Importance of Paralanguage in Multicultural Education

1. Importance of Paralanguage in Multicultural Education Tara Chapman Spring 2008

2. Important because… • the diversity in today’s classrooms • educator’s need to understand differences in order to address the needs of all students

3. Overview • Background Information • Paralanguage • Verbal aspects that express emotions • Body language – the unspoken word • Difference in cultures • Difference between genders

4. What is Paralanguage? • Paralanguage is the non-verbal aspects of communication and is used to express emotion such as hand gestures, eye contact, touching, and many others. • The study of paralanguage, also known as paralinguistic’s, has opened up avenues to understand aspects of cultures that some may have not understood in the past.

5. How often is paralanguage used? • Communication is essential in our classrooms yesterday, today, and tomorrow and consists of much more than speech and/or writing. • According to O’Neill, up to 70% of communication, face to face with others, is done through paralanguage. • Paralanguage is said to be so important because people are less likely to lie or try to cover up emotions due to the difficulty in doing so.

6. Importance of Paralanguage • Expression carries more importance than what is actually being said. • For example, the tone of voice a person is using. • Non-verbal communication is very important; however, there is a cultural attitude where we only listen to what is being said and not to how it is being delivered, meaning “hear what I say, and don’t notice the way I say it”.

7. Verbal Aspects of Paralanguage • Inflection • the rising, falling or flatness of the voice • Pacing • the speed of the voice whether it is rapid, slow or changing • Intensity • the strength in which something is because expressed whether it is loud, soft or breathy (which means powerfully stated) • Tone • whether is the voice is nasally, whining, growling, etc. • Pitch • the changes in the voice from high, medium or low • Pauses • means if one is disorganized, shy, hesitant, etc.

8. Body Language – The Unspoken Word • Kinesics • gestures and other movements of the body, including facial expressions, movements of the eyes, and posture • Proxemics • social distance • Haptics • arm and hand movements • Paraverbal features • nonlexical aspects of verbal communication, such as pitch, variation, the use of silence, how space is filled in a conversation (e.g., uh in English, este for many Spanish speakers) • Chronism • monochromic use of time in a linear mode in Western cultures, with sequential scheduling and tasks completed one at a time; polychronistic use of time in a cyclical mode in non-Western cultures, with less precise time commitments

9. Kinesics • most important characteristic of paralanguage • better known as body language • body movements tend to speak louder than words • interpreted different across cultures

10. Kinesics & African Americans • Use eye contact more when speaking than when listening • Tend to use simple and concise wording • African American Vernacular English • Regard manners to be affective, emotional and interpersonal • Will interrupt or take a turn at speaking when they can

11. Kinesics & American-Indians • Feel that silence is sacred • Needed to reflect on their world • Use an abundance of words • Manners of expression to be understated and indirect • Place a greater emphasis on community fabric and kinship rather than the individual • Cherish their individual place in the entire natural world • Needed in order to be validated • Express themselves through humor • Seldom provide cues to encourage the speaker

12. Kinesics & Asians • View silence as a show of respect • Use abundance of words • Manners of expression to be understated and indirect • Seldom provide cue to encourage the speaker • Listen with significant nonverbal engagement • Place a greater emphasis on community fabric and kinship rather than the individual

13. Kinesics & White Americans • Tend to use more eye contact when spoken to then when they are speaking • Tend to feel uncomfortable with silence • Use fewer words for expression • Are objective and task-oriented • Nod to indicate listening or agreement • Some emphasize individualism, competition, taking actions, rational linear thinking, Christian principles and a Protestant work ethic

14. Kinesics & Hispanics • Manners of expression to be understated and indirect • Place a greater emphasis on community fabric and kinship rather than the individual • Less competitive not to overshadow another • Stand close to others, touch a lot more than other cultures • Make less eye-contact

15. Differences between Genders • interruptions in conversations • vocabulary and language • patterns of inequality in speech and conversation • cultural images of men and women • differences in movement and kinesics • communication changes are needed by individuals who undergo a change from one gender to another • communication patterns

16. Social Distance • Gender • same sex tend to have less social distance • opposite sex tend to have more social distance • Race • same race tend to have less social distance • opposite race tend to have more social distance

17. Useful Websites • About Nonverbal Communications Part 1: General Considerations. • http://www.blatner.com/adam/level2/nverbal1.htm • This website gives examples of the types of nonverbal communication, including cultural differences. • The information is useful for any profession that deals with people on a daily basis. • Gender and Communication: Male-Female Differences in Language and Nonverbal Behavior • http://www.berkleymedia.com/resources/app/top/pdf/comm05.pdf • This website is a summary of an online video that shows the differences in male and female interaction. • The information could be used by parents, teachers, psychologists and youth leaders.

