Celebrate Human Communication111 - METRO Speech …metrospeechlanguagenetwork.org/Docs/Symp_2008Docs... · Celebrate Human Communication 23rd ... •Insufficient ... loudness, cadence

1

Celebrate HumanCommunication

23rd Annual Colorado Public SchoolSpeech/Language Symposium

Denver, Colorado

January 26, 2008Lilly Cheng

San Diego University

[email protected]

Outline

• Language

• Oralcy to Literacy

• Language, Literacy and Culture

• Bilingualism

• Culture-culture of poverty

• Comparing cultures

• Cross cultural communication

• Cultural Competence

What is language?

When we study human language, weare approaching what some mightcall the

"human essence," the distinctivequalities of mind that are, so far aswe know, unique to man.

Source: Noam Chomsky, Language

and Mind

2

What is language?

Language is the source of human lifeand power. We all become "human"because we all know at least one

language. But what does it mean to"knowa language?

Language is a human right

•Embracing the fact that we arehuman beings and we are having theright to speak, to communicate, to

use the language. It has globalimplications for our work and ourmission-- to improve the qualities oflife of people through the use ofstrategies to help people

communicate better.

Language is a human right

•We focus on speech, we focus onhearing, we focus on language, wefocus on communication. But all of

those things actually point to onedirection only. The direction that ourhumanity is maintained throughcommunication by using the besttool-language.

3

Language is a human right-human communication

•As human beings, we have a reasonto exist. Communication gives us thedefinition to exist, but moreimportantly it gives us the power toexist. The access of informationthrough communication is whatdefines us as human beings in allkinds of human institutions, be it ourhome front, our work, our school,our society. It is how we share ourhumanity.

What are your languageresources?

Vocabulary

Knowledge

Experience

???

From Oralcy to Literacy:

Oralcy

4

Key Critical Questions-Oral language

•How do children learn to talk?

•Can defective components of genes

be identified for certain speechand/or hearing problems?

•What do children need before they

talk? ( MacDonald, J. 1997)

Bloom and Lahey, 1978)

Form

Function Content

Definition of Form

Form: includingprimarilysyntax,morphologyand phonology

5

Language Form

•Articulation-intelligibility

•Accent-foreign-language influences

•Code-Switching-accidental

•Organization

•Grammar

Language Form

In a grammar there are parts whichpertain to all languages; thesecomponents from what is called thegeneral grammar....In addition to theseuniversal parts, there are those whichbelong to only one particular language;and these constitute the particulargrammars of each language.

Source: Du Marsais, c. 1750

Definition of Content

•Content: essentially made up ofthe semantic components oflanguage-knowledge ofvocabulary and knowledgeabout objects and events

6

Language Content

• Insufficientvocabulary

• Inappropriateusage

• Inappropriate

adoption ofcolloquialism

• Lack of historical,

social, culturalknowledge

• Cultural and social

competence

Definition of Function

•In the realm of pragmatics,which consists of the goals orfunctions of language, the use ofcontext to determine what formto use to achieve these goals,and the rules for carrying outcooperative conversations.

Pragmatics

•Knowing what to say, to whom,when and where…

•Knowing what not say, to whom,when and where…

•These rules are learned and varyfrom culture to culture

•These rules are often not explicitand hidden

7

Language Function

•Interpersonal communication

•Intercultural communication

•Response patterns

– Delay

– Uncertain

– Yes/No

– Pretend

Language Function

Knowledge (yourlinguisticcompetence) and

your behavior(yourlinguisticperformance are

different.

From Oralcy to Literacy:

LITERACY

8

Key Critical Questions

• How do ch ild ren learn to

read? W hy do som e

ch ild ren have d ifficu lt ies

learn ing to read?

• How can w e detect

read ing d ifficu lt ies? How

can w e rem ed iate read ing

d ifficu lt ies?

