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!