Use Chapter 7: Fundamentals of Teaching English Speakers of Other Languages.
- List the cultural expectations of the following for the culture used in your case study: Chapter 7 page 55 Proxemics, Kinesics, Paralinguistics, Haptics, Oculesics, Monochronic Time, and Polychronic time.
- For example: Culture: German
- Proxemics Personal Space - more personal space, shake hands,
- Paralinguistics Silence - silence is expected in conversation demonstrates that one is thinking not that they have stopped paying attention.
In other words based on your subject’s culture what are the expected behaviors for eye contact, silence, proximity, time management, etc. List one or two examples for each area.
Comment on if your subject exhibits these or not and how you and your school deal with these non-verbal behaviors.
How do you or will you adjust your teaching to teach this student and to teach American cultural norms?
- Post your comments in the comments section of Oct. 11 Task Three and comment on one other posting.
Culture: Mexico
ReplyDeleteProxemics – May stand closer together in conversation than would people in U.S. – My case study student keeps an appropriate personal space with teachers and peers.
Kinesics – The relationship between teacher and student is cordial but distant, students are expected to be in seats when teacher enters the classroom. But relationship between and among students are often very close. My case study student sits with other ESOL students when given a choice in specials.
Paralinguistics – Teachers are normally very strict with discipline. Talking while the teacher is lecturing is considered a violation of the student code of conduct. Students are expected to listen and learn. My case study student has been caught in some sneaky escapades, he can be very sneaky, he does things that does not respect classroom but it is very hard to catch him at these as he is quick!
Haptics – In class, students are not supposed to be too relaxed. They are expected to be alert, no feet on the desk or eating in the classroom. The relationship between teacher and student is cordial but distant. Teachers in primary school and secondary school rarely become friends with their students. My case study student attends to teacher by turning towards them during instruction, but uses downtime inappropriately.
Oculesics – Latin cultures tend to rely more on eye contact in communication than do non-Latin cultures. My case study student uses eye contact with teachers and novel adults when in casual or non- confrontational conversations, but when in a confrontational exchange avoids eye contact.
Chronemics - May appear to move slowly to complete tasks unhurriedly. A cultural practice called manana syndrome suggesting that what is being expected today will probably occur tomorrow. My case study student finishes his projects in a timely manner, like his peers.
Polychronic Time & Monochronic Time- May prefer a high degree of structure in classes and doing many things at one time may not be structured enough. My case study student prefers structured environment and classroom.
My case study student is in another classroom as I am a special education teacher. I am able to observe him during specials because my students mainstream with his class. I have conversations with his teachers though including his classroom and ESOL teacher. I have observed his antics and have learned that in his classroom, he has been moved away from a group and he is off by himself. His desk is very, very organized and clean. I would like to suggest that moving him was not a good solution, but at this time, I think I need to observe more before sharing my input into the teacher’s classroom management.
I think modeling and role playing are the best way to teach students expected classroom norms.
Doris, your student sounds very interesting. He may cause so many disruptions that he has to be isolated at times. I'm hoping the teacher does not move him away much of the time. Hopefully, each day he has a clean slate.
DeleteWow...you found much more specific descriptions than I did. I would like to know where you found this information for my research. Great job!
DeleteYour work is very thorough. I am impressed and a little jealous. Keep up the good work.
DeleteGreat information,Doris! I found this so interesting! And, like Elizabeth, where did you get this information?! I couldn't find as much for my student.
DeleteThis comment has been removed by the author.
ReplyDeleteTask 3
ReplyDelete1. List the cultural expectations of the following for the culture of your case study:
Paralinguistics - The Vienamese language changes if you change the tone of the word. The accent also makes the meaning change (kwintessential, 2012).
Kinesics- Vietnamese people bow when an elderly person comes into the room. Smiling does not mean a person is happy. This could mean they are embarrassed or angry (Flaitz et al, 2003, p. 159). The hand should be pointed up when trying to call someone to you. A pointed finger is seen as ill-mannered (yahoo blog, 2012).
Oculesics- According to Flaitz et al. (2003), Vietnamese see direct eye contact as disrespectul and even seen as challenging someone. A speaker sometimes eases into eye contact as they continue a conversation.