Literacy

•Linguistic Literacy

•Cultural Literacy

•Social Literacy

•Multicultural Literacy

Linguistic Literacy

•Shower

(verb, noun, brand name)

•Break

(verb, noun, idiomatic expressions)

9

Cultural Literacy

• Relationships

• Greetings-break aleg…break bread…

• Honorific terms

• Say what youmean,

• Mean what yousay.

Social Literacy

• Culture of poverty

• -email, disposal

• Culture of the jetsetters- CasaBlanca

• Bring a plate

Multicultural Literacy

• Glass house

• Brim

• Hot

• Rock

• Cool

• I am game

• Babe Ruth

• Dick and Jane

10

Good readers do :

-Re late new in form ation to ex isting

know ledge

-H ave w e ll deve loped w ork ing

vocabu lary

-C an sum m arize , p red ict and c larify

-U se question ing strateg ies to gu ide

-C om prehension (Lyon, R . 2002);

Linguistic Transferencesand Interferences

•Forms

•Content

•Functions

•Learningstyles

Language Patterns ofMultilingual/Multicultural

Language variations

朋友 Am igo

!" #$

11

Socio-economic differences

Cultural differences

Educational differences

Age of school entry

Unevenness in languageproficiency

•Literacy

•Multicultural literacy

•Writing

– Writing school papers

– Writing book reports

– Note taking

– Examinations

12

Language and Learning

Language, w h ich is centra l to

com m unication , is both the

ob ject o f know ledge and the

m ed ium through w h ich other

know ledge is acqu ired .

•-- Cultural values

-- Second Language Acquisition/Dual Language Acquisition

•-- ESL-- Assimilation, acculturation,changing tradition, identity (individualvs. group/peer), marginality, thirdculture children

• ~ Fam ily structure

~ Language

d ifference vs.

language d isab ility

vs. learn ing

d isab ility

13

Language and Culture

Languag

e

Soc ia l

Cu ltura l

know ledge

Cogn ition

! L inear vs. C ircu lar

Forms of Discourse

14

• What it is:

– Dynamic, neither

fixed nor static

– A continuous and

cumulative Process

– Learned and

Shared

• What it is not:

– Mere Artifacts or

Material used by apeople

– A “laundry list” of

Traits & Facts

– Biological traits such

as Race

– The Ideal & Romantic

Heritage of a peopleas seem through

music, dance,holidays, etc.

– Something to beBought, Sold orPassed out

Source : C ross Cu ltura l Resource

Center. Dept. o f Anthropo logy,

CSU Sacram ento , 1979 .

Culturally-Transmitted Patterns• Degree to which accept/encourage emotional expression• Role performance/role expectations

• Ideology/world-view• Cultural customs & practices (values, traditions, attitudes,

beliefs)• Cognitive style

• Behavioral characteristics• Languages characteristics

• Social networking practices• Religious beliefs & practices

Cu ltureInd iv idua l

Why It Is Important to KnowAbout Culture?

• Schools can prepare students foreffective citizenship in dealing with tecolures of the world

• Culture can help solve problems andconflicts in the school and in thecommunity

• Culture is an innovative part of bilingualeducation and needs to be understood ifsuch programs are to survive and expand.

Source : C ross Cu ltura l Resource

Center. Dept. o f Anthropo logy,

CSU Sacram ento , 1979 .

15

Cognitive Physical

Emotional

Heart

Culture

Earley& M osakow ski (October 2004). Harvard Business Rev iew

Communication Quotient(CQ)

(Gardner, 1983 &

1993)

Views on intelligence:singular vs.multiple

• Log ico -m athem atica l

• M usica l

• Spatia l

• L ingu istic

• Interpersona l

• Intrapersona l

• K inesthetic

• Em otiona l

• Natura l

World of Englishes

1. The use of new spoken Englishes is onthe rise,Ghana, Nigeria, and Singaporeare developing versions of Englishunintelligible to outsiders. Singlishcombines Malay, English and Hokkien(That's really very sayang lah) -what apity or waste. (David Crystal, Englishas a Global Language, 1997).

