Intersections: Intercultural Learning Modules Module 3
2009
Intersections:
Intercultural Learning
Modules
Module 3: Linking Language and Culture
H U M A N R I G H T S , C I T I Z E N S H I P A N D M U L T I C U L T U R A L I S M E D U C A T I O N F U N D
Intersections: Intercultural Learning Modules Module 3
Module 3: Linking Language and Culture
Contents Introduction......................................................................................................................... 3
Module 3 Outcomes:........................................................................................................... 3
General Learning Outcome............................................................................................. 3
Specific Learning Outcomes........................................................................................... 3
Communication................................................................................................................... 4
Task 1: Setting the Context......................................................................................... 4
Communication Style.......................................................................................................... 5
What’s your style? .......................................................................................................... 5
Non-verbal Behaviour..................................................................................................... 5
Task 2: Identifying non-verbal communication differences ....................................... 6
Communication Style...................................................................................................... 7
Task 3: Recognizing communication style differences .............................................. 8
Communication Style and Volunteer Management ........................................................ 9
Task 4: Exploring speech acts................................................................................... 10
Plain Language.................................................................................................................. 11
Task 5: Plain Language............................................................................................. 11
Additional Resources ........................................................................................................ 12
1: Practical Tools for Communicating with L2 Speakers ................................................. 13
Example Task............................................................................................................ 14
2: Principles for Language Access.................................................................................... 15
3: Opening Doors: A Literacy Audit Toolkit for Customer Service Excellence Literacy
Alberta............................................................................................................................... 17
Module 3 Assessment ........................................................Error! Bookmark not defined.
Intersections: Intercultural Learning Modules Module 3
Introduction
Language is the verbal expression of culture and is therefore an important part of our
identity. A culture's language contains everything its speakers can think about and how
they think. So you can see that learning another language is much more than vocabulary
and grammar; it also means learning another way of looking at the world. In other words
it is learning another culture. That can take a long time especially if your culture is very
different than the new one. When newcomers arrive in Canada we refer to this learning
time as settlement and adaptation.
In this module we will focus our lens in even closer to look at how culture is expressed
through what we say in other words through our use of language and communication
style. We will also explore how to adapt language to make it easier to communicate when
there is a language barrier and we will explore cultural categories of communication
style.
Module 3 Outcomes:
General Learning Outcome Understand the subtleties of communication style and how to adapt language to improve
communication.
Specific Learning Outcomes In this module participants will:
1. Examine how cultural values are expressed through language through non-verbal
behaviour and communication style.
2. Identify differences in perspectives in speech acts.
3. Explore plain language principles and apply to a written and oral communication
example.
Intersections: Intercultural Learning Modules Module 3
Communication
In its simplest sense communication
involves a message sent from a
sender and received by a receiver.
The message is affected by many
variables that influence the way it is
received, as highlighted in the focus
group results.
Language contains everything its
speakers can think about, and how
they think, and thus is framed by a
cultural lens. In Module 2 we had a chance to explore two dimensions of culture
(individualist/collectivist and power distance) and how they show up in various
behaviours associated with volunteer management practices and interactions with
volunteers. Now let’s look at the way language is used to express certain core values.
Task 1: Setting the Context
Brainstorm
1. Take 5-10 minutes to brainstorm how language is used in your organization:
2. List written materials regularly used in your organization (i.e. website, brochures,
application forms etc.)
3. List verbal communication contact points (i.e. on the phone when someone calls
for information, during an intake interview, during training sessions, at the police
station etc.)
Reflect
• What words or phrases catch your attention as difficult to understand by someone
with limited proficiency in English?
• What do you notice about the verbal interactions you have had with speakers of
other languages?
• What was confusing, exciting or overwhelming about the interaction?
• What felt comfortable? Uncomfortable?
• What surprised you?
