cultural competence what is it? when does it become important? peter armbrust chair, strategic...
TRANSCRIPT
CULTURAL COMPETENCE
What is it?
When does it become important?
Peter ArmbrustChair, Strategic LanguagesPartner Language Training Center EuropeGeorge C. Marshall European Center for Security Studies
DEFINITIONS
• CULTURE
The sum total of ways of living built up by a group of human beings and transmitted from one generation to another.
• COMPETENT
Having suitable or sufficient skill, knowledge, experience, etc. for some purpose.
CULTURE
• Cumulative and ever-changing amalgamation of
- customs, conventions, attitudes, beliefs
- past and current events
reflected in:
- written / spoken communication, gestures, body language.
CULTURE-COMPETENCE
• CULTURE – NOT separate ...
fully integrated in L/R/S.
• COMPETENCE – reflected in:
sociolinguistic ability
knowledge
attitudes
KNOWLEDGE
• Currently accepted …
- cultural norms & practices
- ideals
- values
- relationships
- motivation (opinion, actions)
- “C” – history, literature, arts, etc.
ABILITY
• Function - TL community …- without giving offense – word/deed
and…- develop …
- trust- confidence- relationships
“Cultural Communication Skills Template – Arabs of West Asia”
• Ethics / Morality
- Fatalism: all is predetermined
- Truth/honesty: manner vs. factual
accuracy
- Patriotism: family > class > religion/sect> …… then …
Template (cont’d)
• Communication
- Exaggeration & hyperbole
- Emphasis: volume, oaths, repetition
- Interruptions: frequent … expected
Template (cont’d)
• Business / Professional call
- Be on time, but …
- Expect interruptions … other people
- Shake hands …everyone, every time
- Conversation …digressions
- Host takes lead … business agenda
- Do not pressure for decisions
Template (cont’d)
• Proverbs (Islamic values, fatalism)
“ Marriage is fate and destiny”
“ The eye cannot rise above the eyebrow”
“ The knife of the family does not cut”
“ Older than you by a day, wiser than you by a year”
LANGUAGE-CULTURE(Nostrand,1990)
• NOVICE – High (ILR 0+)
S.L. – attitude – good will…verbal/non-verbal
K. – interprets behavior according to code of home country; misinterprets culture-specific, non-verbal clues.
LANGUAGE-CULTURE (cont’d)
• ADVANCED – (ILR 2)
S.L. – polite requests, apologies, introductions…discuss some current events
K. - superficial re. society, economy,
political parties, factions, some
contemporary issues, historical events
and personalities
LANGUAGE-CULTURE (cont’d)
• SUPERIOR – (ILR 3)
S.L. – cultural references, idioms, puns.
Distinguish-formal/informal behavior
Participate – formal/informal discussions
Infer – underlying intent of speaker’s
message
LANGUAGE-CULTURE (cont’d)
• SUPERIOR- (ILR 3) (cont’d)K – point of view …some current political
figures, periodicals.Electoral proceduresRecent cultural achievements (film, music, etc.)Explain features – own culture = puzzle TL speaker.
LANGUAGE-CULTURE (cont’d)
• OPTIMAL – (ILR5)
S.L. – Behaves in such a way as to permit acceptance in any group/clique in the TL country.
K. – Informed on all matters which a native typically retains from a secondary education.
LANG.-LIT.- CULT. (U.S.)(Kramsch, 1998)
• ACADEMIA – written, literary knowledge …critical analysis & interpretation =– Superior to orally preserved /transmitted wisdom.
SHIFT … purely literate > oral, visual, electronic
culture
NOW … < read/translate > actually SPEAK /
communicate (e-mail, etc.)
WHY? – Need FL ability …immediate/universal purpose
LANG. – LIT. – CULT. (U.S.) (cont’d)
• Oral – challenge…exclusivity…text-based scholarship
• “Unschooled knowledge” – vs. educational monopoly of schools
• Info. processing technologies – humanities concern – critical thinking & interpretive ability
LANG. – LIT. – CULT. (U.S.) (cont’d)
• Real-life practices & everyday culture vs.
literary & artistic canon as sole valid object of research
SLA research – away from “pure” language > language with “c” culture embedded.
THE TEACHER
• Convey …knowledge …do’s / don’ts
• Issue: Qualification– native ?– 1st generation– non-native
THE STUDENT
- own cultural competence
UNDERSTANDING DIFFERENCES(Gardenschwartz/Rowe, 1993)
• ASPECTS OF CULTURE
Beliefs/Attitudes
U.S. – Individual controls own destiny
RU – Dreaminess, unreachable ideals,
acceptance of destiny
UNDERSTANDING DIFFERENCES (cont’d)
• Work Habits / Practices
U.S. – Task-oriented, schedules
RU – Emphasis on relationships
U.S. – Rewards…individual achievement
RU – Relationships, seniority
UNDERSTANDING DIFFERENCES (cont’d)
• Communication
U.S. - Implicit, indirect
Business: Explicit, direct
RU – Explicit, direct
Business: Implicit, indirect
Pity the poor translator/interpreter
• “Don’t ask, don’t tell” – A general speaks his mind”
• “Still bumping into the glass ceiling”
• “O.J. freshly squeezed”
• “Edsel Agonistes”
…more pity …
“ You know something is wrong when the New England Patriots face stiffer penalties for spying on innocent Americans than Dick Cheney and George Bush”
(Bill Richardson, Governor of New Mexico)
…more pity…
A: Well that was strike one against us. Ideas?...
B: Nah, we couldn’t even get to first base last time.
A: That’s ‘cause their proposal came from way out in left field.
B: Yeah, and then they threw us a curve ball to boot!
A: The Secretary thought that was real bush-league.
…more pity …
B: …and then they tried an end-run through the UN!
A: You might call that “piling on!”
B: Well, it’s over – we don’t want to get into Monday morning quarter-backing.
A: Time to drop back and punt?
B: Yeah. But can we still win this one for the gipper?
A: It’s a slam-dunk!