NON-NATIVE NON-NATIVE ENGLISH SPEAKING ENGLISH SPEAKING

STAFF STAFF

A Challenge for A Challenge for TrainersTrainers

Genevieve Fridland, EdDGenevieve Fridland, EdD AALASAALAS

What’s the problem?What’s the problem?

Background informationBackground information

What can be doneWhat can be done

Let’s try something Let’s try something simple!simple!

Form three common 6-letter words Form three common 6-letter words using the tilesusing the tiles

ACTACT HER HER NIHNIH

FATFAT NOI NOI WITWIT

It’s all about your It’s all about your expectations!expectations!

• We make assumptions in the way We make assumptions in the way we approach a task.we approach a task.

• We have expectations.We have expectations.

• Our expectations and the Our expectations and the assumptions we make are assumptions we make are influenced by our cultural influenced by our cultural background .background .

So what’s the problem?So what’s the problem?

It’s the language It’s the language

and and

much, much more…much, much more…

The languageThe language issueissue

Basic Interpersonal Communicative Skills Basic Interpersonal Communicative Skills (BICS)(BICS)

Similar to “Similar to “street smartstreet smart” ”

Cognitive Academic Language Proficiency Cognitive Academic Language Proficiency (CALP)(CALP)

Similar to “Similar to “book smartbook smart””

• Don’t assess language skills based on Don’t assess language skills based on an informal conversation.an informal conversation.

• And remember that it’s not that simple!And remember that it’s not that simple!

The Communication The Communication TriangleTriangle

Rhetorical styleRhetorical styleVocal patternVocal patternBody languageBody languageWhat is emphasizedWhat is emphasized

Cultural backgroundCultural background Variable Variable importanceimportance

System of valuesSystem of values Less important Less important in in

ExpectationExpectation American styleAmerican style

Listener

Speaker

Context

Cultural backgroundCultural background

• Culture:Culture:– The beliefs, values, and practices that The beliefs, values, and practices that

are shared by a group of peopleare shared by a group of people • Remember:Remember:

– People from different cultures have People from different cultures have different patterns of thinking, feeling, different patterns of thinking, feeling, and acting.and acting.

– An individual can belong to several An individual can belong to several cultural groups, therefore he/she may cultural groups, therefore he/she may "hear" a message differently depending "hear" a message differently depending on the context in which the on the context in which the communication occurs.communication occurs.

Other issuesOther issues

Important considerations:Important considerations:

– The role of oral communication The role of oral communication

– Differences in rhetorical stylesDifferences in rhetorical styles

– Variable importance of contextVariable importance of context

– Respective roles of speaker & Respective roles of speaker &

listenerlistener

Role of Oral Role of Oral CommunicationCommunication

• American English American English (get to the point!)(get to the point!)– Transfer information, present evidenceTransfer information, present evidence

• ““LatinoLatino” ” (tell me about it!)(tell me about it!)– Oral culture: emphasizes collaboration, rapportOral culture: emphasizes collaboration, rapport– More field-dependent (context)More field-dependent (context)– More intuitive, greater tendency to extrapolateMore intuitive, greater tendency to extrapolate

• Chinese Chinese (who said that?)(who said that?)– Create a web of relationships Create a web of relationships

Remember: These are generalizations!Remember: These are generalizations!

Rhetorical StylesRhetorical Styles

American American EnglishEnglish

French, French, Spanish, Spanish, ItalianItalian

Chinese, Chinese, JapaneseJapanese

The ContextThe Context

• High Context CulturesHigh Context Cultures (China) (China)– Much collective knowledgeMuch collective knowledge– Message is implicit, indirect (Message is implicit, indirect (lead the way to the lead the way to the

truthtruth))– Meaning is in the contextMeaning is in the context– Stress on association, relationshipStress on association, relationship– It’s not so much what you say, it’s how you say it!It’s not so much what you say, it’s how you say it!

• Low Context Cultures Low Context Cultures (U.S.)(U.S.)– Limited shared knowledgeLimited shared knowledge– Message is explicit, direct (Message is explicit, direct (truth must be revealedtruth must be revealed))– Meaning is in the messageMeaning is in the message– Stress on factual accuracyStress on factual accuracy– If you don’t tell me, don’t expect me to know!If you don’t tell me, don’t expect me to know!

