Teaching in the Intercultural Classroom

Enrique Chacón echacon@uwindsor.ca 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