Communication Between Cultures

That diversity is a common characteristic of schools in the United States and other

nations as well. Consider the primary school in England, where 414 students spoke

thirty-one languages, or the high school in Nashville, Tennessee, with students coming

from sixty-three different nationalities and 70 percent not speaking English at home.^35

The lack of a common first language in a classroom is problematic, and the impli-

cations are obvious—the learning process can be impeded for the individual and the

class as a whole. The language-deficient student can experience psychological disso-

nance and diminished self-esteem. A lack of fluency can also result in nonnative

speakers being pejoratively categorized into groups. Accents and nonfluency can lead

to negative perceptions and stereotyping by classmates and instructors. Students seek-

ing to speak their native language may inadvertently produce in- and out-groups, with

the resulting intergroup tensions.

Language assists individuals to construct an identity that connects them to their

ethnic in-group and concurrently sets them apart from other reference groups.^36

Your first language not only helps in identity construction, but also ties you to the

historical legacy of the group. When non- or limited-English-speaking students enter

the U.S. school system, they are faced with the challenge of assimilating into the

dominant, English-speaking culture. This need to assimilate can act as a wedge

between the student’s native-language identity and the English language social system

they are encountering. Classroom instructors can help to mediate this difficult process

by demonstrating respect for their stu-

dents’ native languages and recognizing

that they may be experiencing difficulties

in adapting to an English language educa-

tional environment.

The Multicultural Classroom

The multicultural classroom is a distinguishing characteristic of globalized society.

Recall the statistics presented in Table 10.7 that illustrate the ever-increasing diver-

sity in U.S. public schools. It is quite probable that you will find yourself in other

multicultural classrooms after completing your university career. Some of you may

become teachers or professors, and others may work as corporate trainers. Almost

everyone can expect to participate in professional workshops. Today, schools, univer-

sities, and corporate training all require that culture be considered in the design and

implementation of educational programs. Even when engaged in on-the-job training,

different cultural learning styles are a factor. In every multicultural classroom, success

depends on the instructor being knowledgeable about, and responsive to, cultural

diversity. Teachers need intercultural communication skills in order to effectively pre-

pare presentations, construct teaching aids, and interact with students. The impor-

tance of this ability is highlighted in the following statement:“Communication in

the learning environment is influenced by cultural, psychological, and contextual fac-

tors and it involves the application of interpersonal and intrapersonal values.”^37

Cultural Considerations in the Multicultural Classroom

While the list will not be exhaustive, we will discuss a few of the considerations that

must be taken into account when teaching a multicultural class. Perhaps one of the

REMEMBER THIS

Culture plays a role in every learning situation.

362 CHAPTER 10• Intercultural Communication in Contexts

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