Communication Style vs. Communication Style vs. CultureCulture

Low Context Low Context CulturesCultures

High Context High Context CulturesCultures

Direct, precise, Direct, precise, technicaltechnical

Indirect, metaphors, Indirect, metaphors, allusionsallusions

Casual, interactiveCasual, interactive Formal, one-wayFormal, one-way

Confront issuesConfront issues Avoid conflict, build Avoid conflict, build consensusconsensus

Low tolerance for Low tolerance for silencesilence

High tolerance for High tolerance for silencesilence

Questions welcomedQuestions welcomed Sense of authority Sense of authority threatened by too much threatened by too much questioningquestioning

““I want to make sure I want to make sure I understand this I understand this before I leave”before I leave”

““I’ll go look it up in a I’ll go look it up in a book this afternoon, book this afternoon, surely a ‘master’ has surely a ‘master’ has explained it”explained it”

Participants’ RolesParticipants’ Roles• In the U.S. environment:In the U.S. environment:

– Speaker is responsible for organizing the material Speaker is responsible for organizing the material to ensure understandingto ensure understanding

– Listener has a relatively passive roleListener has a relatively passive role– Informality in the workplace, a lot of feedbackInformality in the workplace, a lot of feedback

• In many other cultures: In many other cultures: – Speaker directs the listener to the correct path, Speaker directs the listener to the correct path,

provides associations, imageryprovides associations, imagery– Listener has an active role in organizing the Listener has an active role in organizing the

material to discover the meaningmaterial to discover the meaning– Strong hierarchy, high power distance, little Strong hierarchy, high power distance, little

feedbackfeedback

Difference in OrientationDifference in Orientation• American culture is a “American culture is a “doingdoing” culture” culture

– ““Walk the walk, talk the talk”Walk the walk, talk the talk”– ““Action speaks louder than words”Action speaks louder than words”– ““Don’t beat around the bush”Don’t beat around the bush”– ““Get to the point”, “Build an argument”Get to the point”, “Build an argument”

• ““Being”Being” cultures cultures– Who you are is more important than what you doWho you are is more important than what you do– Respect for designated authorityRespect for designated authority– Reluctance to question authorityReluctance to question authority

We value inventiveness, directness, action, We value inventiveness, directness, action, punctuality; others play by different rules, punctuality; others play by different rules, different frames of referencedifferent frames of reference

Other DifferencesOther Differences

• Appropriate level of formalityAppropriate level of formality

• Male-female relationship and Male-female relationship and interactioninteraction

• Culture of the workplaceCulture of the workplace

The ConsequencesThe Consequences

Your listeners Your listeners –may hear what you saymay hear what you say

–but not understand what but not understand what you mean you mean

How Can You Help?How Can You Help?

•Make an effort to monitor what Make an effort to monitor what you say and how you say it, be you say and how you say it, be consistentconsistent

•Recognize the potential disparity Recognize the potential disparity between your way and their between your way and their expectationsexpectations

•Don’t hesitate to talk about itDon’t hesitate to talk about it

Let Me Digress Here…Let Me Digress Here…

• In Lab Animal ScienceIn Lab Animal Science It is important to remember that: It is important to remember that:

• The level of respect for animals may be The level of respect for animals may be quite different in their culture.quite different in their culture.

• Their perception of the causes of diseases Their perception of the causes of diseases may not coincide with that of the may not coincide with that of the researchers.researchers.

• This may lead to misinterpreting or not This may lead to misinterpreting or not following directions.following directions.

Do not assume, be specificDo not assume, be specific. Illustrate both . Illustrate both good and bad examples.good and bad examples.

Comment Tenir les Comment Tenir les SourisSouris

• Soulevez par la queueSoulevez par la queue• Placez sur une surface qu’elle peut tenirPlacez sur une surface qu’elle peut tenir• Pincez rapidement le pli de peau de la Pincez rapidement le pli de peau de la

nuquenuque• Tenez aussi la queue et les pattes de Tenez aussi la queue et les pattes de

derrièrederrière• Relachez au niveau de la litièreRelachez au niveau de la litière• Evitez de manipuler les nouveaux-nésEvitez de manipuler les nouveaux-nés• Même méthode pour les souriceaux de Même méthode pour les souriceaux de

plus de 2 semaines si nécessaireplus de 2 semaines si nécessaire

Problem?Problem?