Haptics - No public contact is allowed between members of the opposite sex. Girls are allowed to hold hands with girls and boys with boys when they are young. It is very disrespectful to touch a person's head, with the exception of an elder (Flaitz et al., 2003, p. 159).
Proxemics - In school, children sit two to a table according to Philip (2012, personal interview).
Chronemics- If a person is given an invitation to a party that says 8:00, the person sometimes comes 45 minutes to an hour later (Concept of Time, 2009).
Monochronic time - I could not find any information on Monochronic and Polychronic time for Vietnamese.
I will ask students to look toward the front, but not look me in the eye. My lessons will work at trying to incorporate each student's learning style into the lessons. Students will be asked to make a poster, or write a report according to their learning style.
References
Philip (2012). Personal interview.
Unknown Author. Vietnam-Language, Culture, Customs, and Etiquette (n.d.). Retrieved September 29, 2012 from http:// www.kwintessential.co.uk/resources/global-etiquette/vietnam.html
Unknown Author. The Concept of Time in Different Cultures
(January 21, 2009). Retrieved October 11, 2012 from http://www.librarything.com/topic/56455
Yahoo Blog. (n.d.). Retrieved October 11, 2012 from http://answers.yahoo.com/question/index?qid=20080916155227AAu6FGv
My case study's culture sounds similar to yours, which is understandable considering Vietnam and Laos are neighbors. I had a hard time finding anything about kinesics in regards to my culture though.
DeleteI had a Vietnamese student for three years (I teach an ASD Level 2 class) and keep students for up to three years. Over that period of time, I came to really get to know this student's father. It was definitely hard going at first, but my interpretor way Lan, who presented at the panel discussions. She was incredible support and I always looked forward to seeing her at conferences and IEP and reevals. In the end, the family moved away; both the father and I cried. I wonder if showing emotion is OK for males?
ReplyDeleteI am assuming emotion is not always shown. You have to really appreciate his father for being comfortable enough to share his emotions with you. I always want to know what happened to students after they leave.
DeleteThat shows that you really had a bond with that family Doris!
DeleteI did not know that the Vietnamese found eye contact disrespectful or even a challenging behavior. That is good information to have. I also find it interesting that smiling can mean different things. I agree it is important to know some of this information for conferences and other meetings with parents.
Doris,
DeleteI think that is wonderful how you bonded with the family. It just goes to show how much you care about your students. Kudos.
Denise,
ReplyDeleteThe meaning of a smile can be so varied from culture to culture. The idea that a smile could mean embarassment would be important to know when conducting a parent conference. I wonder if when parents are called to the school because of their child's bad behavior, what the teacher and administrators think of the parent's smile. I remember hearing teachers comment after one such conference , I can't believe they think that is funny!"
Lisa, I don't think his parents have been brought in to talk about any bad behavior. However, the teachers you were talking about needed to know more about the culture. We really do need to be sensitive to parents coming in for conferences.
DeleteHi Denise and Lisa,
DeleteThis is very interesting. I have often see students smiling when in trouble at school. It almost always drives the teacher crazy. It seems to us that this is very disrespectful and rude, but maybe it is just a sign of embarrassment. We should reconsider our reactions when this happens.
Ladies,
DeleteI agree totally! I have a student that smiles whenever he is in trouble. Originally I thought he just didn't care or was being silly. Now I know to dig a little deeper to understand why he does this. Wish I'd taken an ESOL course years ago!
I forgot to add one of my references in the reference section.
ReplyDeleteFlaitz, J., Eckstein, L. K., Miranda, A., Mitchell, D. A., Mohamed, A., Smith-Palinkas, B., York, J., Jr., Zollner, L. E. (2003). "Understanding Your International Students: An Educational, Cultural, and Linguistic Guide.
Task 4 Cultural Case Study
ReplyDeleteThe student I chose for my case study is from Vietnam. I chose him because he is such a great
learner and works so hard. He is in many before and after school activities. He is running for Vice-President of Student Council now. I am really enjoying the case study.
Culture- Japan
ReplyDelete•Proxemics- The Japanese tend to have more personal space then we do in the US. My student is not one to get very close to you even if you are trying to have a conversation just with him. He stands further away from me then other students.
