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The Significance of Culture Based Communicative Behavior in SchoolA variety of cross cultural communication problems can arise in school, and it is important thatteachers not automatically blame the student or the student's family or culture. Problems oftenresult from misunderstandings or value conflicts between teachers and students who are obeyingdifferent culturally based communication rules. Some common problems linked to cultural andcommunicative diversity are presented in Table V.Table V: Problems That May Result From Culture and Communication Conflicts in theClassroomStudent CharacteristicsDiverse CulturalAssumptionsDiverse VerbalBehaviorDiverse NonverbalBehaviorDiverse Story-Tellingand ConversationalRulesSome examples ofInappropriate ResponsesNegative attitudes towardsdialect variationLower student expectationsExcessive interruptionsDiversity ignored in teachingprocessInsufficient attention to studentspeechFrequent misunderstandingsand misinterpretations ofstudentPerception of student asdisorganizedPerception of student as poorthinkerPerception of communicationdifferences as disciplineproblemPerception of communicationdifferences as social insults(unintentional)Some Examples of Possible Impacton StudentLowered self-imageLowered achievement and excessivespecial education placementsLow student participation;disproportionately low placement intalented and gifted programsLowered self-expectationsExcessive speech/language therapyplacementsLowered achievement in oralstandard EnglishLowered achievement and academicself-conceptPerception of frequent social insults(unintentional) from teachers andother studentsFrequent misunderstandings andmisinterpretations from personneland other studentsPerception of negative schoolclimateInterpersonal / intergroup conflictsPoor performance on tests andassessments© 2008 Dr. Catherine CollierAll Rights Reserved64
Using Cross Cultural Communication to Improve RelationshipsIn culturally diverse communities, differences may be expected to exist in the communicationstyles of students, teachers, parents, administrators and noninstructional staff. Perhaps the mostimportant reason for educators to understand cross cultural communication is to improve theirrelations with the diverse groups of students and parents they will encounter. If left ignored,communication differences will inevitably lead to various types of miscommunication whichmay lead, in turn, to conflicts which erode school climate and cause certain groups of studentsusually African American and other nonwhite students to feel unwelcome. The fact that thesecircumstances occur is a tragedy, of course. The greater tragedy, however, is that educators donot always know how to eliminate or minimize this type of discord.Tactics for Removing Cross Cultural Communication BarriersOnce we have established the prerequisites for understanding communication issues, we shouldthen seek to remove cross cultural communication barriers from the school environment. Themajor tactics that might be employed for this purpose fall under two categories:Removing language which appears to stereotype students; andReducing violations of cultural rules during discussions and conversations.With respect to removing stereotypical language, the following strategies might be useful:- Be aware of words, images and situations that suggest that all or most members of a racialgroup are the same.Example: "Why can't Joe ever be on time?" "He's African American, isn't he?"- Avoid using qualifiers that reinforce racial and ethnic stereotypes.Example: "The articulate African American student" implies that African American studentstypically have low verbal skills.- Avoid racial identification except when it is essential to communication.Example: "Judy, an outgoing student" is preferable to "Judy, an outgoing African Americanfemale student."- Be aware of possible negative implications of color symbolism and usage that could offendpeople or reinforce bias.Example: Terms such as "black magic" or "black market" can be offensive.- Avoid language that has questionable racial or ethnic connotations.Example: Phrases such as "culturally deprived," "culturally disadvantaged" and "you people"have racist overtones. With respect to changing communicative behaviors which violate thecultural rules of others, the following strategies may be useful:- Be aware of rules for attentiveness during conversation.Example: The constant maintenance of eye contact while listening during a conversation oftenviolates a conversational rule in working class African American and Hispanic cultures.- Be aware of rules regarding the distance between speakers during conversation.Example: In some cultures, speakers stand close enough to touch often. In other cultures,distance is maintained to denote respect.© 2008 Dr. Catherine CollierAll Rights Reserved65
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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Page 28 and 29: The authors compared animal and hum
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Page 47 and 48: While not disagreeing that interpre
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Page 59 and 60: Pets and AnimalsWhich animals are v
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Page 101 and 102: Assessment techniques at stage 3 ca
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Page 111 and 112: that sociocultural processes have o
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phonetic units (unique to signed la
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Article III.4 Toward a Sociocultura
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emember is that the fundamental goa
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The best practices models can be th
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By focusing on the dialectic betwee
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intergenerational wisdom shared by
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Daily Realities RecappedThe above v
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traditions. At a time in our histor
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We will now look at two examples of
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Speakers communicate fluently, main
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question the effects of such attitu
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Article IV.3 Culture Change: Effect
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and psychological characteristics o
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Contraryto what wewere expecting, t
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Article V.1 Assessment in ESL & Bil
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vocabulary does the student lack?Is
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whether they are LEP and to provide
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Fourth, ESL and bilingual program s
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competent reader/writer. All versio
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Table 1Comparison of Recent Accultu
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unilinear model, which measures the
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an English-only instructional progr
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Article V.3 Assessment of English L
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8. Change answers only for a very g
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Riles, 1979; Jose P. v Ambac, 1983)
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proficiency is often underestimated
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Finally, when second language reade
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for their decisions, noting issues
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As mentioned above, when the transi
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ather than generic adjectives and t
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their imagined points of view. Ther
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English texts and demonstrate progr
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using inter-district teams). In the
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