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spiral78 · Joined: 05 Apr 2004 Posts: 11534 Location: On a Short Leash

It's not just the words we use. It's body language (non-verbal behaviours) and discourse structure.

For example, in a task where my immigrant students were asked to plan how they would stop a busy (Canadian) boss in the hallway and ask for an extra day off to help a friend move house, students had to consider both body language and discourse structure, along with strategy.

The Asian students tended to use very deferential body language and to preface the request with a long story about the friend and his importance (which busy North American bosses haven't really time for). Some of our Eastern European students were far too brusque. Strategizing was really challenging for all of them (if I can have XX day off, I'll work extra on XXX).

I hasten to add that we also analyzed 'typical' boss behavior - as my students may well be bosses themselves, being highly educated professionals - I am not training them to be good, obedient staff members to North American bosses necessarily!!!

Mind you, these were immigrants. I would not inflict such considerations on students who are not going to work with North Americans. But some understanding of body language and discourse structure typically USED by North Americans, when said students will be working with such people, however periphally, is a highly useful cultural focus, in my opinion and experience.

And my students have always been interested in exploring these things.

Justin Trullinger · Posted: Tue Jul 01, 2008 10:12 pm Post subject:

gaijinalways · Joined: 29 Nov 2005 Posts: 2279

Marcoregano · Joined: 19 May 2003 Posts: 872 Location: Hong Kong

And cultural differences do impact on use of the language. To give a basic (but important) example, if you're teaching the use of 'please' and 'thank you' to Spaniards, it is necessary to point out that in most native English cultures we use both terms much more often than they do...

Person walks into a bar:

In Spain - "Give me a beer." (Such a blunt 'demand' would cause a problem situation, and may even be regarded as highly provocative in many UK bars).

In UK - "Evening. Could I have a beer, please?"

etc.

This aspect of language can be particularly difficult, even when both parties are native speakers. My wife, for example, is American but her parents are Spanish. While her English is completely fluent, she often adopts the Spanish manner of taking 'please' or 'thanks' for granted, especially with family. I keep reminding her that this can cause offence to English people, but she seems incapable of applying the UK-English norm. And we have had arguments that have begun as a result...

nickpellatt · Joined: 08 Dec 2006 Posts: 1522

I would agree with some of the comments here that an element of culture needs to be included in lessons. Language is more than just vocabulary and context is often culture specific, provides some meaning, and is then relevant.

HOWEVER, I will add as someone still fairly new to teaching, and who still observes a lot of new teachers, culture should be carefully approached, and perhaps even avoided by people new to teaching, and/or new to the country.

I remember having this bright idea that I should talk about cultural differences in a Chinese classroom, and naively felt it was good material for a lesson. (kids sometimes prompt this too, and ask about culture)

I kinda realised 15 minutes in, when I had 'educated' them, that it wasnt such a good lesson plan after all!

We arent rude and dont stare at shout at foreigners...you do.

You eat with your mouth open, and spit food out, we teach kids not to do this as its rude.

We queue and wait for things, you dont, you push, shove and shout...

Cultural differences.....AVOID!!!!!

Justin Trullinger · Posted: Wed Jul 02, 2008 4:14 pm Post subject:

Cultural differences, imo, can be rich material for lessons! But it's important to address them without judgement. (Not, "you're rude," but rather, X is seen as rude in some countries, and not in others.)

As a tip to a new teacher, start by addressing differences that you really LIKE about your host country, and you'll come across as less threatening and judgemental. Students will need to know and trust you pretty well before they can hear anything from you that seems critical of their country, or you'll come across as sounding superior. (An example for me: Ecuadorians always greet everyone, even in a work environment, whereas in the US we often just walk in and get started. I find this creates a friendly, more supportive work environment.)

Best,

Justin

MO39 · Posted: Wed Jul 02, 2008 4:37 pm Post subject:

kingkristopher · Joined: 11 Feb 2006 Posts: 62

I think that teaching culture is inevitable in the ESL classroom. Many of you have already given excellent examples of how this is so. I'll add another. Here in Latin America it is quite common to refer to someone (even a complete stranger) by the colour of their skin or their determining feature. An overweight person may be referred to as "Gordo" (Fattie/Fatso) or the (somewhat) less offensive "Gordito". Someone with big eyes might be referred to as "Ojon" (Big Eye). In terms of skin colour I was shocked to find that even my boss in Caracas was referring to me as "Negrito" (Blackie). Here in Panama there exist hundreds of variants for skin colour, all of which would be dreadfully inappropriate in english-speaking cultures. I try to reserve judgement when my students use these words, but I definitely do inform them that they would be considered "fighting words" in our culture.

MO39 · Posted: Wed Aug 13, 2008 11:59 pm Post subject:

Especially with Spanish-speaking students, I always make a point of letting them know that telling someone that he or she is fat, old or ugly is not going to make them friends in the English-speaking world! Speaking of "ugly", I've found it fairly common here in Mexico for men who are not handsome, just regular-looking guys, to refer to themselves as "feo". I guess it's not as negative as "ugly" is in English. Confused

gaijinalways · Joined: 29 Nov 2005 Posts: 2279

Chancellor · Posted: Thu Aug 14, 2008 5:49 pm Post subject:

In New York State one of the standards for Pre-K to 1st Grade is to demonstrate cross-cultural knowledge and understanding. One of the performance indicators is demonstrating familiarity with some cultural and language patterns and norms in American English (e.g. levels of formality, idioms and humor). The other four standards are the same as the standards native Anglophones have for English/Language Arts.

http://www.emsc.nysed.gov/biling/resource/ESL/02Early.pdf

FuzzX · Joined: 14 Oct 2004 Posts: 122

He's refering to the 'University Culture of TESL'.

missjones · Joined: 02 Mar 2009 Posts: 23 Location: Florida

spiral78 · Joined: 05 Apr 2004 Posts: 11534 Location: On a Short Leash

An interesting website for comparisons of business cultures across countries

www.executiveplanet.com

It interests students to analyze whether/to what extent the info about their own country is accurate - and then to compare it to that of a few others that interest them.

gaijinalways · Joined: 29 Nov 2005 Posts: 2279

Culture is always an interesting topic. It's nice dropping bombshells, literally in the classroom, and watching what students do with them.

Recently in one debate class we were talking about killing dolphins in Japan, and why Japanese people don't have a big debate about it, versus Australia where the annual culling of kangaroos has launched a hot debate.

Sometimes it's awareness of a topic first, than possible cultural shifts. We haven't talked about Sea Shepard and the Japanese whalers in my classes yet, but we will (ecoterrorism anyone?) .