18. Useful Websites (cont’d) • Hidden Aspects of Communication • http://anthro.palomar.edu/language/language_6.htm • This website reported on the different verbal aspects of paralanguage. It gives statistics concerning the usage of paralanguage. There are also examples for the workplace. • The information from this source can be used by parents, teachers, psychologists, employers and other community leaders. • Paralanguage • http://en.wikipedia.org/wiki/Paralanguage • This website defines paralanguage, its different components and paralinguistics. • This site could be informative for everyone, including the general public.

19. Useful Websites (cont’d) • Potential Cross-Cultural Pitfalls and Dangers • http://www.ojp.usdoj.gov/ovc/publications/inforces/restorative_justice/96522-multicultural/multi6.html • This website informs about the different communication styles and how to deal with cross-cultural issues. • The information could be used by parents, teachers, psychologists and youth leaders.

20. Useful Articles • Understanding and Counseling Hispanic American Children\ • Baruth, L. & Manning, M. • The article discusses the cultural differences between Hispanics and others. • The information could be used by parents, teachers, psychologists and youth leaders. • The use of humor as a counselor strategy with Native American Indian children • Herring, R. & Meggert, S. • The article discusses the cultural differences between Native American Indian children and others. • The information could be used by parents, teachers, psychologists and youth leaders.

21. Useful Articles (cont’d) • Children’s use of social distance: The effects of race and gender • Holmes, R. • This article informs about the social distance used by children of different genders and different races. • The information could be used by parents, teachers, psychologists and youth leaders. • All Children Read, Teaching For Literacy In Today’s Classroom (2nd edition) • Temple, C., Ogle, D., Crawford, A., & Freppon, P. • This graduate level textbook charts the different types of paralanguage and explains its importance in today’s schools. • The information could be used by educators, psychologists and youth leaders.

22. Conclusion • An educator must recognize… • all culture represented in their classroom • comprehend and grasp the fundamentals of a multicultural education • understand the significance of paralanguage in today’s society and classrooms

23. References • Baruth, L., & Manning, M. (1992, December). Understanding and counseling Hispanic American children. Elementary School Guidance & Counseling, 27(2), 113. Retrieved February 19, 2008, from Education Research Complete database. • Blatner, A. M.D. (2002). About Nonverbal Communications Part 1: General Considerations. Retrieved February 15, 2008, from http://www.blatner.com/adam/level2/nverbal1.htm • Gender and Communication: Male-Female Differences in Language and Nonverbal Behavior. (n.d.). Retrieved February 9, 2008, from http://www.berkleymedia.com/resources/app/top/pdf/comm05.pdf • Herring, R., & Meggert, S. (1994, October). The use of humor as a counselor strategy with Native American Indian children. Elementary School Guidance & Counseling, 29(1), 67. Retrieved February 19, 2008, from Education Research Complete database.

24. References (cont’d) • Holmes, R. (1997). Children's use of social distance: The effects of race and gender. Child Study Journal, 27(2), 129. Retrieved February 19, 2008, from Education Research Complete database. • O’Neill, D. (2007). Hidden Aspects of Communication. Retrieved February 10, 2008, from http://anthro.palomar.edu/language/language_6.htm • Paralanguage. (2008). Retrieved February 15, 2008, from http://en.wikipedia.org/wiki/Paralanguage • Potential Cross-Cultural Pitfalls and Dangers. (2007). Retrieved February 15, 2008, from http://www.ojp.usdoj.gov/ovc/publications/inforces/restorative_justice/96522-multicultural/multi6.html • Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2008). All Children Read, Teaching For Literacy In Today’s Classroom (2nd ed.). Boston: Allyn and Bacon.