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Celebrate HumanCommunication
23rd Annual Colorado Public SchoolSpeech/Language Symposium
Denver, Colorado
January 26, 2008Lilly Cheng
San Diego University
Outline
• Language
• Oralcy to Literacy
• Language, Literacy and Culture
• Bilingualism
• Culture-culture of poverty
• Comparing cultures
• Cross cultural communication
• Cultural Competence
What is language?
When we study human language, weare approaching what some mightcall the
"human essence," the distinctivequalities of mind that are, so far aswe know, unique to man.
Source: Noam Chomsky, Language
and Mind
2
What is language?
Language is the source of human lifeand power. We all become "human"because we all know at least one
language. But what does it mean to"knowa language?
Language is a human right
•Embracing the fact that we arehuman beings and we are having theright to speak, to communicate, to
use the language. It has globalimplications for our work and ourmission-- to improve the qualities oflife of people through the use ofstrategies to help people
communicate better.
Language is a human right
•We focus on speech, we focus onhearing, we focus on language, wefocus on communication. But all of
those things actually point to onedirection only. The direction that ourhumanity is maintained throughcommunication by using the besttool-language.
3
Language is a human right-human communication
•As human beings, we have a reasonto exist. Communication gives us thedefinition to exist, but moreimportantly it gives us the power toexist. The access of informationthrough communication is whatdefines us as human beings in allkinds of human institutions, be it ourhome front, our work, our school,our society. It is how we share ourhumanity.
What are your languageresources?
Vocabulary
Knowledge
Experience
???
From Oralcy to Literacy:
Oralcy
4
Key Critical Questions-Oral language
•How do children learn to talk?
•Can defective components of genes
be identified for certain speechand/or hearing problems?
•What do children need before they
talk? ( MacDonald, J. 1997)
Bloom and Lahey, 1978)
Form
Function Content
Definition of Form
Form: includingprimarilysyntax,morphologyand phonology
5
Language Form
•Articulation-intelligibility
•Accent-foreign-language influences
•Code-Switching-accidental
•Organization
•Grammar
Language Form
In a grammar there are parts whichpertain to all languages; thesecomponents from what is called thegeneral grammar....In addition to theseuniversal parts, there are those whichbelong to only one particular language;and these constitute the particulargrammars of each language.
Source: Du Marsais, c. 1750
Definition of Content
•Content: essentially made up ofthe semantic components oflanguage-knowledge ofvocabulary and knowledgeabout objects and events
6
Language Content
• Insufficientvocabulary
• Inappropriateusage
• Inappropriate
adoption ofcolloquialism
• Lack of historical,
social, culturalknowledge
• Cultural and social
competence
Definition of Function
•In the realm of pragmatics,which consists of the goals orfunctions of language, the use ofcontext to determine what formto use to achieve these goals,and the rules for carrying outcooperative conversations.
Pragmatics
•Knowing what to say, to whom,when and where…
•Knowing what not say, to whom,when and where…
•These rules are learned and varyfrom culture to culture
•These rules are often not explicitand hidden
7
Language Function
•Interpersonal communication
•Intercultural communication
•Response patterns
– Delay
– Uncertain
– Yes/No
– Pretend
Language Function
Knowledge (yourlinguisticcompetence) and
your behavior(yourlinguisticperformance are
different.
From Oralcy to Literacy:
LITERACY
8
Key Critical Questions
• How do ch ild ren learn to
read? W hy do som e
ch ild ren have d ifficu lt ies
learn ing to read?
• How can w e detect
read ing d ifficu lt ies? How
can w e rem ed iate read ing
d ifficu lt ies?
Literacy
•Linguistic Literacy
•Cultural Literacy
•Social Literacy
•Multicultural Literacy
Linguistic Literacy
•Shower
(verb, noun, brand name)
•Break
(verb, noun, idiomatic expressions)
9
Cultural Literacy
• Relationships
• Greetings-break aleg…break bread…
• Honorific terms
• Say what youmean,
• Mean what yousay.