So, what can we do about So, what can we do about it?it?

Comment Tenir les Comment Tenir les SourisSouris

• Soulevez par la Soulevez par la queuequeue

• Placez sur une Placez sur une surface qu’elle peut surface qu’elle peut tenirtenir

• Pincez rapidement Pincez rapidement le pli de peau de la le pli de peau de la nuquenuque

Comment Tenir les Comment Tenir les SourisSouris

• Tenez aussi la Tenez aussi la queue et les queue et les pattes de pattes de derrièrederrière

• Evitez de Evitez de manipuler les manipuler les souriceaux souriceaux nouveau-nnouveau-néés s

The Message: Don’t’ Just The Message: Don’t’ Just Say It, Show It!Say It, Show It!

Soulevez par la queueSoulevez par la queue Lift by the tailLift by the tail

Placez sur une surface qu’elle Placez sur une surface qu’elle peut tenirpeut tenir

Place on a surface it can Place on a surface it can graspgrasp

Pincez rapidement le pli de Pincez rapidement le pli de peau de la nuquepeau de la nuque

Grasp the loose skin over the Grasp the loose skin over the neck and shoulderneck and shoulder

Tenez aussi la queue et les Tenez aussi la queue et les pattes de derrièrepattes de derrière

Hold the tail and hind legsHold the tail and hind legs

Evitez de manipuler les Evitez de manipuler les souriceaux nouveau-nés souriceaux nouveau-nés

Avoid handling neonatal miceAvoid handling neonatal mice

Research shows: Research shows:

After one month, we remember:After one month, we remember:

20%20% of what we of what we hearhear

30%30% of what we of what we seesee

50%50% of what we of what we see and hearsee and hear

8080% of what we% of what we apply apply

9595% of what we% of what we teach others teach others

So…So…

• If you can, let them do it as you tell them.If you can, let them do it as you tell them.• If you can’t, demonstrate.If you can’t, demonstrate.• If you can’t, illustrate.If you can’t, illustrate.• Avoid just telling them.Avoid just telling them.

Ideally, they should have the opportunity to Ideally, they should have the opportunity to apply the knowledge soon after they learn.apply the knowledge soon after they learn.

In any case, don’t hesitate to In any case, don’t hesitate to say it more say it more than once!than once!

As to the Format…As to the Format…

• Give an Give an overviewoverview, link, link new with previous new with previous material.material.

• Ask them what they know about this topic Ask them what they know about this topic (helps put in context).(helps put in context).

• Use Use directed questioningdirected questioning (explaining by (explaining by asking) to identify main point and situate the asking) to identify main point and situate the material.material.

• Be patientBe patient, lag time is greater with NNS, , lag time is greater with NNS, don’t jump in with the answer, ask another don’t jump in with the answer, ask another question or provide the information needed to question or provide the information needed to answer the question.answer the question.

Presenting the Presenting the InformationInformation

• Have a Have a clear outline clear outline (an advance organizer), (an advance organizer), share share itit! It’s a lot easier to follow you if I know where ! It’s a lot easier to follow you if I know where we’re going! we’re going!

• Try to present no more than Try to present no more than 3 main points3 main points per per outline item.outline item.

• At least, At least, use visualsuse visuals; better yet, demonstrate.; better yet, demonstrate.

• Say it more than once: do Say it more than once: do internal summaries.internal summaries.

• Situate the new learning, Situate the new learning, provide contextprovide context: “So, last : “So, last week we…” “Today we will…” end with: “Next week we…” “Today we will…” end with: “Next week, we’ll talk about…”week, we’ll talk about…”

Presenting the Presenting the InformationInformation

Use Use discourse markersdiscourse markers and movement to and movement to indicate “indicate “paragraphsparagraphs” (transitions).” (transitions).

• Outline what you’re going to say.Outline what you’re going to say.The The first thingfirst thing I want to do today is… I want to do today is…ThenThen we’ll talk about… we’ll talk about…And And finallyfinally, the , the third pointthird point we’ll need to we’ll need to

consider…consider…

• Then, use the same structure in the Then, use the same structure in the body of your presentationbody of your presentation . .