2. English, spoken by more than 1/5 ofthe world is an essential element of theglobal culture.

3. Penan culture in Borneo - one word forhe, she and it and six words for "we".

Source: National Geographic, August, 1999.

16

Bilingualism

What is bilingualism?

•Anyone can learn a new language.Some people find it easier thanothers, but all of us can do it. People

who can use two languages well arebilingual.

http ://w w w .asha.org/pub lic/speech/deve lopm ent/B ilingua l-Ch ild ren .htm

Bilingualism

• Balanced bilingual

• Partial bilingual

• BICS-basic interpersonalcommunication skills

• CALP-cognitive academic linguisticproficiency

17

COGN IT IVE

PROCESS

CONVERSAT IONAL

PROFIC IENCY

LANGUAGE

PROCESS

(Cum m ins, 1981)

What is bilingualism

Some children learn both languagesvery well. But sometimes, theyknow one language better than the

other. The language a child knowsbetter is called the dominantlanguage. Over time the dominantlanguage may change, especially if achild doesn’t use it regularly.http ://w w w .asha.org/pub lic/speech/deve lopm ent/B ilingua l-Ch ild ren .htm

Bilingualism

•Speak more than one language

14% of US population

30% of California population

Over half population of the world isbilingual

18

More research

•Language attrition

•Language shift

•Language ideology and policy

•Sociolinguistic and grammaticalstudy of code-switching

•Bilingual language processing

•Mixed vernacular communities

Different ways----

•People who speak different sorts oflanguages use their brains to decodespeech in different ways

--Dr Sophie Scott

•Discourse styles

•Communication styles

•Personality

C lin ica l Im p lications fo r

B ilingua l/M u lticu ltura l

A ssessm ent

19

Definition of Culture ofPoverty

Definition of Culture ofPoverty

•Poverty is a way of life: not meetingbasic needs, lacking food, clothing,shelter, health care, sleep,

education, environmental threats

Case Study:

•Mother Teresa’s Center- Calcutta-Boys at the train station

•Mother Teresa’s School- Agriculture-Fruit cake, slices of cake

•Children of Brazil- drugs,prostitution, crimes

20

Case Study

•Sierra Leone – child soldiers

•Cameroon – yellow canary – Pygmy

•Do you people eat……..

•Tibet ----- milk tea,

•Mongolian ----- yak

Some Facts about Poverty:

• Each year, more than 8 million people around the world diebecause they are too poor to stay alive

• Over 1 billion people live in extreme poverty, defined as livingon less than $1 a day. Over half of the world's population liveson less than U.S. $2 per day.

• More than 800 million go hungry each day

• Every year, 6 million children die from malnutrition before theirfifth birthday.

• Over 11 million children die each year from preventable causeslike malaria, diarrhea and pneumonia

• Every 3.6 seconds another person dies of starvation and thelarge majority are children under five

• Over 100 million primary school-age children cannot afford togo to school.

• Women work 67% of the world's working hours, and produce50% of the world's food, yet they earn only 10% of the world'sincome and own less than 1% of the world's property. Womenand children are the poorest in the world.

Poverty in the U.S.

• US Poverty rate in 2002.(provided byThe Bureau of Census)

10.01.24Asian

10.323.4White

21.83.92Hispanic

23.93.72Black

10.618.9Between 18-64

16.712.1Children under 18

% of GroupMillionsGroup

21

What is Associated withPoverty?• According to Hart and Risley (2003),

children from privileged (high SES)families have heard 30 million morewords than children from underprivileged(low SES) families by the age of 3.

Follow-up data indicated that the 3-year-old measures of accomplishmentpredicted third grade school achievement.to school hungry and go home to anunsupervised environment.