Social Literacy
• Culture of poverty
• -email, disposal
• Culture of the jetsetters- CasaBlanca
• Bring a plate
Multicultural Literacy
• Glass house
• Brim
• Hot
• Rock
• Cool
• I am game
• Babe Ruth
• Dick and Jane
10
Good readers do :
-Re late new in form ation to ex isting
know ledge
-H ave w e ll deve loped w ork ing
vocabu lary
-C an sum m arize , p red ict and c larify
-U se question ing strateg ies to gu ide
-C om prehension (Lyon, R . 2002);
Linguistic Transferencesand Interferences
•Forms
•Content
•Functions
•Learningstyles
Language Patterns ofMultilingual/Multicultural
Language variations
朋友 Am igo
!" #$
11
Socio-economic differences
Cultural differences
Educational differences
Age of school entry
Unevenness in languageproficiency
•Literacy
•Multicultural literacy
•Writing
– Writing school papers
– Writing book reports
– Note taking
– Examinations
12
Language and Learning
Language, w h ich is centra l to
com m unication , is both the
ob ject o f know ledge and the
m ed ium through w h ich other
know ledge is acqu ired .
•-- Cultural values
-- Second Language Acquisition/Dual Language Acquisition
•-- ESL-- Assimilation, acculturation,changing tradition, identity (individualvs. group/peer), marginality, thirdculture children
• ~ Fam ily structure
~ Language
d ifference vs.
language d isab ility
vs. learn ing
d isab ility
13
Language and Culture
Languag
e
Soc ia l
Cu ltura l
know ledge
Cogn ition
! L inear vs. C ircu lar
Forms of Discourse
14
• What it is:
– Dynamic, neither
fixed nor static
– A continuous and
cumulative Process
– Learned and
Shared
• What it is not:
– Mere Artifacts or
Material used by apeople
– A “laundry list” of
Traits & Facts
– Biological traits such
as Race
– The Ideal & Romantic
Heritage of a peopleas seem through
music, dance,holidays, etc.
– Something to beBought, Sold orPassed out
Source : C ross Cu ltura l Resource
Center. Dept. o f Anthropo logy,
CSU Sacram ento , 1979 .
Culturally-Transmitted Patterns• Degree to which accept/encourage emotional expression• Role performance/role expectations
• Ideology/world-view• Cultural customs & practices (values, traditions, attitudes,
beliefs)• Cognitive style
• Behavioral characteristics• Languages characteristics
• Social networking practices• Religious beliefs & practices
Cu ltureInd iv idua l
Why It Is Important to KnowAbout Culture?
• Schools can prepare students foreffective citizenship in dealing with tecolures of the world
• Culture can help solve problems andconflicts in the school and in thecommunity
• Culture is an innovative part of bilingualeducation and needs to be understood ifsuch programs are to survive and expand.
Source : C ross Cu ltura l Resource
Center. Dept. o f Anthropo logy,
CSU Sacram ento , 1979 .
15
Cognitive Physical
Emotional
Heart
Culture
Earley& M osakow ski (October 2004). Harvard Business Rev iew
Communication Quotient(CQ)
(Gardner, 1983 &
1993)
Views on intelligence:singular vs.multiple
• Log ico -m athem atica l
• M usica l
• Spatia l
• L ingu istic
• Interpersona l
• Intrapersona l
• K inesthetic
• Em otiona l
• Natura l
World of Englishes
1. The use of new spoken Englishes is onthe rise,Ghana, Nigeria, and Singaporeare developing versions of Englishunintelligible to outsiders. Singlishcombines Malay, English and Hokkien(That's really very sayang lah) -what apity or waste. (David Crystal, Englishas a Global Language, 1997).
2. English, spoken by more than 1/5 ofthe world is an essential element of theglobal culture.
3. Penan culture in Borneo - one word forhe, she and it and six words for "we".
Source: National Geographic, August, 1999.