The The first thingfirst thing is…. is….OK, nowOK, now let’s talk about… let’s talk about…The third and last pointThe third and last point we need to we need to

consider…consider…

Presenting the Presenting the InformationInformation

• Use Use visualvisual representations of representations of knowledge.knowledge.• Pictures, flow charts, graphs Pictures, flow charts, graphs • Concept organizers, cause-and-effect Concept organizers, cause-and-effect

charts, timelinescharts, timelines

Presenting the Presenting the InformationInformation

• Use the most familiar words.Use the most familiar words.• ““We’ve We’ve got a problemgot a problem here” rather here” rather

than “we’re than “we’re facing a conundrumfacing a conundrum””

• Use the most descriptive words.Use the most descriptive words.• ““Calculate Calculate the dose” is clearer than the dose” is clearer than

““figure outfigure out the dose” the dose”

• Reinforce the terminology.Reinforce the terminology.• ““Morbidity, Morbidity, the rate of diseasethe rate of disease…”…”

Presenting the Presenting the InformationInformation

• Avoid using technical jargon or idioms.Avoid using technical jargon or idioms. – Teach the terminology, provide a glossaryTeach the terminology, provide a glossary– Beware of acronyms, define themBeware of acronyms, define them– Avoid idiomsAvoid idiomsLixit, C-section, NestletsLixit, C-section, Nestlets

• Stress key words.Stress key words.– WriteWrite them down or them down or boldbold them in your them in your

PowerPointPowerPoint

• Beware of humor.Beware of humor.– Remember that jokes don’t translate well!Remember that jokes don’t translate well!

QuestionsQuestions

Things to remember:Things to remember:

• ““YesYes” or “” or “NoNo” are ” are nevernever the the correct answer to a question (correct answer to a question (yours yours or theirsor theirs), insist on whole sentences.), insist on whole sentences.

•Don’tDon’t askask “Do you understand?” “Do you understand?”

Questions they ask:Questions they ask:• Paraphrase the question, check for Paraphrase the question, check for

agreement.agreement.• Answer, check again.Answer, check again.

Questions you ask:Questions you ask:• Be aware of the way you ask the Be aware of the way you ask the

question.question.• Use questions to recapUse questions to recap• ““What” and “How” elicit more What” and “How” elicit more

informationinformation

More on QuestionsMore on Questions

• Avoid using negatives in the question:Avoid using negatives in the question:You did notice the animal was hurt, didn’t you? You did notice the animal was hurt, didn’t you? You didn’t change the bedding, did you?You didn’t change the bedding, did you? Didn’t you notice that the animal was hurt?Didn’t you notice that the animal was hurt?Don’t you know where the feed is? Don’t you know where the feed is?

Instead, ask:Instead, ask:Did you notice…, Did you change… Do you knowDid you notice…, Did you change… Do you know

• Avoid giving choicesAvoid giving choicesDid you do it or did you wait for her to do it?” Did you do it or did you wait for her to do it?” Do you know how to do this or do you need help?Do you know how to do this or do you need help?

It’s better to ask:It’s better to ask:Did you do it by yourself? Do you know how to do Did you do it by yourself? Do you know how to do

this?this?

RecapRecap

• Don’t forget to provide a summary at Don’t forget to provide a summary at the end.the end.

• Use “Use “teach back.teach back.””– What did we say was the first step in…?What did we say was the first step in…?– And then, what happens?And then, what happens?– Where did we say the injection site was?Where did we say the injection site was?

• Let them know what’s next.Let them know what’s next.– This helps retention by providing This helps retention by providing

context.context.

In summaryIn summary

• Speak slowly and face the audience.Speak slowly and face the audience.• Use high frequency words, define other Use high frequency words, define other

terms.terms.• Use visuals, provide examples.Use visuals, provide examples.• Repeat the information, using different Repeat the information, using different

words.words.• Be careful how you phrase questions.Be careful how you phrase questions.• Wait patiently for answers.Wait patiently for answers.• Negotiate the meaning: “Negotiate the meaning: “Do you mean…”Do you mean…”• Be careful with questions.Be careful with questions.