Focus group feedback Examples of linguistic barriers in Alberta Communities:
• Language
• English proficiency
• Speed
• Accent
• Versions of English (local speaker
slang/colloquial)
• Availability of interpretation and translation
services
• Communication
Intersections: Intercultural Learning Modules Module 3
Communication Style
What’s your style? How do you like to be encouraged? How do expect people to resolve conflicts? This is
your communication style. It includes a pattern of verbal and non-verbal behaviour that
make up our preferred ways of giving and receiving information. Communication style
includes how we accomplish a variety of tasks, such as:
• Organizing and presenting information and how we like it to be organized
• Encouraging others and how we like to be encouraged
• Agreeing or disagreeing with others’ ideas
• Building relationships, trust, and intimacy with others
• Communicating politeness and how we perceive politeness to be communicated
• Establishing credibility
The way we communicate these messages can be understood by looking at some of the
different ways we communicate messages.
Non-verbal Behaviour
Non verbal behaviours can be categorized into three main categories: 1. Behaviours that exist in both cultures and have the same meaning
2. Behaviours that exist in both cultures but have different meaning in each
3. Behaviours that have meaning in one culture but no meaning in the other
Categories of non-verbal behaviour 1. Pronunciation and Intonation (Paralanguage)
a. Tone, pitch, stress, speed
b. Meta-messages, i.e. sarcasm, kidding
2. Body language (Kinesics)
a. Gesturing, facial display, eye contact
3. Perception and use of space (Proxemics)
a. Norms and protocols for seating arrangements, conversational distance
and personal space
4. The use and meaning of time (Chronemics)
a. Meaning of “on time”
b. Is lateness accepted or considered an insult
5. The use of touch (Haptics)
a. In some cultures touching expresses warmth and openness where as in
others touch between strangers in frowned upon.
Intersections: Intercultural Learning Modules Module 3
Task 2: Identifying non-verbal communication differences
Look at these examples of differences in non-verbal communication1. Observe yourself
and others. What are your “rules” for each? Identify your “normal”. Give and example.
Example Culture 1 Culture 2 Possible Misinterpretations
Personal
Space
Greater
distance than
Culture 2
Less distance
than Culture 1
People in culture 1 may think culture 2
types stand too close and are a bit
aggressive. Culture 2 people may think
Culture 1 style stand too far away and are
reserved, distant or cold.
Touching Less frequent
than in
Culture 2
More frequent
than in Culture 1
People from culture 1 may think people
from Culture 2 touch too much and are a
bit rough or pushy. People from Culture
2 may think people from Culture 1 don’t
touch enough and are cold, unfriendly,
and distant.
Eye
contact
Important to
maintain eye
contact when
listening to
someone or
when
speaking to
someone
Polite to look
away and make
only fleeting
contact,
especially with
one’s elders and
superiors
People from Culture 1 may think people
from Culture 2 are not paying attention
or cannot be trusted. People from Culture
2 may think people from Culture 1 are
rude and aggressive (by not showing
proper respect in looking down).
My “normal”
Personal Space
Touching
Eye contact
1 From Storti C., Figuring foreigners out: a practical guide, Intercultural Press, 1999. P. 118-122
Intersections: Intercultural Learning Modules Module 3
Communication Style Communication style also includes the way a message is constructed – its form – and
interpretations based on form. There are many different categories of communication
style. In this module we will look at two “categories” of communication style: high/low
context and direct/indirect communication styles.
Low Context Communication
A low context culture emphasizes things that are obvious in communication and it does
not take into account implicit background information, such social status, or the historical
or economic background of the individuals who are interacting. Low context
communicators assume that they can get all the background information they need simply
by asking questions and focusing on the present situation. This results in issues being
simplified for the purpose of efficiency. Thoughts are put into words and words are used
to communicate the message directly. “Say what you mean and mean what you say; don’t
beat around the bush.”
Low context cultures tend to be less reliant on the need to know the contextual
background of the individuals participating in the task at hand. The tendency is to
simplify communication by not always integrating all aspects of the experience. Low
context communicators believe that reducing the context makes problem solving easier
and as a result communication more efficient. Communication is brief and to the point.
Straight talk and logical construction is highly valued.
High Context Communication
A high context culture goes beyond the specific situation by also taking into account the
contextual background. For example, when Japanese people interact with each other they
are always conscious of rank, age, historical and professional status. People and issues
are seen as embedded in and not easily disentangled from a larger whole. Context is used
to communicate the message and it is not necessary to put everything into words.
