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. 

10/15/17; Lesson 05: Response to "Cultural Miscommunication”

As a result of immigration or globalization, there's a good chance for an English teacher to teach students from another country or cultural background at some point in her/his career. Teaching foreign students can be a tricky job, because even simple communication differences can cause major miscommunication issues. A teacher can be given hard times by several issues the result of which could be miscommunication: language, nonverbal communication, gestures, personal space, timeliness.

Language

If a British student tells another – "Let's do something some time", this is a just an expression; she/he just wants to be polite, the expression being similar to the well-known "Hi, how are you". Or if a Polish student just directly asks her/his teacher to help her/him with something, without using at least two "pleases", one or two "could you's" and "would you's", as an English person would do, it doesn’t mean that she/he was rude. In many languages, such a multitude of polite expressions in one sentence tends to be considered excessive and according to those languages – a simple "would you" already implies softened message and a polite request.

Nonverbal Communication

In the U.S., making eye contact with someone shows interest and engagement in the conversation, but when speaking to someone from Latin American, Middle Eastern or Asian countries, looking someone in the eyes might be considered rude. Showing the soles of your shoes can be very insulting to a Middle Easterner. Simple body language is enough to offend other cultures, so being aware of some of the things other cultures find offensive can help to create good relationships with foreign students.

Gestures

Before using the "OK" hand sign, peace sign, thumb up or pointing at anything, be aware that these all can be disrespectful to a foreign student. Depending on the country, these gestures can be equivalent to "giving someone the bird" or treating them like an animal. Foreign women often do not shake hands with men, so men from these countries may not be accustomed to shaking hands with women in general. A handshake may also be seen as aggressive in other countries.

Other Communication Issues

At some point in life, a person will likely have an experience with a "close talker." The amount of personal space required varies by culture, and differences can create an uncomfortable interaction for both parties. Americans, for example, tend to require more personal space than others, so Americans may see a lack of personal space as pushy or aggressive. But Mexicans’ approach is that of “close talkers.”

Timeliness is another issue that may arise in the teaching process. For example, Americans value timeliness, while in Latin American countries appointment times are often not as strict. You, as a teacher, may think it's rude if students arrive late, but it could be something usual for them.

A good cross cultural training will empower a person with knowledge, understanding and skills she/he needs to communicate and communicate effectively across cultural barriers. Cross cultural communication improves relationship with people who belong to different cultures.