•Kinesics- For the Japanese, bowing is a very important greeting. It can have different meaning based on the status of the two people. My student’s parents bow when having conversations with me or when they are saying hello/goodbye. My student however does not bow. He says hello when he enters class in the morning and often hugs me goodbye in the afternoon like his classmates.
•Paralinguistics- There is a Japanese proverb that says, “Those who know do not speak- those who speak do not know.” I think this helps to explain how the Japanese view nonverbal communication. They do not have to fill in the gaps in conversations like we do in the US. In Japan it is okay to have silence. They also nod their heads to show they are listening. I have noticed my student nod his head when I am talking. It shows me that he is paying attention and listening to what I am saying even if he does not speak.
•Haptics- This is how people use touch to communicate. From what I have read, the Japanese do not touch each other when communicating. Many believe it to be inappropriate. There are mixed opinions on this subject. My student is not one to touch other students often. He is also bothered when classmates sit too close or bump into him and will often come and tell me about it.
•Oculesics- This is the study of eye contact. In the US we place a lot of value on looking someone in the eyes when they are speaking or we are speaking to them. We often ask students to look at us when we are talking. In Japan, too much direct eye contact can be considered rude. The Japanese do not place a lot of impact on eye contact during conversations. He also doesn’t always look me in the eyes when we are speaking. He looks at the floor a lot.
•Monochronic Time vs. Polychronic time- Different culture groups view time in different ways. Some are very punctual and pay attention to beginning and ending times and some use time as a guideline. My student and his family seem to follow the monochromic time as they are always on time for school and meetings. My student told me he doesn’t like to feel as if he is late. He knows when he is supposed to be in class and what time things happen like snack, lunch, specials, and recess. He is very punctual.
I have had an ELL inclusion class for the past three years. During this time I have noticed behaviors and customs with certain groups of students that differ from my own. I have stopped asking students to look at me when I am talking. Instead, I pay attention to other non-verbal cues that show me they are listening. I also know which students and parents are the types to hug me when they come into the classroom and which are uncomfortable with the close contact. I try to be considerate of cultural expectations. To help students understand the expected norms in the classroom and at school, I try to use modeling, role playing, pictures, and even books to help them understand.
Culture: Bosnia
ReplyDeleteI had a very hard time finding much information on the Bosnian culture. I feel this is due to that it is a smaller Eastern European county that was war torn for many years.
Proxemics: Generally they have a good sense of body space, although closer than what many Americans prefer. My case study student doesn’t have any sense of body space. He will stand right at you to talk and will even walk right past a person who might be waiting for something.
Kinesics: My case study student has a great deal of body movement when he talks or even is just “standing around”. His body is in constant motion.
Oculesics: In general, eye contact is not encouraged in the Bosnian culture. My case study student hardly ever made eye contact, but I feel that was more that he was too active to maintain any amount of eye contact. His mother seemed to look at me while talking, but when I would make eye contact with her, she would seem to look away.
Haptics: It is not uncommon to see affection between people in the Bosnian culture. They will hold hands and kiss in public. My case study student didn’t want any sort of physical contact. Although he had no spacial concept, if you were to stand to where you were touching him, he would pull away.
Chronemics: I am unsure of the typical culture, but my case study student didn’t have any concept of time. I am not sure if this was due to his age (8 years old) or if it was his culture. His mother was very prompt in the things we had set up times for. Although this may just be due to the fact that it deals with education, which they highly value.
Monochronic and Polychronic time: My case study student would seem to be doing many things at once one minute, but the next he would only focus on the thing he was working on.
Use Chapter 7: Fundamentals of Teaching English Speakers of Other Languages
ReplyDeleteIn the text Teaching English to Speakers of Other Languages, the author discusses some differences in concepts such as space, and paralinguistic. I have noticed that my student, from Mexico, has a smaller proximity to her 4 close friends. She seems comfortable being close to them. However, she will back up or increase the distance between herself and those that are not in her inner circle of friends. Paralinguistically she tends to be silent when she is unsure of what word to use next. She will pause and look up. You can almost see her thinking, but she doesn’t make a sound until she gets the word she was looking for.
