Teaching in the Intercultural Classroom

Enrique Chacn echacon@uwindsor.ca International Student Advisor

Todays 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
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

A --------------B Getting to the point is important Point is stated explicitly Not getting to the point is waste of time

Direct

vs.

Indirect
Meaning conveyed by subtle means, stories, implication Indirectness = politeness and respect for other person Frequent use of implication

Straightforward No beating about the bush Directness = honesty and respect for other person Avoiding ambiguity

Low Context vs. High Context

The context is not assumed to be known Clear explanation, precise description Spell out everything

The context is assumed to be known To explain everything and state meaning precisely may be insulting Leave understanding up to other person Underexplaining

Reliance of verbal messages

Overexplaining

Attached

vs.

Detached
Communication should be calm and impersonal Objectivity valued Emotional, expressive communication is seen as immature or biased

Communicating with feeling and emotion Subjectivity valued Sharing ones values and feelings about issues is desirable

Idea Focused vs. Person Focused

Ideas and person holding them separate Open disagreement acceptable Disagreement with persons 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 Peoples 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
Fewer specific rules Use of first names More flexibility in what one can say to whom and how

Strict rules about forms of address, acknowledgement of status Ritualized communication

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)

Bridging the Gap: Approaching Your Students and Helping Them Approach You

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

Giving Presentations That Students Can Understand

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

Leading a Discussion: Providing Direction and Continuity

1. Plan questions carefully 2. Listen to your students and encourage them 3. Keep the discussion focused 4. Be aware of silences

Understanding Meanings Beyond Words

1. Body language 2. Voice 3. Eye contact 4. What is going on? There must be an explanation

Non-judgmental

Self-aware

Comfortable with silence Flexible Empathetic Tolerant Personal, not mechanical Directive Appreciate differences Open-minded Warm Personal

Respectful

Curious

Have a sense of humor

Comfortable with ambiguity Inclusive

Patient

Good listener

Able to learn from mistakes