Culture: Ways of Understanding Our Students and Ourselves
April 18, 2008 by thomasgault
Culture: Ways of Understanding Our Students and Ourselves
– by Thomas Gault, PhD
What is culture?
The first definition that comes to mind is clothing, cuisine, customs, etc. Or maybe it’s “high culture:” literature, arts, architecture, history,
A second definition is that it is a country or people group’s sociocultural norms, worldviews, beliefs, assumptions, and value system (Hinkel 2001). This culture may be invisible – people are not aware that they have it. According to Hinkel, this culture includes:
“Speech acts, rhetorical structure of texts, sociocultural behaviors, and ways in which knowledge is transmitted and obtained …body language, gestures, concepts of time, hospitality customs … expressions of friendliness …
“To a great extent, the culture into which one is socialized defines how an individual sees his or her place in society.”
Cultural awareness is a two way street. Teachers need to be aware of their students’ cultures and seek to work in culturally responsive ways. At the same time, language learners – especially immigrants – need to be educated in the culture of the new country.
Learners need sociocultural competence, not just linguistic skills.
One way of approaching culture was presented by Buckley (2000). I will here outline this framework, with particular notes regarding US culture. As I look at this, however, I see much overlap between the variables, and I think she could organize this much more simply.
The Cultural Orientation Framework: 10 variables for understanding culture
– Linda Callis Buckley (2000)
Variable 1 – Environment
Members of some cultures, believe they can control nature. They build tunnels, dynamite hills, fertilize the soil, and turn on air conditioners. They seek to control fate with seatbelts, safety programs, and 401k’s. Anglophone America is a great example of this.
In other cultures, people see themselves as constrained by nature. Que sera’ sera’. If bad things happen, it is fate, not something that should be avoided next time. Students from these cultures are often less goal oriented.
There is a less-frequent third class – people groups who see themselves simply in harmony with nature. This includes many native American peoples.
Variable 2 – Time
This variable includes three subcomponents. The first issue is “single focus versus multi focus.” Some people groups tend to multi-task more, though this varies greatly person to person. The second time issue is “fixed versus fluid time.” This covers notions such as punctuality and flexibility. The third issue is “fast paced versus slow paced.”
Americans are considered to be predominately single focus, fixed time, and fast paced. Time is one area that crosses other cultural groupings. Japanese and Brits are known for punctuality, while Koreans and Australians have very fluid senses of time.
Variable 3 – Action: Being versus Doing
Some people groups place more value on spontaneity and living in the moment, while others place more emphasis on action and accomplishment.
Americans are considered action oriented. This one also has a gender component, as men (at least in American culture) are often more action oriented, than are women.
This is another reason why students from some cultures may be less goal oriented.
Variable 4 – Communication – Five dimensions
In high-context cultures, such as Japan, there are stricter codes for depth of bows, seating arrangements, and other non-verbal elements. In low-context cultures, such as the US, these elements do not carry as much meaning.
In formal cultures, such as Korea, formality means predictability and is reassuring. The informality of American culture may actually feel threatening, and informal teachers may be seen as lacking authority.
In direct cultures, meanings, choices, and preferences are stated more directly, while in indirect cultures they may be implied or signaled non-verbally.
Some cultures foster and express emotions freely. Others value restraint; they avoid conflict and seek consensus.
The last dimension is choreography. Some cultures use more ritualized language – more pre-set dialogues. Japan is again given as an example. In other cultures, conversation is more interactive and unpredictable. Speakers actually listen and respond to what was said. American culture is in the middle, which often leaves conversations fragmented.
Obviously, we all could spend hours communicating on this variable! The simplest applications for our classrooms might include several key points:
Variable 5 – Public versus private space
In some cultures people stand close when they speak, in others, they need more personal space. In some cultures everybody kisses, in others, nobody does. Likewise for handshakes, shoulder pats, eye contact, and bows.
This variable also includes psychological space. Some peoples are extremely private, sharing very little about themselves with strangers or colleagues. Other cultures are quite public, and there is little they won’t share with even casual acquaintances. They have no qualms over sharing opinions on controversial or personal subjects.
Variable 6 – Power
Many people groups observe strict hierarchies and can be quite unsure of how to act in an egalitarian society or classroom. This topic is covered more extensively in Nelson (2000).