Sarah Findlay
ReplyDeleteCulture Class Task 3-Culture Expectations for Proxemics, Kinesics, Para linguistics, Haptics, Oculesics, Monochronic time, Polychronic time
Culture: Dominican Republic
• Proxemics-men shake hands firmly while maintaining eye contact, friends and family embrace and pat each other on the back or arm, women nearly always hug and kiss one another on both cheeks, in mixed genders, only close friends and family may kiss on another.
• Kinesics-Gesticulating and touching are very common-one points with puckered lips, wagging index finger means “no”, tapping elbow with fist means cheap, wrinkling of the nose means lack of comprehension, one beckons with a palm down and says good bye with palm up
• Oculesics-Do not make eye contact with authority figures when being spoken to
• Time-time is observed mostly in official functions but is lax elsewhere
• I could not find research in paralinguistic or haptic characteristics of the Dominican Republic.
Observations of these in the Case Study student:
The student I have chosen’s parents are from the Dominican Republic however, he was born here. His parents have lived in the United States for 20 years. I feel that they have adopted many of the “American” expectations for these topics however I did get an opportunity to observe Oculesics in action just yesterday.
The student’s father was at school for a meeting and I asked if he wanted to stop in and say hello to his son before leaving. My students was very excited to see his father, however, he looked down at his feet the entire time he was talking to him. I had just researched the Dominican Republic and found that this was a sign of respect when being spoken to by an authority. I had not noticed him doing this when I spoke with him, but it was interesting to observe.
One thing I can do to adjust my expectations of this student is to not expect him to make eye contact when I am speaking to him. Many teachers see this as a sign of terrible disrespect, but in his mind, he is being respectful. I think that this is something that many teachers need to realize. We often expect eye contact, when it may have different meanings in other cultures.
Sarah,
DeleteI could not find paralinguistic for Mexican culture either. Interesting about the downcast eyes to show respect. That's what I found, as well for Mexican culture. It really makes you think.
Laurie:
ReplyDeleteI find studying behaviors one of the most interesting disciplines. Since I am a ASD teacher, I take alot of data but I find it the most challenging and rewarding progress to make. I have found it very helpful to observe student behavior around their parents and the interaction between them.
Cultural: Vietnam
ReplyDeleteThe following is a list of the cultural expectations for the Vietnamese culture:
Paralinguistics: sounds that accompany language and vocalizations that replace speech
• fairly flat profile reflecting a respect for self-control
• pause only at the ends of sentences and too many changes in tempo indicate a lack of control and over-emotional expression
• silence has traditionally been highly valued as a sign of respect
Kinesics: the study of body motion, gestures, unconscious body movement
• when trying to get someone to come to you, let’s say a waitress at a restaurant, do not point your finger and flex it toward your body as we do in America. This is because this is how you call for an animal or a small child
• middle finger is simply another counting number and not a disrespectful gesture
Oculesics: eye contact and motion to indicate meaning
• out of respect, students avoid eye contact with the teacher when speaking or being spoken to
Haptics: location, frequency, and contexts in which people touch
• do not touch someone's head
• pass items with both hands
• do not point with your finger - use your hand
• do not stand with your hands on your hips
• do not cross your arms on your chest
• do not pass anything over someone's head
• do not touch anyone on the shoulder
• do not touch a member of the opposite sex
Proxemics: the unconscious use and organization of personal space
• handshakes are used upon meeting and departing. Handshakes only usually take place between members of the same sex.
Chronemics: perception and use of time
• Vietnamese are very punctual. Being late is considered impolite and timeliness is expected.
Robin Watson
Culture: Cambodian
ReplyDeleteProxemics Personal Space - More personal space, especially with elders, traditional greeting is bowing (no touching, especially head).
Paralinguistics Silence - It is acceptable to be silent for longer periods when one or more people are together. Guests do not speak unless spoken to.
Eye contact - Lowered eyes shows respect to elders. Women do not make eye contact with men.
Time Management- Cambodians have a very laid back concept of time; being late is Okay.
My student tends to avoid eye contact. When it is his turn to share during morning meeting, it takes him longer than the other students to share. Since I have become aware of this cultural difference, I allow him the time he needs to begin. As a result, the other studetns have becomde patient with him to begin, as well. As a form of comfort to him when he's upset, I had been touching him on the head; I won't do that anymore because I've learned that in Cambodian culture that is not done.
