 2.4 million The Most Common Languages of English Language Learners in the U.S.
Information:More than 460 different home languages are represented nationally. Spanish, at 79%, is the most commonly spoken second language, followed by Vietnamese and Hmong (2%), and Cantonese and Korean (1%). All other languages make up about 15% of the total. Fastest Growing ELL PopulationsStudents who immigrated before kindergarten and U.S.-born children of immigrants (native-born). By 2015, second generation children of immigrants are expected to be 30% of the school-aged population. (Mabel O. Rivera, Ani C. Moughamian, David J. Francis, Center on Instruction, 2009 Who Are English Language Learners (ELLs)?National-origin minority students with limited English proficiency are ELLs.Membership is expected to be temporary.The label is expected to be temporary since the goal is for the student to become proficient enough to participate meaningfully in the classroom as soon as possible. English Language Learners have limited time to reach proficiency in English while they are also learning the academic content expected for their age and grade level. Maryland Demographics
Currently, 30% of students in the United States are ethnic minorities. In Maryland, one in ten Marylanders is foreign-born. Maryland's public schools educate a student population that is 54.5% ethnic minority, made up of: Racial Categories Percentage African American 38% Hispanic 10% Asian 6% Native American .4% Information:Over 100 nations and 130 languages and dialects are represented in Maryland schools. In addition to the racial demographics on the slide: 12% of Maryland students have disabilities requiring special education services and more than 13% are living at the poverty level. To enhance cross-cultural communications, there is a need to find out more about the diversity present in the community, school, and classroom. Review Handout # 2, Some Questions to Ask About Culture Top Eleven Languages Spoken at Home in Maryland
English only (4,322,315) Spanish (230,830) French (41,915) Chinese (34,330) Korean (32,840) German (23,785) Kru, Ibo, Yoruba (19,770) Tagalog (18,470) Russian (17,520) Vietnamese (14,750) Italian (13,775) Information:As an example, Kru, Ibo, Yoruba = spoken in Nigeria and the third most common language spoken at home in Prince Georges County, MD.In addition to the 11 on the slide, these are the other languages: Persian (11,890) Hindi (11,130)- spoken in India Greek (10,620) Arabic (10,400) Urdu (7,970) spoken in India, Pakistan, Iran, Afghanistan Amharic (7,545)- spoken in Ethiopia Portuguese (7,405) French Creole (6,655) Hebrew (6,470) Japanese (6,385) Polish (6,065) Gujarathi (5,890) spoken in India 2000 U.S. Census and several 2003 CDC databases Maryland Residents Who Speak EnglishNot Well or Not at All byLanguage Spoken at Home (2000)
111,256 total Directions:Think about the importance of this information. Language spoken at home has educational influence especially for our younger students and English Language Learners. Information:Frequently Used Terms: Language Minority Student (LM), Limited English Proficient (LEP),English Language Learner (ELL). Language Minorityrefers to a child who is exposed to or uses a language other than English in the home. Limited English Proficient (LEP) is the legal term used by the federal and state government agencies to identify language minority students whose limited command of English prevents meaningful participation in classroom instruction.Not alllanguage minority students struggle with basic command of English skills; typically only those identified as LEP (or ELL) do. The term English Language Learner is often preferred over Limited English Proficient as it highlights accomplishments rather than deficits. It also includes students who have conversational English skills but lack mastery of academic English. 53.3% 24.3% 19.4% Prepared by the Maryland Department of Planning, from U.S. Census data Student demographics in CCPS
Hispanic 3.34% Indian .23% Asian 1.95% African American 3.55% Hawaiian .06% White 89.04% Two or more races 1.83% This table shows the demographics of the student population within Carroll County Public Schools for this school year, The newest race codes are shown.All student groups have increased except African American and white, which have decreased in percentage. COMPARISON OF TEACHER AND STUDENT DEMOGRAPHICS IN PGCPS (2008)
LETS LOOK CLOSELY COMPARISON OF TEACHER AND STUDENT DEMOGRAPHICS IN PGCPS (2008) RACE/ETHNICITY TEACHERS STUDENTS African American 52% 74.16% Hispanic 2.7% 17.38% White 34% 5.10% Asian 11% 2.93% Native American 1.4% .42% Directions:What are the implications of this data on teaching and learning? Think about the implications of the information and data you have seen so far. Information: In contrast to Carroll County Public Schools, Prince Georges County Public Schools is one of largest and more diverse school systems in Maryland. This chart puts (as an example) Prince Georges County Public Schools teacher and student demographics for 2008 next to each other.Note the gaps (discrepancies) between the percentage of teachers and students in each race/ethnicity. The African American comparison has 22.16% more students than teachers. When comparing the Hispanic teachers (2.7%) to Hispanic students (17.38%) there are 14.68% more students than teachers.The White group has 28.90% more teachers than students. Areas in Which Culture Conflict Occurs in Learning Environments:
Social Structures Unique ways of organizing people to participate in learning events Cognitive Styles analytical vs. holistic patterns Verbal Communication language and ways of talking Non-Verbal Communication Expressing emotions, proximity to others Acculturation the transition of adopting a new culture. (assimilation is not the same as acculturation) Protheroe, N., Barsdate, K., 1991 Information:These are the areas where cultural conflict in a learning environment occurs.We will concentrate on Non-Verbal Communication and Verbal (Language) Communication Communication is the transfer of information from one person to another. Most of us spend about 75 percent of our waking hours communicating our knowledge, thoughts, and ideas to others. Cross Cultural Communication needs: Listening Skills.Although emphasis usually lies on being a competent speaker, listening is a key skill that many educators do not exercise enough. For cross-cultural communication, attentive listening is critical to be able to understand meanings, read between the lines and enable to empathize with the speaker. Speaking Skills.Listening and speaking must work in tandem for effective cross-cultural communication. Rather, cross-cultural communication is enhanced through positive speech such as encouragement, affirmation, recognition and phrasing requests clearly or expressing opinions sensitively. Observation.Large amounts of cross-cultural information can be read in people's dress, body language, interaction and behavior. Be aware of differences with your own culture and try to understand the roots of behaviors. Asking questions expands your cross-cultural knowledge. Patience.Man has been created differently and we need to recognize and understand that sometimes cross-cultural differences are annoying and frustrating. In these situations, patience is definitely a virtue. Through patience, respect is won and cross-cultural understanding is enhanced. Flexibility.Flexibility, adaptability and open-mindedness are the route to successful cross-cultural communication. Understanding, embracing and addressing cross-cultural differences leads to the breaking of cultural barriers which results in better lines of communication, mutual trust and creative thinking. Review the information in the following Handouts that have been posted on the Wiki page for Session 6: #4 Communication Patterns and Assumptions of Differing Cultural Groups in the U.S. Types of Non-Verbal Communication
Appearance and bodily characteristics Physical environment Proxemics/physical space Kinesics/body language Haptics/touch Paralanguage Chronemics/time Facial expression Review Handout: #7 Nonverbal Communication and Body Language Non-Verbal Communication and Body Language
the exchange of messages primarily through non-linguistic means, including: kinesics (body language), facial expressions and eye contact, tactile communication, space and territory, environment, paralanguage (vocal but non-linguistic cues), and the use of silence and time. Tortoriello, Blott, and DeWine Directions:Read slide and the information below. Information:In person-to-person communications our messages are sent on two levels simultaneously. If the nonverbal cues and the spoken message are incongruous, the flow of communication is hindered. Right or wrong, the receiver of the communication tends to base the intentions of the sender on the nonverbal cues he receives. The nonverbal signals you send either produce a sense of interest, trust, and desire for connectionor they generate disinterest, distrust, and confusion. Nonverbal communication cues can play five roles: Repetition: can repeat the message the person is making verbally Contradiction: can contradict a message the individual is trying to convey Substitution: can substitute for a verbal message. For example, a person's eyes can often convey a far more vivid message than words and often do Complementing: may add to or complement a verbal message. A boss who pats a person on the back in addition to giving praise can increase the impact of the message Accenting: may accent or underline a verbal message. Pounding the table, for example, can underline a message. Source: The Importance of Effective Communication, Edward G. Wertheim, Ph.D. Improve Your Nonverbal Communication Skills
Pay Attention to Nonverbal Signals Look for Incongruent Behaviors Concentrate on Your Tone of Voice When Speaking Use Good Eye Contact Ask Questions About Nonverbal Signals Use Signals to Make Communication More Effective and Meaningful Look at Signals as a Group Consider Context Be Aware That Signals Can be Misread Practice, Practice, Practice Take Time Out When Stressed Handout: Improve Your Nonverbal Communication Skills Handout #8 Information:Listed below are some of the limits to communicating nonverbally Is imprecise. Can't explain complex ideas. Hard to convey two things at once. Can't convey sarcasm (contradiction between vocal tone and verbal words). Only communicates for limited distances, and only in the present moment. Doesn't come across phone lines or in written text. Often cannot transmit factual information. Is open to multiple interpretations -- easy to misread. Verbal Communication What is Language?