16
Bilingualism
What is bilingualism?
•Anyone can learn a new language.Some people find it easier thanothers, but all of us can do it. People
who can use two languages well arebilingual.
http ://w w w .asha.org/pub lic/speech/deve lopm ent/B ilingua l-Ch ild ren .htm
Bilingualism
• Balanced bilingual
• Partial bilingual
• BICS-basic interpersonalcommunication skills
• CALP-cognitive academic linguisticproficiency
17
COGN IT IVE
PROCESS
CONVERSAT IONAL
PROFIC IENCY
LANGUAGE
PROCESS
(Cum m ins, 1981)
What is bilingualism
Some children learn both languagesvery well. But sometimes, theyknow one language better than the
other. The language a child knowsbetter is called the dominantlanguage. Over time the dominantlanguage may change, especially if achild doesn’t use it regularly.http ://w w w .asha.org/pub lic/speech/deve lopm ent/B ilingua l-Ch ild ren .htm
Bilingualism
•Speak more than one language
14% of US population
30% of California population
Over half population of the world isbilingual
18
More research
•Language attrition
•Language shift
•Language ideology and policy
•Sociolinguistic and grammaticalstudy of code-switching
•Bilingual language processing
•Mixed vernacular communities
Different ways----
•People who speak different sorts oflanguages use their brains to decodespeech in different ways
--Dr Sophie Scott
•Discourse styles
•Communication styles
•Personality
C lin ica l Im p lications fo r
B ilingua l/M u lticu ltura l
A ssessm ent
19
Definition of Culture ofPoverty
Definition of Culture ofPoverty
•Poverty is a way of life: not meetingbasic needs, lacking food, clothing,shelter, health care, sleep,
education, environmental threats
Case Study:
•Mother Teresa’s Center- Calcutta-Boys at the train station
•Mother Teresa’s School- Agriculture-Fruit cake, slices of cake
•Children of Brazil- drugs,prostitution, crimes
20
Case Study
•Sierra Leone – child soldiers
•Cameroon – yellow canary – Pygmy
•Do you people eat……..
•Tibet ----- milk tea,
•Mongolian ----- yak
Some Facts about Poverty:
• Each year, more than 8 million people around the world diebecause they are too poor to stay alive
• Over 1 billion people live in extreme poverty, defined as livingon less than $1 a day. Over half of the world's population liveson less than U.S. $2 per day.
• More than 800 million go hungry each day
• Every year, 6 million children die from malnutrition before theirfifth birthday.
• Over 11 million children die each year from preventable causeslike malaria, diarrhea and pneumonia
• Every 3.6 seconds another person dies of starvation and thelarge majority are children under five
• Over 100 million primary school-age children cannot afford togo to school.
• Women work 67% of the world's working hours, and produce50% of the world's food, yet they earn only 10% of the world'sincome and own less than 1% of the world's property. Womenand children are the poorest in the world.
Poverty in the U.S.
• US Poverty rate in 2002.(provided byThe Bureau of Census)
10.01.24Asian
10.323.4White
21.83.92Hispanic
23.93.72Black
10.618.9Between 18-64
16.712.1Children under 18
% of GroupMillionsGroup
21
What is Associated withPoverty?• According to Hart and Risley (2003),
children from privileged (high SES)families have heard 30 million morewords than children from underprivileged(low SES) families by the age of 3.
Follow-up data indicated that the 3-year-old measures of accomplishmentpredicted third grade school achievement.to school hungry and go home to anunsupervised environment.
Definition of Culture
Define Culture…
•Explicit
– What you see…
•Implicit
– What’s implied – value – sharedvision
22
•Values,Beliefs
•Shared views andexperiences
•FundamentalPrinciples in guidingbehaviors
• Child-rearing practice
•Family,Extendedfamily
Culture is Symbolic
People live in a world of symbols. Asymbol is any object or action towhich meaning is attached.