High context cultures assume that communication between people cannot be separated
from the historical or emotional aspects of experience. Similarly, non-verbal cues or the
person’s place in the social hierarchy become part of the communication process. The
personal and the professional cannot be easily separated.
Intersections: Intercultural Learning Modules Module 3
Direct Style
In a direct style of communication meaning is conveyed through explicit statements
made directly to the people involved with little reliance on contextual factors such as
situation and timing. Disagreement is stated directly and issues are discussed with
calmness and detachment, to insure avoidance of personal bias. To communicate means
to talk. Verbal output is usually equated with coherent thinking patterns as well as with
intelligence. Being articulate and “quick on your feet” are signs of intellectual ability.
Indirect Style Indirect styles encourage implicit ways of conveying meaning and dealing with conflict.
Statements intended for one person may be made within earshot to a different person.
Disagreements are not stated directly; they may take the form of a story with a lesson or
response embedded in the narrative. Silence may also be seen as another style of
communication. To be silent in the classroom/workplace does not mean passivity or lack
of interest. In an intercultural context, it may signify an indirect form of disagreement or
it may simply mean that the process of understanding and responding take longer.
Cultures that stress silence assume that words must be carefully evaluated before they are
expressed. Listening is considered an essential trait, while spontaneous direct talk is
seldom encouraged.
Task 3: Recognizing communication style differences
Read the dialogue between the volunteer manager Ms. Jones and Mr. Wu the volunteer.
Ms. Jones: It looks like we’re going to need some people to come in on Saturday.
Mr. Wu I see
Ms. Jones Can you come in on Saturday?
Mr. Wu Yes, I think so.
Ms. Jones That’ll be a great help.
Mr. Wu Yes. Saturday’s a special day, did you know?
Ms. Jones How do you mean?
Mr. Wu It’s my son’s birthday.
Ms. Jones How nice. I hope you all enjoy it very much.
Mr. Wu Thank you. I appreciate your understanding.
Questions
1. Do you think Mr. Wu showed up to volunteer on Saturday?
2. Can you identify the misunderstanding?
3. Which communicator is using a direct / low context style?
4. Which communicator is using an indirect/ high context style?
5. How could this situation have been remedied at the time?
6. What other examples can you think of?
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Intersections: Intercultural Learning Modules Module 3
Communication Style and Volunteer Management
Communication style has implications for every stage
in the volunteer cycle in many ways. The volunteer
management cycle includes:
• Recruitment
• Interviewing
• Orientation and training
• Supervision and feedback
• Interacting while in a volunteer role
• Communicating on the phone
• Evaluation
Different communication styles emerge in different
contexts and when we are communicating for different
purposes. Differences come out quite clearly when we
have specific objectives we are trying to accomplish,
such as making an apology, giving a compliment, or
using humor. These actions are referred to as speech
acts.
Example speech acts:
1. Give a compliment about the clothes someone is wearing.
2. Give a compliment about a well-written memo, e-mail, or proposal.
3. Request a more challenging volunteer assignment.
4. Use humor to lighten the mood after a stressful meeting.
5. Thank someone for his/her help on a volunteer project.
6. Praise a colleague for a well run event.
7. Critique a fellow volunteer for being late.
8. Critique your supervisor for being late.
9. Tell a family member you are not going to a family dinner.
10. Apologize for taking a week to respond to an e-mail.
11. Apologize to your friend for forgetting that you had made a dinner plan with him
or her and now you have another commitment.
“I am accustomed to building
relationships and rapport through
compliments. I like to give
compliments and notice nice things
about others. When I was living
abroad I continued my same
practice only to find myself in the
uncomfortable position of being
given the item I complimented. I
noticed my friend’s mother was
wearing a beautiful scarf. To make
conversation I commented on the
scarf with a compliment. When I
left, her mother insisted that I take
the scarf. It was really
embarrassing!”
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Intersections: Intercultural Learning Modules Module 3
Speech acts are highly cultural!
Some of the speech acts that are
most commonly misunderstood
across cultures are:
1. Apologies
2. Requests
3. Praise
4. Disagreement
5. Feedback
6. Humor and joking
Example: Apologizing
An apology can mean:
• the admission of guilt
• a way to bond
• empathy
• weakness
• lack of confidence
• a sign of professionalism
• a good education
Task 4: Exploring speech acts 1. Choose a speech act from the list.