Task 3
ReplyDeleteCulture: Korean
Proxemics: It is acceptable to stand closer to members of the same sex, and farther away from those of opposite sex. Staring is disrespectful.
Kinesics: Gentle bows show respect to authority.
Paralinguistic: Non-verbal gestures: two fingers up, with both hands, similar to what we know as a peace sign shows enjoyment;burping and slurping are compliments showing that one is satisfied with a meal, etc.
Haptics: Between men, handshaking is acceptable; however, women do not shake hands. For people of the same sex it is appropriate to hold hands, and put arms around each other’s shoulders. For people of opposite sex, there is very little to no touching in public.
Oculesics: Eye contact is minimal, especially between two people where one may be “superior” to the other; however, it is acceptable with peers.
Monochronic Time and Polychronic Time: I could not find information about this concerning the Korean culture.
I think my case study student has adapted to “American” norms since moving from Korea in July quite well. The thing I’ve noticed the most is the relationship between her and other friends of the same sex, who also are Korean. My case study student, her 3rd grade sister, and another 3rd grade student, who also moved from Korea recently, are always holding hands, interlocking their arms, and walking really close to each other in the hallways. I love this display of affection between these friends; it’s obvious how special and important they are to each other.
http://www.slideshare.net/teephuny/crosscultural-training-for-efl-teachers-working-in-south-korea
http://askakorean.blogspot.com/2010/09/when-is-it-ok-to-make-eye-contact.html
Country: Mexico
ReplyDeleteMy case study student is from Mexico this is what I was able to find:
Proxemics – A Handshake is appropriate when meeting someone for the first time. Kisses on the cheek may be exchanged between women friends or between a man and a woman, but Mexican men do not kiss each other on the cheek. The abrazo, a quick hug, is common among men. Mexican may stand closer together while engaged in conversation than would people in the USA.
Kinesics – The relationship between teacher and student is cordial but distant. Teacher in primary school and secondary school rarely become friends with their students. Students view their teachers as a source of knowledge, not as potential friends. It is rare to find a teacher who acts as a counselor for students.
Paralinguistics – Many students in Mexico are used to lectures-style classes. The teacher is considered their superior in knowledge, and the student’s role is usually to take notes and to ask a few pertinent questions.
Haptics – Student are expected to follow instructions and act a respectful way at all times. Parent support mostly expected.
Oculesics – Latin cultures tend to rely more on eye contact in communication than do non-Latin cultures. My case study student uses eye contact with teachers and novel adults when in casual or non- confrontational conversations, but when in a confrontational exchange avoids eye contact.
Chronemics - May appear to move slowly to complete tasks unhurriedly. A cultural practice called manana syndrome suggesting that what is being expected today will probably occur tomorrow.
Polychronic Time & Monochronic Time- May prefer polychromic time.
Reference
Zainuddin, Yahya, Morales-Joes, Whelan Ariza. (2011). Fundamentals of Teaching English to Speakers of Other Languages (3rd edition).
Task 3
ReplyDeleteCulture: Hmong
Paralinguistics: Hmong is a strongly tonal language. They are a storytelling culture, so the way they use their voices is very important. My student does not speak Hmong and has significant speech issues, so it’s hard to tell if he has picked up any of the tonal sounds of his parents’ language.
Kinesics: I was unable to find anything specific to the Hmong culture in relation to Kinesics , and in my interview my student’s mother stated that there were no particular gestures that were singular to their culture.
Oculesics: Making eye contact can be seen as aggressive. Not looking at someone is seen as more respectful. I see this sometimes with my student. He looks at me when speaking, but not continuously and will usually break eye contact first.
Haptics: They tend to be stand-offish. Lots of touching is not common. A lot of my 5 year olds like to come up and give me hugs, hold my hand, touch my hair, etc., but my Hmong student does not.
Proxemics: They prefer to have their own personal space. I can see this with my student as well. He doesn’t complain if someone gets too close, but he also doesn’t put his hands on the other students or tend to crowd them.
Chronemics: My student’s mother stated that traditionally their culture tends to have a loose concept of time. When they have family gatherings, if they want everyone there by 6:00, she tells them to come at 5:00.
