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Joe McVeigh www.joemcveigh.org
Building Bridges Through Intercultural Communication
Joe McVeigh
November 15th 2016
Global Education Conference
@joemcveigh
#GlobalEd16
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Where are you located in the world?a) North Americab) South Americac) Europed) Africa & Middle Easte) Asia & Australasia
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ESL
Writing and editing
Accreditation
Consulting
Talks and workshops
International experience
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Have you eaten yet?
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“Hazigone?”
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Would you like something to drink ?
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Joe McVeigh www.joemcveigh.org
What is culture?
Do you think of culture as more . . .
a) a question of “content” such as holidays, films, literature, and food?
b) a set of values, attitudes, and behaviors?
c) both a and b ?
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Culture is . . . What would you include in your own definition of culture?
Culture is ________________________ .
Write your answers in the chat box.
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Joe McVeigh www.joemcveigh.org
A Definition of Culture (Kohls 1996)
Culture is an integrated system of learned behavior patterns that are characteristic of the total way of life of a given society.
It includes everything that a group of people thinks, says, does, and makes — its customs, language, material artifacts and shared systems of attitudes and feelings.
Culture is learned and transmitted.
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www.joemcveigh.org
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Elements of a particular cultureManners Language Behavior
Customs Arts Morals
Beliefs Religion Humor
Ceremonies Values Rituals
Laws Knowledge Idea of self
Thought patterns Social institutions Myths and legends
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Hidden dimensions
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Exploring values
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Traditional American values and beliefs
Equality of opportunity and competition
Material wealth and hard work
Individual freedom and self-reliance
(The American Ways (4th ed.) Datesman, Crandall, & Kearny, 2014)
Exploring values
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Datesman, Crandall &
Kearny: American Ways (Pearson)
Kohls Survival Kit for
Overseas Living(Intercultural Press / Nicholas
Brealey)
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Exploring values: Cleanliness
Same water ?
Hands or silverware ?
Where’s the toilet ?
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Developing a culture of reading
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Demolition Derby
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The Road Not TakenTwo roads diverged in a yellow woodAnd sorry I could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo where it bent in the undergrowth; Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that, the passing thereHad worn them really about the same,
Then took the other, as just as fair,And having perhaps the better claim,Because it was grassy and wanted wear;Though as for that, the passing thereHad worn them really about the same, And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads on to way,I doubted if I would ever come back.
Robert Frost
From The Poetry of Robert Frost, New York: Holt. 1969.
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Understand the relationships between culture, language, and thought
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Joe McVeigh www.joemcveigh.org
Are the learners you work with . . .
a) mostly native speakers of English
b) mostly native speakers of the same first language (not English)
c) speakers of a variety of first languages
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• Is our view of the world dependent on what language we speak? Or is language dependent upon culture?
• How closely are language and culture related?
• Is it possible for us to understand a language fully without knowing the culture?
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Principle of linguistic relativity(Herder, von Humbolt, Boaz)
Sapir-Whorf Hypothesis“Language is not simply a means of reporting experience but, more important, it is a way of defining experience.”
(Samovar & Porter, 2004)
Strong: language determines thought
Weak: language influences but does not determine thought.
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Rhetorical patterns in writing across cultures (Kaplan, 1966)
1. Asian 2. Russian 3. Arabic 4. Romance languages 5. English
a. b. c. d. e.
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Activity: Exploring proverbs
• The squeaky wheel gets the grease.
• You’ve made your bed now lie in it.
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Exploring proverbs
• There’s more than one way to skin a cat.
• God helps those who help themselves • A bird in the hand is worth two in the
bush • Cleanliness is next to Godliness
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Paddle your own canoe.
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Joe McVeigh www.joemcveigh.orgFlickr: Matthew D Britt
Strike out
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Monday morning quarterback
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•Shut the damn door•It’s getting very late
•We really should have lunch some time
Register and politeness
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What does red mean? She turned red.
He felt blue.
He seems a bit green
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Non-verbal communication
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Some aspects of non-verbal communicationGestures and movement - kinesicsGaze and eye contact – oculesicsUse of space and touch– proxemicsParalinguistic featuresUse of time – chronometrics
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Concepts of time
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Activity: Culture Assimilators
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Culture assimilators Describe an incident in which an international
visitor is faced with a dilemma, problem, or situation that has a cultural basis.
Suggest four multiple choice explanations for why things happened the way they did.
Prepare answers to explain.