Variable 7 – Individualism
Some cultures value individual expression and self-promoting actions. In other cultures, these are considered rude and anti-social. Students are expected to respond in unison, and are not called on separately. This topic is covered more extensively in Nelson (2000).
Variable 8 – Competition
Some cultures value competition, while others value cooperation. At least publicly – students may be highly competitive in private, but not appear to be competitive or self-promoting in class.
Variable 9 – Structure – Three dimensions
“Universalist” peoples hold to absolute values, while “Situationalist” peoples determine truth separately for each situation.
Order is highly valued in some cultures, while others are much more flexible.
Risk taking is highly valued in some cultures, while others avoid risk.
These dimensions vary highly from person to person in American culture, except perhaps for the issue of risk taking, which is greatly encouraged.
Variable 10 – Thinking – Four dimensions
These issues can vary greatly from person to person. The issue is further complexified with four overlapping continua:
Linear vs. Holistic;
Factual vs. Intuitive;
Abstract vs. Concrete;
Detached vs. Attached
To the extent that American culture can be generalized, the average American’s thought pattern is linear, and factual, valuing clear data, uses abstract theory, and is detached from the subject. At the other hand is someone who roots his or her understanding of the world in holistic, intuitive experience, and holds that understanding closely and passionately.
There is so much more that can be said here. I will try to get to the Nelson (2000) article soon; she has great insight. I look forward to your comments and feedback.
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References:
Buckley, Linda Callis (2000). “A framework for understanding crosscultural issues in the English as a second classroom.” The CATESOL Journal 12.1, pp. 53-72.
Hinkel, Eli (2001). “Building awareness and practical skill to facilitate cross-cultural communication.” In M. Celce-Murcia, ed. (2001). Teaching English as a second or foreign language, third edition. New York: Newbury House Publishers.
Nelson, Gayle (2000). “Individualism-collectivism and power distance: Applications for the English as a second language classroom.” The CATESOL Journal 12.1, pp.73-91.
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This is very informative information. I believe that the students who choose to accept, learn ,and understand the culture of their living environment will be the most successful. Those students that choose to associate with their own culture only outside of school will suffer and not suceed and achieve positive improvements. Many successful students embrace American culture and dont fight or reject different norms and they are better for it.
Hi Thomas, I am very interested in cultural differences. I have never lived in another country and so I am very parochial. I found it interesting that the culture variables considered do not cover gender issues. That is a cultural variable that I bump up against most with our students at CEC. Many of the women still live in a world where they are limited and controlled by their men. Coming to school and learning is threatening to their men and they sometimes have to drop out to have peace in their relationship. The young women consider having babies and doing all the house work their main purpose in life. Some of our women seem to live in abusive relationships and don’t even know they are abusive.
We had a middle eastern man once that I think trully resented that the teachers were women.
It might be helpful to talk frequently about cultural differences, helping the students to put words to the cultural differences. Students and teachers alike need to learn the words that can facilitate an understanding of learning styles and cultural ly determined styles. Once we can talk about it we can use it to our advantage. Mary Polychrome
I will comment on #1 Food clothing Punctuality and
#5 Liberalization and Niceness.
#1 Food. The subject of food is a really good ice-breaker.This could happen in a classroom or any general gathering. We should use our discretion as to what this gathering can be. A simple question is asked about a particular dish, e.g. tamales, and everyone who makes or eats tamales is eager to speak! People who don’t know one another’s names start having an actual conversation. By the way, this is not a time to tell students “English only!” as the objective is to become familiar with different cultures. A person from, say, Vietnam or Russia will be curious about this enthusiasm and will ask what all this is about. They in turn will have some input about some dish from their own countries. What results from this is a cultural awareness. At the end of the discussion, people end up knowing one another a little. Ends up in a very pleasant environment.
Next time, those who discussed something about food directly with each other, will work together better in a group situation, because of a tiny bond on a previous occasion.
Does this make any sense, readers?
I think food is an integral part of culture, and in general contributes towards better understanding.
Clothing This is another important part of a culture. Here I will be specific about any classroom situation. Americans who have lived in the U.S. for 5 - 10 years think nothing of wearing shorts and t-shirt, in case of a female, a sleeveless one. To a person coming from Afghanistan, Pakistan, Iran, to see a female dressed so is shocking ! And it is perceived that if she is dressed like this, she must be of such and character! Very free, to be specific.