I was unable to find information on whether the Hmong are more monochromic or polychromic, however, I would say that my student seems to be more monochromic. That could be due to the fact that he is only 5 though. Most 5 year olds can only do one thing at a time.
I have not really felt the need to significantly change my teaching due to my student’s means of non-verbal communication. I will probably be more aware though, of his personal space and give him more room now when we are working together.
Great job. You have really observed your student. I had a hard time finding this info.on my student's culture. I see you an I were on a similar time line. Time to call it a night.
DeleteMexican Culture –Non-Linguistic Communication
ReplyDeleteCynthia Czerwonka
Proxemics—unconscious organization of personal space: Mexicans stand closer together than Americans would. They prefer a closeness of range when engaged in conversation. It signals a sort of importance and attentiveness to the matter being discussed.
Kinesics—body motions: A typical greeting in Mexico could be a slight tilt of the chin or the chin tilt complete with the palms turned up. The. gesture for “ok” is the same as American, as long as the “O” is large; otherwise, offensive.
Paralinguistics—sounds that accompany language and vocalizaions that replace speech; I could not find information on this.
Haptics—touch: handshake is appropriate, kisses on the check between women friends or between a man and a woman; no kisses between men. A quick hug is common among men.
Oculesics—eye contact: often avoided as a sign of respect, role of elders; seen as having worldly knowledge. Part of the socialization process. This socialization process starts in childhood when children are taught to avert their gaze as a sign of attentiveness and respect.
Mononchronic Time –or doing one thing at a time; not characteristic of Mexican culuture
Polychronic time—doing things simultaneously: More closely resembles Mexican culture; the speakers will normally interrupt the conversation when newcomer joins conversation. Shows politeness.
I do see that eye contact is sometimes avoided in my student. I do see her doing more than one thing at a time; she is vocal when individual paperwork is to be done or tends to talk with a nearby friend when we have large group lessons. She does seem to move in closer to talk with me than most of my students would. I don’t really note any particular body movements out of the norm.
I will adjust my teaching so that I will not worry so much about eye contact. I will have to help her understand that work time cannot always be about conversation and multitasking.
Good points, Cynthia. Mexican students enjoy collaborating with each other, but the challenge is to give them opportunities to work with students who understand American time schedules better, so that they can complete the work on time.
Delete Culture: Mexican
ReplyDelete• Paralinguistics: Sometimes talk fast.
• Kinesics: I couldn’t find any information on this.
• Oculesics: Looking someone directly in the eye signals aggression for men and flirtation in women
• Haptics: strong hand shake; kisses exchanged between women friends or men and women
• Proxemics: stand close to each other when in conversation
• Chronemics: complete tasks unhurriedly; arrive late for appointments
• Polychronic time: Mexican people value their time, and want to spend it enjoying life; spending time with family
My student is a little girl whose family is from Mexico, but she was born in America and has only attended American schools. Honestly, my student does not fit the norm for any of these cultural expectations, at least not that can be observed at school. She is very quiet, completes all assignments on time, looks at me when she is speaking to me, and she doesn’t talk fast at all. However, one cultural expectation not mentioned above is that students in Mexico show the utmost respect to the teacher, and she obviously does, also. She is very polite when speaking with me or participating in class, and is always paying attention to instruction.
If a student did display any of these characteristics, I don’t think they are so drastically different from American culture that they would require “dealing with”, except for chronemics. If a Mexican student is working slow to the point of being unable to complete their work on time, I would give them extra time in class to work on their assignments, or they could finish it at study hall.
References
Adler, I. (2006, January 1). Let's get physical: Nonverbal language in the Mexican business world. Retrieved from http://www.mexconnect.com/articles/1797-let-s-get-physical-nonverbal-language-in-the-mexican-business-world
Flaitz, J. et al. (2003). Understanding Your International Students: An Educational, Cultural, and Linguistic Guide. Ann Arbor, MI: The University of Michigan Press.
Noel, J. (2008). Developing multicultural educators (2nd ed.) Long Grove, IL: Waveland Press Inc.
Zainuddin, H., Morales-Jones, C.A., Yahya, N., Whelan Ariza, E. N. (2011). Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms (3rd ed.) Boca Raton, FL: Kendall Hunt Publishing Co.