Nonverbal communication and culture. Identity, stereotypes and prejudices, страница 66

2. Communication Styles. In the classroom, communication is probably the most vital activity because it is the mechanism by which learning occurs. Communication involves speaking, listening, and critical thinking. There are, however, various manners in which people engage in these activities. The preferred way-in which people interact with one another is called communication style. In this section we will look at four styles of communication most relevant to the classroom.

Direct versus indirect communication reflects the degree to which culture influences whether people prefer to engage in direct or indirect communication. The communication style of Americans tends to be frank and blunt. This level of openness, however, is often shunned by Asian Americans, particularly first-generation immigrants, because such behavior often causes a loss of face. These cultures also view directness as a lack of intelligence. As a Chinese proverb addressing this issue states, "Loud thunder brings little rain." (So does the Belarusian one, «Звялiкагагромумалыдождж».) Also, Native American children do not like to speak in front of the class; they feel put on the spot and become uncomfortable. Teachers who are not familiar with cultural preferences for direct or indirect forms of communication may perceive students who prefer indirect communication as stupid, unmotivated, or learning disabled.

Formal versus informal communication reflects the degree of formality expected in communication situations. Cultural differences regarding formality and informality can cause serious communication problems in the classroom. Many foreign students are accustomed to quite formal relationships and sometimes have difficulty bringing them selves to speak to their teachers at all, let alone address them by their given names. For example, in Egypt, Turkey, and Iran, teacher/student relationships are extremely formal and respectful. An Egyptian proverb exemplifies this formal respect: "Whoever teaches me a letter, I should become a slave to him forever." In cultures that value formal communication, students are expected to rise when the teacher enters the room, and teachers are addressed with their appropriate titles and last names, or referred to honorably as "teacher." In Taiwan, for example, students rise when the teacher enters the room, and in chorus they say, "Good morning, teacher." They remain standing until the teacher gives them permission to be seated. When students hand papers to teachers, they use both hands, avoid looking them in the eye and bow.

Contrast this with the relaxed, informal student/teacher relationships in American colleges. ‘My adviser wants me to call him by his first name,' many foreign students have said. 'I just can't do it! It doesn't seem right. I have to show my respect' On the other hand, professors have said of foreign students, ‘They keep bowing and saying 'yes sir, yes, sir.' I can hardly stand it! I wish they'd stop being so polite and just say what they have on their minds.’

Nonverbal communication is too varied to categorize into particular styles. It is important to note that this subtle form of communication is heavily influenced by culture and often misinterpreted in the classroom. A few examples will amplify the notion that teachers need to become familiar with the nonverbal behaviors associated with their students' cultures. Puerto Rican students use a nonverbal wrinkling of the nose to indicate "What do you mean?" or "I don't understand." In Alaskan Native cultures . . . raised eyebrows are often used to signify yes and a wrinkled nose means no.

Topic-centered communication versus topic-associating communication addresses the manner in which students examine and study a topic. This also is influenced by culture. European American students tend to be topic centered in their approach. That is, their accounts are focused on a single topic or closely related topics, are ordered in a linear fashion, and lead to a resolution. For example, a topic-centered approach might include a rendition of a day at camp when candles were made. It would begin with the selection of different colored wax and progress to heating the wax, dipping the string in the wax, and finally cooling the wax in water to set the candle. In contrast, African American students often use a topic-associating approach. Their accounts often present a series of episodes linked to some person or theme. These links are implicit in the account and are generally left unstated. For instance, a topic-associating approach might include a rendition of the purchase of a new coat. The story might include the following information: It was summer when the coat was purchased, the plastic bag had to be kept away from baby sister, cousin began to cry because he wanted to wear the new coat outside to play, and mother was not at home that day. When instructors are not familiar with the topic-associating approach, they may not allow the student to finish his or her thought.