Cross Cultural Communication And The Classroom

In the case of ELLs their culture and identity are considered constraining factors with respect to academic challenges, but scholars feel that these are due to non-recognition of native cultural dynamics (Gay, 2000; Ladson-Billings, 1995). However, if these aspects are utilized it can contribute to a better learning experience in terms of language and other academic areas. The native cultural background and its linkage has the capacity to motivate and ignite interest in ELLs and it can provide the platform which would facilitate learning new skills and academic content. Research has also shown that measures to improve language skills of ELLs often neglect the interconnected dimensions of the culturally and linguistically diverse (CLD) student biography. In particular, understanding the sociocultural, linguistic, academic, and cognitive dimensions of ELLs is helpful for educators in order to attain higher standards of language proficiency and academic success (Perez and Holmes 2010). For instance, a teacher reflects on her personal experience in these words:

She did this based on a belief that it would help ELLs and non-ELLs alike. The students in the second class reported that classmates were “friendly and nice” and the teacher “likes other cultures.” The results of this study indicate the very important role that a teacher plays in creating and modeling an atmosphere where ELLs are accepted, encouraged and participatory in a learning community.

This text is a good reference point. This text is used to understanding communication within culture. This source also gave a better understanding

One way to address challenges that come with educating ELL students requires that culturally responsive educators “expose themselves and their students to each other’s cultural worldviews” (Banks & Banks, 2013, p.17). As described in the article, the study videotaped three different classrooms when learning was taking place. Then later analyzed by interviewing separately, participating teachers, newly arrived immigrant students and their parents, and cultural bridge persons. Even though all participants expressed the

Villegas suggests six qualities leaders should implement to respond effectively to the increase of diverse populations. First, teachers must understand how learners construct knowledge. The best ways teachers can achieve this concept is by helping these students bridge the gaps in what they already know about a topic and what they need to learn about it. Next, the teacher should learn about the students’ lives. When teachers know the cultural makeup of their students they can assess their prior knowledge of a subject. Teachers must also be socioculturally conscious, meaning the awareness that a person 's worldview is not universal but is profoundly influenced by life experiences, as mediated by a variety of factors, including race, ethnicity, gender, and social class (Villegas & Lucas, 2007). Many teachers see students of diverse cultures as not being able to achieve. Villegas (2007) suggests teachers should see students from an affirming perspective and truly respect cultural differences. If teachers can set their differences aside their students will have better ways to communicate and succeed. It is important for teachers to use appropriate instructional strategies to help English language learners. They can give these students with material in their native language, provide graphic organizers, and hands on activities to help assist these students. Lastly, teachers need to advocate for these

It is a challenge to provide important information about specific cultures without the appearances of stereotyping and many educational programs are focused on helping learners to understand how to communicate with individuals from other cultures or with beliefs and experiences that are different from their own. (Fetters, 2005, p. 1307)

Yet the role of communicative skills and languages is pivotal to accomplish the cultural interaction and understanding. Accordingly, since the use of English language dominated the globe, it can be used to maintain a relativist approach and a mutual intercultural

The purpose of the survey is to bring awareness to the need for an understanding of intercultural communication. Everything that happens within a school, and in particular in the classroom, involves communication. Communication is the act of sharing information. On occasion, communication involves the use of oral or written verbal symbols. Sometimes, communication involves various types of non-verbal symbols, including gestures and facial expressions..

An ELL classroom must be culturally welcoming and incorporating. As humans, we naturally fear the unknown, the depth of that fear causes anxiety levels to vary. If a culturally responsive classroom facilitated by the teacher is practiced constantly without reserve the results will be empowered students who are educated, culturally responsive, and dedicated to learning. Let’s get on board to this challenge of achieving a culturally responsive education for all

‘ we need to become more aware of the cultural basis of our own behaviours, perceptions, beliefs, and values. This enables us to see an interaction from a cultural perspective. It is not just the other person who is displaying culture-specific attitudes and behaviours; we are also doing just that’ (Peter Putnis & Roslyn Petelin, ‘Professional Communication principles and applications’, Prentice Hall, Sydney, 1996, p.76).

Previous researchers have found that for a person to achieve better and more effective communication competence, it is necessary to develop skills that allow an appropriate participation in specific situations. The ability to listen, ask questions, and express concepts or ideas effectively is an important part of communication competence. Intercultural communication presents an unexplored and challenging field that needs to be understood for a better development in communication. (Dillon and McKenzie, 1998). The variables of listening depend on the different perceptions that a person obtains through their cultural background. Furthermore, culture often affects the structure of consciousness in the act of listening. When a person seeks to

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).

Intercultural communication competence refers to the ability of an individual to adapt and communicate appropriately and effectively across a wide array of cultural contexts. That is to say, for an individual to be considered an intercultural communicator they must understand other’s cultures as well as they understand their own, and apply this understanding to communication (Chen 1-2). With the increasing diversity at the workplace, school and other social settings, it has become increasingly important to learn how to communicate with people from a diverse array of cultures. More importantly, adapting to a more effective intercultural communication competence model provides us with learning opportunities occasioned by the interaction with people from other backgrounds. The intercultural communication competence model comes with some key components including tolerance for uncertainty, self-knowledge, and motivation. The greatest and most important of these aspects is motivation. An individual must be willing to foster relationships with people from a different cultural background. If an individual lacks the willingness to promote intercultural relationships, then other aspects of the intercultural communication model become moot.

"We didn 't all come over on the same ship, but we 're all in the same boat."- Bernard Baruch

The three cultures that are involved in cross-cultural communication are the Missionary’s Culture Context, the Bible Culture Context, and the Respondent’s Culture Context. The Missionary’s culture is a missionaries understanding and interpretation of the Bible according to their upbringing in the gospel, and their traditions. For example, I grew up in the Methodist Church, and singing hymns is a part of our worship and culture. Some modernize Churches do not necessary care for hymns, because it seems to turn off the younger generation from attending Church. Therefore, the modern Church may only sing a hymn on a special occasion to honor their heritage, but they do include hymns as part of their weekly worship. Nevertheless, no matter the cultural differences God loves diversity (Winter, 2009, p. 354). As I reflect over my culture there is not too much difference in the Bible culture, we praise and worship, fast and pray many are still judgmental and prejudice, and slander and cheat. Ecclesiastes 1:9 states “History merely repeats itself. It has all been done before. Nothing under the sun is truly new.” Therefore, in my opinion the culture only changes when we change. Unfortunately, some people cast believers to the side when we do change, but now as I reflecting on this topic, it really just gives us an opportunity to create a more Christ-like culture, the way God intended it to be since the beginning of time.