In my class, there is a Buddhist nun who dresses in long robes, not revealing anything except hands, and face. At one point it seemed that others in the class were making fun of the covered (shaved) head. Was this being done out of malice? I don’t think so. It was just very new, different. Once it was explained to them that this was her culture and in that culture, in that religion, this attire was the norm, nobody laughed at her anymore. It seems they are totally comfortable at her being so different. Just as they accept that if she sleeps through the class it is not necessarily the teacher who is boring or the material which is boring but that she gets up at 3:00am to meditate. Such a long elaboration from a simple attire! And they are introduced to the word meditation.
Our student body doesn’t comprise of highly educated individuals who are citizens of the world. A lot of them are simple people who probably can’t even accept the difference of some of their own people from bigger cities. They need time and in small doses they are exposed to these differences and over time accept very well
About six years ago, a lady was in my class, in a burkha, only her beautiful face showing. I saw her again a few months ago and was so surprised to see her in a t-shirt and jeans and couldn’t recognize her. She said,”Why don’t you recognize me? I am so and so.” I said you were a different person then. And we laughed.
Jayshree and Mary,
Your points are very insightful. I too, have seen the gender bias and the difficulty students have adjusting to our American lifestyles. Now that I teach Citizenship, I see it less and less. For example most of the men in my class want to see a woman in the oval office. That’s a big change from my ESL class a few years back when the men were saying that women shouldn’t be in business or politics because they are too emotional.
In some countries, there is very little opportunity for education, and even less for women. Some countries give few rights to any of their citizens, let alone women. There are some cultures where women are treated with respect and are given power, and other cultures where they are not. Let’s face it, some people are going to have major culture-shock when they come here and realize that they have rights or that their wives have rights. Many will resent that, and resist it strongly. We must sometimes help our students adjust to these changes gradually, and other times help them to adjust in an abrupt way.
I’m not going to beat around the bush– there’s no room for misogynism at our school. Our students are going to have to get past that –speedy quick. I try to help my students learn about equality and human rights by talking a lot about the Declaration of Independence, the Civil War and the Civil Rights Movement. Of course, these subjects are apropos in a Citizenship class. Remember, education can create changes in our minds and our values.
Citizenship instructor, previous commenters:
You are all so very right that a gender bias exists in many cultures and students bring that mindset with them to the classroom. Citizenship teachers can work to overcome these unfortunate attitudes by discussing the legal traditions of our country in their presentations. In order to adapt to a new culture, students should be encouraged to respect the values of all people. We’re fortunate to live in a democratic society where citizens have both rights and responsibilities.
It is a fact that few people ever return to live permanently in their former homeland. After coming here, they often develop social and vocational ties and become long-term residents. Learning English can give students the opportunity to achieve their dreams together with their families. Very few women or men can succeed without a support system to allow them time to earn a school diploma or certificate.
Mistrust and ignorance of each other leads people to prejudice. Instead of looking for excuses to blame others, we must build alliances and cooperate for the mutual benefit of our local community and greater society. When people adopt that perspective, they start to acculturate, learn tolerance and set attainable goals for a better future.
Punctuality. The Americans are known to be sticklers for punctuality, an extremely important component of the daily life, in almost all situations. It is, I believe, engrained at the subconscious level.
We have students coming to us from so many different cultures. Depending on the individual background, country, the definition of punctuality varies.Sometimes just turning up for a class is good enough, never mind what time the class starts. They are explained several times the importance of being on time. Somehow there is a gap somewhere which doesn’t narrow. I learned some years ago that in a particular culture, punctuality was compared to a rubber band, to be perceived and follwed at one’s convenience (Importance of the occasion e.g. work, school, U.S. Immigration appointment).
I have also seen that when an employment issue in question, punctuality is perfectly understood and followed.
May be the importance of free education doesn’t sink in till much later.
Sometimes being strict about punctuality results in losing a body.
Please feel free to edit this or add to it. We need to see different perspectives on this and learn.
Thank you all for your comments. It occurs to me what a wonderful opportunity we all have. We meet and interrelate on a daily basis with people from so many countries and cultures. I remember when Orange County had such a white, middle class, ultra right wing reputation. Things have really changed in the last 20 years. Or have I just had an opportunity to go into areas I never knew about before? Mary Polychrome