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Culture assimilatorA student from the Middle East is attending a university in the mid-western part of the United States. He has many friends that he hopes to have admitted to the university, so he often visits the offices of different departments to talk to the secretaries, talking about his friends and what good students they would be.
He makes many visits, and each time he is received with smiles and polite listening. However, no action is ever taken to admit his friends.
Later he discovers that his actions were perceived as annoying by the secretaries. What went wrong?
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Culture assimilatora) The student was perceived as being over
aggressive. People were just being polite by listening to him.
b) The student went to the wrong offices.c) It was not appropriate for the student to talk
for his friends. They should have spoken for themselves.
d) People smiled politely because they liked the student and thought he was interesting, but they couldn’t do anything to help.
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Culture assimilatorA. The student was perceived as being over
aggressive. People were just being polite by listening to him.
There is also some truth in C, because of the US value that people should be independent and act for themselves.
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What types of cultural norms do ESL students need to learn in order to thrive in the academic world?
Classroom culture
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•Initial Euphoria
•Irritability and hostility
•Gradual Adjustment -- Re-evaluation
•Adaptation or departure
•Reverse culture shock
Explain the cycle of adapting to culture shock
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Explaining the cycle of culture shock
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Symptoms of culture shockHomesickness Marital/family stress
Boredom Stereotyping
Withdrawal Hostility
Irritability Excessive cleanliness
Compulsive drinking or eating
Inability to work effectively
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Causes of culture shockbeing cut off from the cultural cues and known
patterns which are familiar to you -- especially subtleties
having your own values called into question living for an extended time in a situation that is
ambiguous living in a situation where you are expected to
function normally but where the rules have not been explained
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Actions to take against culture shock Learn about the host country and actively pursue more
information about it Look for logical reasons for everything (even if things
don’t make sense to you at the time) Don’t succumb to the temptation to disparage the host
culture. Identify a sympathetic host national and talk with them Have faith in yourself and know that the situation will
improve with time
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Students as experts
Students research a particular area of the target culture, then present their findings in written, oral, or poster form.Possible topics: food, work, holidays, attitudes towards money, family structure and life, education.
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Introduce concepts of social responsibility, ethics, and human rights
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Introduce concepts of social responsibility, ethics, and human rights What is the goal of our teaching? More than
just words. (Brown, 2007) Connection between language, culture,
ethnic/racial difference. Education is not neutral. (Nieto 2002)
Questions about equity and social justice are at the core of education
Need to go above and beyond basics of language and culture to develop respect and empathy
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Introduce concepts of social responsibility, ethics, and human rights
Raise student awareness of issues. Gently lead into discussions or exercises to help
them explore their own ideas and opinions.
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Activity: Thinking peace, doing peace
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Thinking peace/Doing peace(adapted from Ochoa-Becker, 2003)
• Select 4 or 5 photographs that depict war and violence from magazines, newspapers, or online sources. Allow students time to examine them carefully and then discuss the following questions:
– Why do you think this violence is taking place?– Could these problems have been settled in other ways? How?– What are the ways we can help prevent war?• With the students, brainstorm the ideas that come to
mind when hearing the word “peace.”
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Thinking peace/Doing peace(adapted from Ochoa-Becker, 2003)
• Place students in small groups and have them discuss the following questions:
– How would you define “peace.”– Think about a time you experienced peace. What was the
situation? Why did you find it peaceful? Explain why you found it peaceful. Give an authentic example of your own to begin the sharing.
– Can you think of a place where you feel more peaceful than in other places?
– What can you do to contribute to peace at a local level among your friends, in the classroom, and in your family?
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Wintergerst & McVeigh
Tips for Teaching Culture
Pearson
Read chapter one online:
http://bit.ly.10VAdZ2
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www.joemcveigh.org
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www.joemcveigh.org
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Photo CreditsPhotos from Flickr used under a Creative Commons
Attribution license
Question of perspective Jonas TullusQuestion mark & pen Ethan LoftonBalanced scale Procsimas MoscasStatue of Liberty Ludovic BertronWoman gesturing David GoehringQuestion mark Ethan LoftonClock David GoehringTaj Mahal Beto en la playaThank you flower Joanne Q. Escober
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Need certification of participation for professional development purposes ? Send an email to [email protected] Comment on something new or interesting that you learned from the session.
Send an email to [email protected]
Want information about other webinars or resources?
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Thank youThank you !
www.joemcveigh.org
@JoeMcVeigh
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Questions&
Discussion
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I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any.
—— Mahatma Gandhi
Cultural Awareness