1 Created by Medical Ambassadors International, Modesto CA. Communicating Cross Culturally

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1 1 Created by Medical Ambassadors International, Modesto CA. Communicating Cross Culturally Date: August 15, 2002 (1 HOUR) OBJECTIVES: 1. Participants will understand the complexities of cross cultural communication and the reasons for misunderstanding 2. Participants will know what is required for them to effectively communicate in a cross cultural situation OVERVIEW FOR TRAINERS: Role Play: 10 1 st Let s read from Psalm 23: The Lord is my shepherd 2 nd I don t understand this verse. 1 st Why not, the meaning is plain and easy to understand. The Lord is like a shepherd. 2 nd That s just what I mean. I speak Telegu. In Telegu it is not a good thing to be a shepherd. Shepherds are known to be drunks and troublemakers. ----SHOWD questions---- S = What do you See? H = What is Happening? O = Does this happen in Our place? W = Why does this happen? The word shepherd in Telegu denoted a person who cared for sheep, but it had connotations in Telegu that were not part of the meaning of the original Hebrew word. I. Communicating with Words 5 I. Communicating with Words Show Figure 20 from page 157 of Anthropoligical Insights for Missionaries. Explain the diagram by showing how the word shepherd refers to a person who takes care of sheep in both Hebrew and Telegu. This is the shared meaning. Then discuss the connotations (feelings, values, and judgments) attached to the word in each language. In Hebrew, a shepherd was a good person, but in Telegu a shepherd was a bad person. Meaning Put diagram here. Make handout and attach to end of lesson. A. Ask those in the group who speak more than one language share examples of words that have a shared meaning, but very different connotations. 5 A. Examples will come from the Group B. Explain how the words in the 5 B. Phrases and Words Filipinos use

2 2 knowledge column are used by Filipinos, and how they might be misunderstood by Americans. As the group to identify both the denotative meaning and the connotations of each. that might create misunderstanding for Americans. Tall nose : To tell a Filipino that he has a tall nose would be a compliment. Noses with a long bridge are preferred by Filipinos. Their movie Stars and actors have them. To tell an American that he has a long nose would be an insult. Getting fat : When a person returns from a vacation, his friends might tell him, I think you are getting fat. This is a good thing. It means he had plenty to eat and a good time. Getting fat is never a good thing to an American. Dark Skin : Fair skin is a symbol of higher status in the Philippines. Filipinos avoid getting a sun tan. Americans go to tanning salons in order to get tanned because they see that as beautiful. Industrious : Manual labor is work for the poor in the Philippines. The middle class and the wealthy do not wash their own cars nor do their own yards. Filipinos might comment that wealthy Americans are industrious when they see them doing yard work. While the American takes this as a compliment, this is really the Filipino way of asking: What are you doing working in the yard? II. Other ways of communicating 10 II. Other forms of communication A. Brainstorm with the group, listing ways in which we communicate other than through the spoken word. A. Voice inflection and tone (Rhythm, pitch, resonance, articulation, speaking rates and pauses, emotional tones) Written Language (Writing, inscriptions, billboards, signs) Pictures (Road signs, street

3 3 maps, magical drawings, astrological charts, diagrams, graphs, military insignias, college decals, logos Body language (Body gestures, movements of hands and feet, facial expressions, eye contact, postures) Sounds (music, bells, gongs, drums, firecrackers, gun salutes, temple horns) Use of space (standing distances, crowding, closeness or intimacy, separation between speaker and audience, marching in rank order) Use of time (Meaning of on time and late, importance placed on time, relative ages of communicators, sequence of events in ritual) Touch (Embracing, shaking hands, guiding the blind, touching one another s feet, placing hands on one s head, physical torture, religious flagellation) Smell (Perfume, incense, shaman s smoke-filled hut, body odors, smell of flowers) Silence (Pauses in sentences, blank page, silence in court or temple, lack of response) Dress and Decor (Symbols of wealth, status, etc.) B. Discuss the following questions: 5 B. 1. Which of the forms of communication described above would most frequently be used to communicate meaning, definitions, knowledge and ideas? 2. Which of the above forms of communication 1. Spoken and written words are probably the preferred method for communicating knowledge and ideas. 2. Feelings are often communicated through voice inflection, body language,

4 4 described more frequently convey feelings or values instead of meaning and definition? 3. How many of these different forms of communication might be operating simultaneously? 4. What does this teach us about cross cultural communication? C. Ask the group to share their experiences with body language and gestures that can create misunderstanding in a cross cultural situation. D. Site examples of body language or gestures that might create cross cultural misunderstanding from the knowledge column. gestures, and touch. 3. All of these forms might be part of the same interpersonal encounter. Any number might be operating simultaneously. 4. Communication is a complex process. Words are only a part of the message. It is possible to communicate one message with our words, and quite a different message with our paralanguage. This might lead to confusion or distortion of the message. 5 C. Examples from the participants of body language and gestures that create misunderstanding 5 Pointing with the foot or touching on the head. In Thailand, the head is viewed as sacred and the foot debased. To sit with the bottom of the foot pointed toward someone is an insult, as is touching a person on the head. Calling someone with the index finger, palm up. Americans will call someone to come with the palm up moving the index finger back and forth. In the Philippines this is rude, degrading, and insulting. You always call people with your palm down. Raising the eyebrows. In the Philippines, people will greet each other by raising the eyebrows. In America this body language is considered flirtatious. III. Conclusion: Divide into small groups and have each group make 15 III. Strategies for becoming effective communicators cross culturally

5 5 a list of strategies for becoming effective communicators cross culturally. Report back if there is time. The following is an optional exercise that emphasizes the relationship between world view and cross culturally communication. Whether or not you use this exercise depends on the capacities of the group, their understanding of world view issues, and the time available. Cross cultural communication must be a dialogue, not a monologue Learn the language Learn the culture Learn to think like our hosts think Learn appropriate gestures and body language Learn proper voice inflection Learn appropriate standing distances Learn appropriate and inappropriate forms of touching IV. The relationship between worldview and cross cultural communication A. Break into small groups by ethnicity. Ask each group to organize the following terms into a few basic categories using terms from their own language if possible. Report back. B. Compare the Indian and American Concepts of Life from page 149 and 151 of Anthropological Insights for Missionaries. C. Discuss: How are the Indian and the American concepts of the word animal different? How are they the same? 1. D. Discuss: What can we learn from this exercise about cross cultural communication? IV. The relationship between worldview and cross cultural communication A. Terms to be put in categories: Tree, man, bush, dog, bug, girl, angel, woman, God, rock, bacteria, fly, virus, cow, ant, lion, demon, flower, Mickey Mouse. B. Insert diagrams from page 149 and 151 of Anthropological insights for Missionaries here. Make handout and attach to the end of the lesson. C. Differences in the American and Indian concepts of the word animal. D. What we learn from this exercise about cross cultural communication: People from two different world views may use words that have a common denotative meaning, but completely different denotative meanings. The challenge is to present the truths of the Gospel in

6 6 the context of their world view. ATTITUDE: SKILL: The facilitator understands the complexities of cross cultural communication and has a strong conviction that good communication requires that we learn the language and culture of the people. Participants will have a strategy for becoming effective cross cultural communicators EVALUATION: MATERIALS: Facilitators will know that the participants have learned the content of this lesson when they show dedication to learning the language and culture of the people they have been called to serve. -Marking pens -Masking tape -Newsprint