Definition of Culture

Define Culture…

•Explicit

– What you see…

•Implicit

– What’s implied – value – sharedvision

22

•Values,Beliefs

•Shared views andexperiences

•FundamentalPrinciples in guidingbehaviors

• Child-rearing practice

•Family,Extendedfamily

Culture is Symbolic

People live in a world of symbols. Asymbol is any object or action towhich meaning is attached.

Members in a society share thosesymbols which may have a profoundimpact on behavior. The meaningand importance of one’s societysymbols may not be obvious to

members of other groups.

Picture of the boy

23

Comparison betweenChinese and German

Cultural Patterns

What do you think?

Imu

•Traditional Hawaiian undergroundoven.

•The oven is 2 feet deep and 5 feetacross.

•Round lava rocks and thick kiawelogs (thorny wood similar tomesquite)

•Imu is a source of absolution andsacred power – the core of Hawaiianculture-hospitality.

•Imu is the central part of a Luau

Codes

Verbal:

Many forms of languages- many

forms of Englishes

(broken, simple, watered down,

mixed codes)

24

Nonverbal: Colors, dress, facial expressions, gazing, postures,

proximity, gestures

!"nonverbal: sounds, gestures, touches, odors,faces of spreading emotions

#"nonverbal cues in person perception:expressiveness and personal charisma; selfpresentation; social influence; deception; socialinfluence; attraction; expectancy communication;interpersonal expectations

$"On a global positivity question, the nonverbalcues had a greater impact than the words.(Howard Friedman)

Codes

Paralanguage:

Tones, pitches, rhythm, stress,

loudness, cadence

Discourse:

Silence, interruptions, turn-taking,organization of talk, choice of dialect,code mixing

Codes

Other important aspects of codes:Story of Lexus

150 best engineers from Japan were sent toseveral European countries to study theircultures and ways of life. They observed

people in luxurious hotels, theatres,restaurants, resorts, shops, social functionsand learned the meaning of luxury. Theywanted to define luxury based on people's

definitions - a quiet car, a comfortable car, adoor that not only openswide but traps no dirt. They created a specialmetal that can be durable for a smaller shaft

to make the car more balanced and easy todrive. No details left untouched. --- a successstory through learning about cultures.

25

! L inear vs. C ircu lar

Forms of Discourse

Communicative Activities

Cognitively

undemanding

Context- A C Context-Embedded Reduced

B D

Cognitively Demanding

From Schoo ling and Language M inority Students: A theoretica l Fram ew ork by Ca lifo rn ia

State Departm ent of Education , 1981

26

The Invisible "Great Wall"

•Americans talk, talk.

•Japanese listen, listen.

•Americans are open and frank.

•Japanese work on subtlety to formclose relationships with people.

•Americans are considered brash.

•Japanese use humility to learn more

about a person or a situation.

Western-styleConversation is Like aGame of Tennis

There is no waiting in line. Whoeveris nearest and quickest hits the ball,and if you step back, someone elsewill hit it. No one stops the game togive you a turn. You are responsiblefor your own turn. Everyone does hisbest to keep the ball going and noone person has the ball for very longtime. (turn-taking strategies)

Source: Conversational Ballgames, The Struggle to Connect. Nancy Masterson Sakamoto

Japanese-styleConversation is Like aGame of Bowling

You wait for your turn and youalways know your place in line. Itdepends on such things as whetheryou are older or younger, a closefriend or a relative stranger to theprevious speaker, in a senior orjunior position and so on. There isno back and forth. There is always asuitable pause. No rush, noexcitement and no scrambling forthe ball.


