10/17/17; Lesson 06: Response to “Differences in Emotional Expressivity”

Emotional expressions are those expressions in people while talking as well as the observable verbal and nonverbal behaviors that communicate an internal emotional or affective state. Emotional expression includes both facial movements such as smiling or scowling, or behaviors, like crying, laughing, being angry, or sad, or thankful, as well as body movements that accompany the internal experience of emotion and communicate it to others. Emotional expressions can occur with the person being aware or not of that.

For being effective, a TESOL teacher should know the cultural background of her/his students. As professor Ivers explains in his video “Differences in Emotional Expressivity,” there are nations that have "low tolerant expressivity" such as most Asian and Scandinavian countries. Public showing of emotion is not permitted in their cultures. And there are nations that have "high tolerant expressivity," such as Spain, Italy, some Middle East countries, and some Southern Europe countries. Knowledge on this topic helps a teacher to be culturally responsive, to consider every student as a capable learner regardless of any cultural background.

I will present a few examples of emotional expressivity I have read about and its relevance in a classroom context. For example, native American culture and spirituality teach the group the value of living in harmony with the earth, honoring each other, and respecting the interdependence of life. Many tribes have a custom that younger person looks down at the ground to show respect when and adult is speaking to him or her. The indigenous child is always mannerly but needs to be in motion.

Koreans may use a smile or laughter in a difficult situation. When a child is in trouble, he or she may smile. A teacher may perceive that as disrespect or not taking the problem seriously. The student is most likely just feeling confused or embarrassed.

Often East Asians will remain calm and polite during a conversation or disagreement. Westerners may take that to mean everything is in accord, that there is not any warning signs for trouble. Then suddenly, they will become very hostile seemingly without reason.

As professor Ivers mentioned, in U.S. schools, it is normal for boys and girls to interact with one another.  Muslim children may not interact with each other in this way; Islamic law prefers segregation by gender. Cross gender touching is not appropriate in most Muslim societies.

Knowledge on this topic “Differences in Emotional Expressivity,” can help teachers to be more responsive to the needs of her/his students.