2. Think within the context of your organization and ongoing interactions with
volunteers.
3. Keeping in mind the context, write down what you would say using each of the
speech acts you chose. (Write an imaginary monologue or dialogue between you
and a same culture colleague)
4. Ask someone from a different cultural background to answer the same question.
Find out how they might approach a similar situation.
5. Compare your answers.
6. Explore the meaning of other speech acts.
One high profile example of apologies involved a U.S
military plane flying over Chinese airspace without
permission from the Chinese government. The Chinese
forced the plane to land and held the US crew members for
some time. During that time, an investigation was
conducted and it was largely determined that it was a
mistake for the plane to have been in that area. The
Chinese government requested an apology from the U.S.A.
While the US government cooperated with the
investigation’s findings they refused to offer a formal
apology because from the US perspective apologizing
meant admitting blame and taking responsibility for
intentional wrongdoing. From the Chinese perspective, an
apology indicated acknowledgement that the incident had
happened and provided an opportunity ti move forward,
National tensions rose and foreign citizens were held,
perhaps unnecessarily, for a period of time until this
cultural misunderstanding was resolved.
Communication Highwire p. 157
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Intersections: Intercultural Learning Modules Module 3
Plain Language “Plain or clear language is a way of communicating with people so your message is easy
to understand the first time. Plain language speaks directly to the reader or listener; the
audience or clients are the focus, not your organizations. Plain language understands how
your audience understands your message and focuses communication from that point of
view.”2
Brainstorm a list of documents are being read by volunteers or potential volunteers. Here
are some examples:
• Website
• Promotional materials
• Forms
• Orientation and training materials
• Policies and procedures
• Handbooks
What can I do to make these written communications more easily accessible to L2 users?
How can I use plain language principles to improve my oral communication skills?
How aware am I of the way I use language?
• Accent
• Slang/Expressions
• Idioms
• Acronyms
• Grammar
Task 5: Plain Language
Look at the excerpt from Opening Doors: A Literacy Audit Toolkit (Appendix 4):
1. Reflect on your verbal communication (Page 4)
2. Look at the Plain language guidelines then choose one item from your
brainstormed list of documents and review it considering the plain language
guidelines. (Page 5) Rewrite one piece using plain language.
2 Opening Doors: A Literacy Audit Tool Kit for Customer Service Excellence Literacy Alberta
www.literacyalberta.ca
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Intersections: Intercultural Learning Modules Module 3
Additional Resources
1. Practical Tools for Communicating with L2 Speakers
2. Guiding Values and Principles for Language Access
This piece about language access is taken from the healthcare context and has
been included to provide a bit more information about how to think about creating
a welcoming and accessible organization.
3. Opening Doors: A Literacy Audit Toolkit for Customer Service Excellence
Literacy Alberta
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Intersections: Intercultural Learning Modules Module 3
1: Practical Tools for Communicating with L2 Speakers
When you are speaking
• Speak clearly and more slowly
• Repeat important ideas using different words to explain the same concept.
• Use simple sentences
• Use active verbs and avoid passive verbs
• Avoid using colloquialisms and slang
Be aware of non-verbal tools
• Use Visuals. Use as many visual restatements as possible, such as pictures,
graphs, tables and slides.
• Gestures. Use appropriate facial and hand gestures to emphasize the meaning of
words.
• Demonstrate or act out what you want to say whenever possible.
• Pause more often. Leave a slightly longer gap between sentences.
• Summaries. Provide written summaries of your verbal presentation (orientations
and trainings)
Take care to make accurate interpretations
• Silence. When the other person is silent, wait. Do not jump in to fill in the silence.
The other person may just be thinking more slowly in their non-native language
or translating.
• Intelligence. Do not equate poor grammar and mispronunciation with lack of
intelligence; it is usually a sign of non-native language use.
• Differences. If you are not sure, assume difference, not similarity then explore
and clarify.
Comprehension
• Understanding. Do not just assume they understand; assume they do not
understand.