Members in a society share thosesymbols which may have a profoundimpact on behavior. The meaningand importance of one’s societysymbols may not be obvious to
members of other groups.
Picture of the boy
23
Comparison betweenChinese and German
Cultural Patterns
What do you think?
Imu
•Traditional Hawaiian undergroundoven.
•The oven is 2 feet deep and 5 feetacross.
•Round lava rocks and thick kiawelogs (thorny wood similar tomesquite)
•Imu is a source of absolution andsacred power – the core of Hawaiianculture-hospitality.
•Imu is the central part of a Luau
Codes
Verbal:
Many forms of languages- many
forms of Englishes
(broken, simple, watered down,
mixed codes)
24
Nonverbal: Colors, dress, facial expressions, gazing, postures,
proximity, gestures
!"nonverbal: sounds, gestures, touches, odors,faces of spreading emotions
#"nonverbal cues in person perception:expressiveness and personal charisma; selfpresentation; social influence; deception; socialinfluence; attraction; expectancy communication;interpersonal expectations
$"On a global positivity question, the nonverbalcues had a greater impact than the words.(Howard Friedman)
Codes
Paralanguage:
Tones, pitches, rhythm, stress,
loudness, cadence
Discourse:
Silence, interruptions, turn-taking,organization of talk, choice of dialect,code mixing
Codes
Other important aspects of codes:Story of Lexus
150 best engineers from Japan were sent toseveral European countries to study theircultures and ways of life. They observed
people in luxurious hotels, theatres,restaurants, resorts, shops, social functionsand learned the meaning of luxury. Theywanted to define luxury based on people's
definitions - a quiet car, a comfortable car, adoor that not only openswide but traps no dirt. They created a specialmetal that can be durable for a smaller shaft
to make the car more balanced and easy todrive. No details left untouched. --- a successstory through learning about cultures.
25
! L inear vs. C ircu lar
Forms of Discourse
Communicative Activities
Cognitively
undemanding
Context- A C Context-Embedded Reduced
B D
Cognitively Demanding
From Schoo ling and Language M inority Students: A theoretica l Fram ew ork by Ca lifo rn ia
State Departm ent of Education , 1981
26
The Invisible "Great Wall"
•Americans talk, talk.
•Japanese listen, listen.
•Americans are open and frank.
•Japanese work on subtlety to formclose relationships with people.
•Americans are considered brash.
•Japanese use humility to learn more
about a person or a situation.
Western-styleConversation is Like aGame of Tennis
There is no waiting in line. Whoeveris nearest and quickest hits the ball,and if you step back, someone elsewill hit it. No one stops the game togive you a turn. You are responsiblefor your own turn. Everyone does hisbest to keep the ball going and noone person has the ball for very longtime. (turn-taking strategies)
Source: Conversational Ballgames, The Struggle to Connect. Nancy Masterson Sakamoto
Japanese-styleConversation is Like aGame of Bowling
You wait for your turn and youalways know your place in line. Itdepends on such things as whetheryou are older or younger, a closefriend or a relative stranger to theprevious speaker, in a senior orjunior position and so on. There isno back and forth. There is always asuitable pause. No rush, noexcitement and no scrambling forthe ball.
