Intercultural Communication

Considering cultural differences of individuals and groups when communicating is crucial to being a competent communicator.

The school in which I teach is becoming more and more diverse with each new student. The recession has put many families in financial difficulties. The proximity of the army/air force base has brought in military families of diverse cultural backgrounds (military upbringing being one of them). In my class of ten students, nine students qualify for free or reduced lunch and breakfast, two qualify for food bank programs, one is homeless, and one has no phone or power for most of the year. We have children who live with parents, stepparents, single parents, grandparents, family friends, aunts and uncles, or other various arrangements. I work with a diverse population of teachers in regards to gender, economic status, sexual orientation, and race. The families I work with are as diverse as staff and children, and have varying physical and cognitive abilities.

I find that I adapt my communication channels for individual colleagues and families so I can best communicate with them effectively. Some people prefer different modes of communication- many teachers and parents who work multiple jobs prefer I communicate with e-mail, as it is more sensitive of what free time they have. Others, such as some of the paraeducators, prefer face-to-face communication, as it shows I value their time and efforts in working with students because I am making deliberate time and effort to communicate with them. Some need more guidance, while others are “veterans” in the school and have innate skills and talents when working with children that do not require as much teacher guidance.

I also alter my communication styles depending on whom I am communicating with. Some of my parents are well versed in the special education system of public schools and have an understanding of their children’s abilities. When meeting with these parents I can talk more candidly, can use some teacher/WAC lingo, and have the meetings move rather swiftly. Other parents, with cognitive difficulties or anxiety disorders, I must use more careful, “use-friendly” language during meetings. I check for understanding more often than with the system-savvy families.

A third way I use to help communicate more effectively with people is to use active listening. This can be applied in all communication, no matter the cultural diversity. While the body language I use, or whether I question, paraphrase, or stay silent may differ depending on what is more appropriate based on cultural, situational, or relational context, I am always sure to demonstrate that I am listening, doing my best to understand, and fully considering what the speaker has to say instead of just waiting my turn to speak.