• Checking comprehension. Have colleagues paraphrase their understanding of
what you have said. Do not simply ask if they understand. Let them explain what
they understood.
• Paraphrase what you have heard and confirm understanding
Designing training and orientation
• Breaks. Take more frequent breaks. Second language comprehension is
exhausting.
• Small chunks. Divide the material you are presenting into smaller chunks.
• More time. It takes more time so plan for it.
Create a welcoming environment
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Intersections: Intercultural Learning Modules Module 3
• Verbally and non-verbally encourage speaking by participants
• Encourage marginal and passive speakers to contribute by considering alternative
meeting formats
• Do not embarrass novice speaker
Example Task
Think of an activity you currently perform in engaging volunteers and suggest ways you
might incorporate the above communication tools to be more effective.
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Intersections: Intercultural Learning Modules Module 3
2: Principles for Language Access3
Linguistic competency is the capacity of an organization and its personnel to
communicate effectively, and convey information in a manner that is easily understood
by diverse audiences including persons of limited English proficiency, those who have
low literacy skills or are not literate, and individuals with disabilities. Linguistic
competency requires the organizational capacity to respond effectively to the needs of
populations served. The organization must have policies, procedures, practices and
dedicated resources to support this capacity. This may include, but is not limited to, the
use of:
• bilingual/bicultural or multilingual/multicultural staff;
• cross-cultural communication approaches
• cultural brokers4
• foreign language interpretation services including distance technologies;
• sign language interpretation services;
• multilingual telecommunication systems;
• print materials in easy to read, low literacy, picture and symbol formats;
• materials in alternative formats (e.g., audiotape, Braille, enlarged print );
• varied approaches to share information with individuals who experience cognitive
disabilities;
• materials developed and tested for specific cultural, ethnic and linguistic groups;
• translation services
• legally binding documents (e.g., consent forms, confidentiality and patient rights
statements, release of information, applications)
• signage
• education materials
3 Adapted from
Goode, National Center for Cultural Competence, Georgetown University Center for Child
& Human Development.
4 The concept of cultural brokering is an ancient one that can be traced to the earliest recorded encounters
between cultures. The term cultural broker was first coined by anthropologists who observed that certain
individuals acted as middlemen, negotiators, or brokers between colonial governments and the societies
they ruled. Different definitions of cultural brokering have evolved over time. One definition states that
cultural brokering is the act of bridging, linking, or mediating between groups or persons of different
cultural backgrounds for the purpose of reducing conflict or producing change (Jezewski, 1990). A cultural
broker is defined as a go-between, one who advocates on behalf of another individual or group (Jezewski &
Sotnik, 2001) [ Source: http://culturalbroker.info/2_role/index.html National Centre for Cultural
Competence]
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Intersections: Intercultural Learning Modules Module 3
• public awareness materials and campaigns; and
• ethnic media in languages other than English (e.g., television, radio, Internet,
newspapers, periodicals).
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Intersections: Intercultural Learning Modules Module 3
3: Opening Doors: A Literacy Audit Toolkit for Customer Service Excellence Literacy Alberta
For information on how to order the complete toolkit go to
http://www.literacyalberta.ca/opendoor.htm
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Intersections: Intercultural Learning Modules Module 3
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Module 3 Assessment How long did it take you to complete this module? __________ hours
Please return the following to Volunteer Alberta
(#217 10113-104 St., Edm., AB T5J 1A1, fax (780) 482-3310 or email
• Module 3 Assessment (please use the back of this sheet if necessary)
• Responses (individually or from a group) to any 3 of the tasks in this module - please include
any recorded discussions, pictures, answers or interesting thoughts they may have invoked.
1. Overall impression Disappointed Very Satisfied
1 2 3 4
What were the topics and tasks you found most useful?
What were the topics and tasks you found least useful?
2. Usefulness
Not useful Very useful
1 2 3 4
From this module, the ideas most useful for my work in nonprofit/voluntary organizations are:
Skills/information I want to learn more about:
3. Module layout / Process
Need much improvement Excellent
1 2 3 4
Please provide comments for improvement and comments about what helped you
complete this independent study module.
4. What three questions are you left with after completing this module? 1.
2.
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Intersections: Intercultural Learning Modules Module 3
3.