Teaching in the Intercultural Classroom
Enrique Chacón [email protected] International Student Advisor
Today’s session A definition of culture Cultural variations “A Different Place” Observations Intercultural theory Small group discussions about
observations Larger group discussion Canadian students
Culture
The system of shared beliefs, values, customs, behaviors, and artifacts that the members of society use to cope with their world and with one another, and that are transmitted from generation to generation through learning
Plog and Bates: Cultural Anthropology
Cultures differ in…
Nonverbal communication (gestures, use of time, space, eye
contact) Verbal Communication
(logic, silence and talk, formality) Value orientations
power and status; relationship of individual to society; perception of activity, relationship to nature, gender norms…
Generalizations vs. Stereotypes A generalization: “The tendency of a
majority of people in a cultural group to hold certain values and beliefs, and to engage in certain patterns of behavior.” NB: A cultural tendency NB: Hypothesis to be held lightly
Generalizations vs. Stereotypes
A stereotype: “The application of a generalization to every person in a cultural group; or, generalizing from only a few people in a group.”
Janet M. and Milton J. Bennett
Normative behaviour
A Different Place: The Intercultural Classroom
Ming - China Esteban - El Salvador Simon – South Africa Katia – Russia Mariko – Japan Charlie – U.S.A. Amy – U.S.A. Joanna – U.S.A. Professor Larry Ford – U.S.A.
Communication Styles
Describe the patterns of expression and rules of interaction that reflect the norms and values of a culture
Janet and Milton Bennett, Intercultural Communication Institute 1993
Communication Styles
Linear Direct Low Context Attached
(Emotional) Idea Focused Task Focused
Formal
Circular Indirect High Context Detached
Person Focused Relationship
Focused Informal
Linear vs. Circular
A --------------B
Getting to the point is important
Point is stated explicitly
Not getting to the point is waste of time
Circular communication
around the main point Let the story make the
point
Stating the point is seen as insulting to other person
Elegant, flowing remarks
Direct vs. Indirect
Straightforward
No beating about the bush
Directness = honesty and respect for other person
Avoiding ambiguity
Meaning conveyed by subtle means, stories, implication
Indirectness = politeness and respect for other person
Frequent use of implication
Low Context vs. High Context The context is not assumed
to be known
Clear explanation, precise description
Spell out everything
Reliance of verbal messages
“Overexplaining”
The context is assumed to be known
To explain everything and state meaning precisely may be insulting
Leave understanding up to other person
“Underexplaining”
Attached vs. Detached
Communicating with feeling and emotion
Subjectivity valued
Sharing one’s values and feelings about issues is desirable
Communication should be calm and impersonal
Objectivity valued
Emotional, expressive communication is seen as immature or biased
Idea Focused vs. Person Focused Ideas and person holding
them separate
Open disagreement acceptable
Disagreement with person’s ideas not seen as personal attack
Ideas and person not separate
Feelings important
Disagreement handled very carefully
Disagreement is attack on
the person
Task vs. Relationship Focus
Priority: getting the task done
People’s feelings are secondary to this goal
Priority: relationships
Maintaining group harmony central
No task completion at the expense of group or person
Formal vs. Informal
Strict rules about forms of address, acknowledgement of status
Ritualized communication
Fewer specific rules
Use of first names
More flexibility in what one can say to whom and how
Skills that make a difference
Mindfulness (Ting-Toomey, 1993) Sense of Humor Tolerance for ambiguity Ability to make mistakes
Objectives Help students understand the norms and
expectations in the Canadian classroom
Help Canadian students become aware of cultural differences in reasoning and communication
Encourage integration: help international students to adapt and communicate effectively in Canada while maintaining connection with their home culture
Strategies for the intercultural classroom
Explain norms of your classroom culture
Describe your expectations Discuss differences openly Be open to new ways of learning Be cautious in making attributions
about student behaviour
Strategies for the intercultural classroom
Do an audience analysis Where are students from? What assumptions do they bring with
them about classroom interaction? How do they learn best? What makes them uncomfortable?
STEPS
Refer students to workshops and courses that help them succeed in Canadian academia:
STEPS www.uwindsor.ca/steps
Cognitive Styles
Describe how an individual interacts with his or her environment, extracts information from it and organizes personal knowledge and then applies that knowledge.
Jonassen& Grabowski, 1993 Handbook of Individual Differences, Learning and Instruction
Continuum of Cognitive Styles
Differences in: Use of logic Problem solving strategies Level of abstraction Use of intuitive, hypothetical and
structured ways of knowing
“Teaching America Students”
Teaching American Students: A Guide for International Faculty and Teaching Assistants in Colleges and Universities, Third Edition (Derek BOK Center)
1. Do not be afraid to introduce yourself
2. Say something about your command of English
3. Know your students as well as possible and be open with them
4. Keep a sense of humor
Bridging the Gap: Approaching Your Students and Helping Them Approach You
1. Write down words and use drawings or diagrams
2. Use verbal signals when you speak
3. Use specific examples
4. Say the same thing in a few different ways and avoid jargon
5. Keep lines of communication open
Giving Presentations That Students Can Understand
1. Plan questions carefully
2. Listen to your students and encourage them 3. Keep the discussion focused 4. Be aware of silences
Leading a Discussion: Providing Direction and Continuity
1. Body language
2. Voice 3. Eye contact 4. What is going on? There must be an explanation
Understanding Meanings Beyond Words
Good listener
Tolerant
Self-aware
Personal, not mechanical
Inclusive
Have a sense of humor
Open-minded
Curious
Non-judgmental
Patient
Respectful
Personal Flexible
Comfortable with ambiguity Directive
Comfortable with silence Warm
Able to learn from mistakes Appreciate differences
Empathetic