Source: Conversational Ballgames, The Struggle to Connect. Nancy Masterson Sakamoto
27
COM M UN ICAT ION GAPS
Obscured M essage:
Sender uses confusing language
Prim ary factors: Hab its, jargon, u nc larity ,
assum ptions, context
Unsent M essage:
“I can 't do that” o r “they w on't
understand”
Prim ary factors: Safety , be ing a v ictim ,
trad it iona l ro les, se lf-confidence
Critical Communication Skills
(1) Listening skill :
Active Listening
(2) Voicing skill: Advocacy and Inquiry
Reference:
People Skills by Robert Bolton
Dialogue : The Art of Thinking Together, William Issacs
Effectiveness of Message
•Verbal Impact -7%
•Vocal Impact -38%
•Visual Impact -55%
•Non-verbal communication-93%
• Albert Meharabian,”Silent Communications”
28
COM M UN ICAT ION GAPS
M issed M essage:
Sender and Rece iver do not connect
Prim ary factors: Una ligned purpose,
tim ing , persona l sty le , d ifferent cu ltura l
fram ew ork, focus e lsew here
B locked M essage:
Rece iver is not w illing to understand
Prim ary factors: P rev ious experience,
d iffering intention or expectations
COM M UN ICAT ION GAPS
Obscured M essage:
Sender uses confusing language
Prim ary factors: Hab its, jargon, u nc larity ,
assum ptions, context
Unsent M essage:
“I can 't do that” o r “they w on't
understand”
Prim ary factors: Safety , be ing a v ictim ,
trad it iona l ro les, se lf-confidence
Statistics on Listening• Humans have 5 times more capacity to listen than to speak.
• Four-fifths of our minds have the opportunity to wanderwhile we are listening to someone else.
• We tend to spend this time formulating responses based onour own preconceived notions.
• We only retain 30 percent of what was said, and onlyremember ! of that.
• We spend 47 percent of our time writing, typing, speakingor reading…
• …and 53 percent of our time listening to others—morethan half of our time communicating is spent listening.…
From” Center for Resolutions-Basic MediationTraining,2005”
29
Critical Communication Skills :Active Listening Skills
•Attending
•Following
•Reflecting
•Summarizing
“Knowing the rules is not at allthe
same thing as playing thegame.”
Source: Conversational Ballgames, The Struggle to Connect. Nancy Masterson Sakamoto
Cross-CulturalCompetence
30
Developing CulturalCompetence
Cultural Competence
•Cultural competence is defined as aset of congruent behaviors,attitudes, and policies that come
together in a system, agency, oramong professionals and enablesthat system, agency, or thoseprofessionals to work effectively incross-cultural situations
CT . B az r on e t l. T owa r ds a c u lt ur a lly c om pet ent s ys t em of c a r e , V ol.1 1989
A ttitude
Aptitude
Com petence
A Model of DevelopingCompetence
31
Cu lture
Com m unication
Com petence
A Model of Developing Cross-culturalCommunicative Competence
I.Q.
I.Q.
E.Q.
C.Q.
Earley& M osakow ski (October 2004). Harvard Business Rev iew
Cognitive Physical
Emotional
Culture
Earley& M osakow ski (October 2004). Harvard Business Rev iew
Communication Quotient(CQ)
32
Earley& M osakow ski (October 2004). Harvard Business Rev iew
Implications for Educators
Clinical Considerations
•Wide range of normalcy
•Individual behavior in early years:temperament-easy, difficult, slow,etc.
•No clear-cut standards to judge
33
Clinical Considerations
•Social / Emotional / PersonalityCharacteristics
•Some problems are transient: fear
•Impairments have considerable
overlaps: describe, not label
Clinical Considerations
• Variations in child-rearing practices:
– degree of permissiveness
– open expression of feelings
– degree of parental control
– performance expectations
– degree of affection
– types of discipline
– sickness vs. wellness
– prevention
– education
Linguistic Transferencesand Interferences
• Forms
• Content
• Functions
• Learning styles
34
Language performance mayappear similar
•Short sentences
•Choppy sentences
•Syntax
•Articulation/phonology
•Morphology
Narrative Analysis/DeeperAnalysis
•Number of words
•Kinds of words
•Size of lexicon
•Story grammar
•Story content
•Cohesion
Global Implications
•In depth command of one or morefields of study
•Integration of knowledge acrossdisciplines
•multimodal communication
•high level analytical reading and
thinking
•location, analysis and evaluation ofinformation
35
Global Implications
•Qualitative and quantitativeassessment
•Collaboration with other cultures
•Bi and multilingualism
•Appreciation of cultural diversity
•Functionality within atechnological and globalenvironment
•Self worth and appreciation ofone’s community- network
•Social and ethical responsibility
Thank you very much!