27

COM M UN ICAT ION GAPS

Obscured M essage:

Sender uses confusing language

Prim ary factors: Hab its, jargon, u nc larity ,

assum ptions, context

Unsent M essage:

“I can 't do that” o r “they w on't

understand”

Prim ary factors: Safety , be ing a v ictim ,

trad it iona l ro les, se lf-confidence

Critical Communication Skills

(1) Listening skill :

Active Listening

(2) Voicing skill： Advocacy and Inquiry

Reference:

People Skills by Robert Bolton

Dialogue : The Art of Thinking Together, William Issacs

Effectiveness of Message

•Verbal Impact -7%

•Vocal Impact -38%

•Visual Impact -55%

•Non-verbal communication-93%

• Albert Meharabian,”Silent Communications”

28


M issed M essage:

Sender and Rece iver do not connect

Prim ary factors: Una ligned purpose,

tim ing , persona l sty le , d ifferent cu ltura l

fram ew ork, focus e lsew here

B locked M essage:

Rece iver is not w illing to understand

Prim ary factors: P rev ious experience,

d iffering intention or expectations


Obscured M essage:

Sender uses confusing language

Prim ary factors: Hab its, jargon, u nc larity ,

assum ptions, context

Unsent M essage:

“I can 't do that” o r “they w on't

understand”

Prim ary factors: Safety , be ing a v ictim ,

trad it iona l ro les, se lf-confidence

Statistics on Listening• Humans have 5 times more capacity to listen than to speak.

• Four-fifths of our minds have the opportunity to wanderwhile we are listening to someone else.

• We tend to spend this time formulating responses based onour own preconceived notions.

• We only retain 30 percent of what was said, and onlyremember ! of that.

• We spend 47 percent of our time writing, typing, speakingor reading…

• …and 53 percent of our time listening to others—morethan half of our time communicating is spent listening.…

From” Center for Resolutions-Basic MediationTraining,2005”

29

Critical Communication Skills :Active Listening Skills

•Attending

•Following

•Reflecting

•Summarizing

“Knowing the rules is not at allthe

same thing as playing thegame.”


Cross-CulturalCompetence

30

Developing CulturalCompetence

Cultural Competence

•Cultural competence is defined as aset of congruent behaviors,attitudes, and policies that come

together in a system, agency, oramong professionals and enablesthat system, agency, or thoseprofessionals to work effectively incross-cultural situations

CT . B az r on e t l. T owa r ds a c u lt ur a lly c om pet ent s ys t em of c a r e , V ol.1 1989

A ttitude

Aptitude

Com petence

A Model of DevelopingCompetence

31

Cu lture

Com m unication

Com petence

A Model of Developing Cross-culturalCommunicative Competence

I.Q.

I.Q.

E.Q.

C.Q.


Cognitive Physical

Emotional

Culture


Communication Quotient(CQ)

32


Implications for Educators

Clinical Considerations

•Wide range of normalcy

•Individual behavior in early years:temperament-easy, difficult, slow,etc.

•No clear-cut standards to judge

33


•Social / Emotional / PersonalityCharacteristics

•Some problems are transient: fear

•Impairments have considerable

overlaps: describe, not label


• Variations in child-rearing practices:

– degree of permissiveness

– open expression of feelings

– degree of parental control

– performance expectations

– degree of affection

– types of discipline

– sickness vs. wellness

– prevention

– education

Linguistic Transferencesand Interferences

• Forms

• Content

• Functions

• Learning styles

34

Language performance mayappear similar

•Short sentences

•Choppy sentences

•Syntax

•Articulation/phonology

•Morphology

Narrative Analysis/DeeperAnalysis

•Number of words

•Kinds of words

•Size of lexicon

•Story grammar

•Story content

•Cohesion

Global Implications

•In depth command of one or morefields of study

•Integration of knowledge acrossdisciplines

•multimodal communication

•high level analytical reading and

thinking

•location, analysis and evaluation ofinformation

35

Global Implications

•Qualitative and quantitativeassessment

•Collaboration with other cultures

•Bi and multilingualism

•Appreciation of cultural diversity

•Functionality within atechnological and globalenvironment

•Self worth and appreciation ofone’s community- network

•Social and ethical responsibility

Thank you very much!

Documents

Celebrate Human Communication111 - METRO Speech …metrospeechlanguagenetwork.org/Docs/Symp_2008Docs... · Celebrate Human Communication 23rd ... •Insufficient ... loudness, cadence