A written or oral system of communication that uses symbols and has rules for their use. The gateway for learning. A primary way we communicate. A social institution. Information:Language is a unique human capability.It plays an important role in representing our knowledge and experience, goals and aspirations, feelings and emotions (Francis & Rivera, 2007). It facilitates the acquisition of new knowledge. Language poses multiple problems because it is an integral part of both curriculum content and learning environment, both the object of knowledge, and a medium through which other knowledge is acquired. To function effectively in a cross-cultural communication situation, it is important to understand not only the formal structure of the language but also how it is used in certain social situations. Communicative competence implies a knowledge of both linguistic and sociolinguistic rules; a knowledge, in other words, both of language (in the narrow sense of phonology, syntax, and semantics), and of the social world in which it is used. SourceLCourtney Cadzen, Problems for Education: Language as Curriculum Content and Learning Environment, by Courtney B. Cazden 1973 American Academy of Arts & Sciences. internet search: Charyl Carter language register Language is all about power.We mark and judge people immediately upon speaking with them. We make judgments about their education, their background, their income, and their intelligence.We adjust ourselves in our relationship to them, according to each piece of linguistic information we receive. Source: Kenneth Beare Missy Slaathaug Second Language Acquisition
Second language acquisition a dynamic, creative, innate process.Best developed through contextual, meaningful activities that focus on language use combined with guidance along the way from the teachers. (Collier, 1995) Direction:Read the quotation and data below Information:Second Language Acquisition Theory. Second language acquisition is the process of learning another language in addition to ones native or first language. When a student is acquiring a second language (L2) he is both benefited and hindered by his native language (L1). In his native language there are certain norms in pronunciation and syntax that may differ from those of the second language and interfere with his or her use of the new language. On the other hand, native language literacy and cognitive development in the native language will help a student to learn a new language by a transferring of concepts from one language and applying them to the new one. Estimates of time required to acquire proficiency in a second language vary considerably, with little empirical data to inform a definitive answer to this question. In addition to being affected by L1 factors, second language acquisition (L2) is also affected by the amount of exposure to and availability of language models. The affective filter (emotional conditions that affect learning - i.e. fear, anxiety, poor self image, lack of motivation) of the learner is especially important, particularly as this affects the child's tolerance for his/her own errors, and the degree to which the child develops self-confidence to engage in L2. Other Factors that affect second language acquisition:: Age of first contact with new language (L2) Proficiency in first language (L1) Language-learning ability Intensity of instruction and opportunities to learn Myths About Second Language (L2) Acquisition
Complete the True/False Quiz. Refer to Response Document for answers. Task 1: Share your insights in the Discussion tab. Handouts:Myths of Second Language Acquisition#11 Responses to Myths of Second Language Acquisition#12 Directions:Complete True/False Quiz. Look at the answers on the Response sheet (Handout #12)What information surprised you and may have contradictory to your prior assumptions? Post your response on the discussion tab for this session. . Information:Differences among SLLs (Second Language Learners):Native language(s), level of native language/literacy skills, level of English language/literacy skills, length of time family has lived in US, previous schooling experience, familiarity with school routines, content-area knowledge, and parental education. Dialect Regional, temporal, or social variety within a single language. Product of individual's distinct social, historical, cultural, geographical, and educational factors. Differs in grammar, pronunciation, and vocabulary from the standard language. Handout:Some Varieties of Nonstandard American English#-13 Information:Dialect and register are subordinate and interconnected categories of language in the sense that there may be many dialects of the same language and many registers within the same language (see Wardhaugh, 2002).A dialect is defined by linguists as a variety of a language that is distinguished from other varieties of the same language by its pronunciation, grammar, vocabulary, discourse conventions, and other linguistic features. Dialects are rule-governed systems, with systematic deviations from other dialects of the same language (Crystal, 1997). The concept of dialect is relevant to addressing the tremendous linguistic and cultural diversity that may exist within broad linguistic groups of ELLs who are users of the same language. It is customary to describe them as varieties of a language according to users. Register Suzanne Romaine, 1994
The concept of register is typically concerned with variations in language conditioned by uses rather than users and involves consideration of the situation or context of use, the purpose, subject-matter and content of the message, and the relationship between the participants. Suzanne Romaine, 1994 Information:Register refers to a variation of a language that is determined by usea situation or context. Registers are ways of saying different things; they reflect social processes (e.g., division of labor, specialty, contexts, content areas, and specific activities). Halliday, 1978 Register Considerations
Social setting Situation Addressor Addressee Topic Who, What, When, Where Handout #14:Registers of Language Directions:Read handout. Information:Registers depend on the situation, so look first at the components of the situation.What is actually taking place? Where? Who is taking part? What is their relationship? What part is language playing? What is taking place - is it a ceremony? neighbors gossiping? an exchange at work about a client? a request from employee to boss? Where are the speakers? -in a back yard?at church? at a christening? at a coffee shop? Who are the speakers?Their dynamics? What role does language play? - are there expectations about the words? ceremonial words about a baptism, for example. For example, when speaking about death, we use different words and phrases such as, died, passed away, passed, passed on, moved on, expired, croaked, bought the farm, passed from life temporal to life spiritual, went to meet her Maker, be taken, meet ones end, or perish depending on the situation. 22 22 22 Registers of Language Frozen Formal Consultative Casual Intimate 23
Directions:Consider these questions: "Do you speak the same way at home as you speak here in the classroom?" "Do you speak the same way with your children as you speak with your adult friends?" "Do you speak differently when talking with your child's teacher or doctor than when you are chatting with a friend on the telephone?" Can learners see how this might cause communication difficulties in a workplace setting? Or in a school situation? How do emotions influence choice of register? "Which of these registers do you use most often at home?" "Which is used most often in school?" "Which is used most often in business or workplace situations?" Information:The Universal Rule - A person can go from one register to the next register without any conflicts whatsoever (casual to consultative); however, if a person goes from one register to another register, skipping a level or more, this is considered anti-social behavior (i.e. moving from frozen to intimate, etc. marks a difference between a public voice and private voice). Students must know how and when to move from one register to the next. The less formal categories have many sub-categories, according to criteria like ethnic/racial group,socio-economic class, age,region, etc. 23 23 Task 2: Registers of Language
Please answer these questions in the Discussion tab: What register of language is used in your family? What register(s) of language do you hear your students use? How do you teach your students that there are different ways of speaking in different situations? Read these questions and post your response in the discussion tab. Task 3: Examples of the Different Registers
In the Discussion tab, from your own experience, share an example of each register of language. Task 3: Examples of the various registers of language. A major responsibility of teachers at all grade levels is to teach the language and communication
skills needed for academicsuccess and for career and social mobility. Many students come from cultures which use different, though valid, communication and language systems from what is considered "normal" in the classroom. Direction:Read slide. Information:In addition to differences in pronunciation, vocabulary and grammatical structures among cultural groups, variations also exist in the rules for general discourse in oral communication, covering such specific acts as narratives and conversation.In communicating with one another, teachers and students naturally will follow the assumptions and rules governing discourse within their respective cultures. Discourse rules govern such aspects of communication as: Opening or closing conversations; Taking turns during conversations; Interrupting; Using silence as a communicative device; Knowing appropriate topics of conversation; Interjecting humor at appropriate times; Using nonverbal behavior; Expressing laughter as a communicative device; Knowing the appropriate amount of speech to be used by participants; and Sequencing of elements during discourse. Unfamiliarity with cultural communication differences can lead to misinterpretation, misunderstanding and even unintentional insult. For example, the African-American student who shows little reserve in stating his or her feelings may be misperceived as hostile, or perhaps as dangerous. The student, meanwhile, may see himself or herself as an honest person willing to share feelings as a necessary first step in resolving problems. Similarly, the African-American student who looks away from speakers during conversation may be erroneously perceived as showing disrespect or not paying attention. The African-American student who freely states his or her position to the teacher may be perceived as challenging the teacher's authority when the student may be demonstrating honesty and pride in the value of his or her opinion. Ones own culture provides the lens through which we
view the world; the logic . . . by which we order it; the grammar by which it makes sense. Avruch and Black Directions:Read the slide Information:Cross-cultural understanding also requires knowing of ones own culture as the essential starting point. It is important to know your own cultural constitution and how it can affect your choices, attitudes, and communication while you are overseas. The highest level of cultural competency
results when every policy, issue, and action is examined in its cultural context and assessed for its strengths and limits. From Bennett, Cultural Sensitivity Model Handout #15:Comparing Cultural Norms and Values Directions:Read the slide and Handout #15 Information:Teachers, like all human beings, have their own expectations about communicative behavior. The teacher should 1) recognize any incongruencies that may exist between his or her expectations and those of the child; 2) make certain that behavioral norms in the classroom are sufficiently broad to embrace all cultural groups; and 3) teach the rules of standard American culture and the reasons for them. Read the article Crossing Borders, Border Crossings andyour response to the following question : How does understanding the elements of intercultural communication impact your teaching and learning? This is Task 4 for Session 6. your response to the instructors.