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Developing Cross-Cultural Understanding through Dialogue

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Kazuyoshi Sato
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 Developing Cross-Cultural Understanding through Dialogue

PAC3
Kazuyoshi Sato
Nagoya University of Foreign Studies
Brian Cullen
at Nagoya Institute of Technology

JALT
2001
As we enter the 21st century, the significance of
understanding cultural diversity increases. Cross-cultural
understanding develops in situations which require
Conference negotiation of meaning and identity in the context of
another culture. In our presentation, we showed how
Proceedings students can achieve negotiation and develop cross-cultural
understanding through dialogue in culture-based courses.
We also demonstrated effective techniques for facilitating
MENU dialogue in class and illustrated this dialogue with students’
Text Version voices from action logs. We conclude that developing cross-
cultural understanding entails redefining both the native and
Help & FAQ target cultures in each learner’s mind through interactions in
a collaborative classroom environment.
21世紀を迎え、異文化理解の重要性はますます高まって
International いる。異文化理解の能力は、新たな文化に触れ、自分自身
Conference の価値観を問い直すことによって発達する。本稿では、特
に、我々の学生が授業の中でどのように異文化理解を深め
Centre ていくのかに焦点をあてる。さらに、具体的な例として、
授業で使った教室活動及び学生のコメントを紹介する。結
Kitakyushu 論として、異文化理解の発達には、協力的な学習環境の中
JAPAN で、学生がお互いに学び合い、自国と他国の文化を見つめ
直すことが不可欠であると主張する。
November
22-25, 2001
 SATO & CULLEN: DEVELOPING CROSS-CULTURAL UNDERSTANDING THROUGH DIALOGUE

E
ver increasingly, as people from different cultures others and internal dialogues with ourselves. The best
come into contact, tensions can arise in the expression of this idea was in the work of the Russian
form of misunderstandings, discrimination, and psychologist, Vygotsky. In the words of Radzikhovskii
political conflicts. At the root of most of these tensions (cited in Cheyne and Tarulli):
lies a lack of understanding of one’s own culture and that For Vygotsky, dialogue was the concrete,
of others. In this paper, we will report how our JALT psychological equivalent of the social nature of
2001 presentation and our classroom research has caused the mind, i.e., the totality of all social relations
us to focus on dialogue as the best means of developing constituting the human essence. Thus, dialogue
cross-cultural understanding. characterizes the human mind and consciousness.

The Importance of Dialogue Dialogue and Cultural Understanding

Many readers are probably familiar with the Sapir- If people are suddenly exposed to an unknown culture,
Whorf hypothesis which suggested that thought is especially through the medium of a foreign language, the
constrained by language. In other words, people of unfamiliar dialogue can lead to tensions as the familiar
different cultures think in different ways because of structures of identity and thought are threatened too
different languages. Although this strong form of quickly to adjust. In a culture-based classroom, we can
the hypothesis has been criticized, the Sapir-Whorf prepare our students for this adjustment process by
hypothesis is still relevant for models of cultural providing opportunities to engage in dialogue based
understanding. However, today it is usually stressed around unfamiliar cultures and allowing them to slowly
that a person’s language does not set limits to “what come to terms with the need for renegotiating identity.
people can think or perceive”, but influences “what It is not possible to prepare students to deal with every
they routinely do think” (Kramsch, 1998, p. 14, italics possible culture. Instead, our goal must be to offer
original). tools to help students to understand any culture and
The thoughts that we have and our identity are to promote understanding of all cultures including the
created through the use of language in our social students’ own one. We believe that the most effective
relationships with others; i.e. through dialogue. Indeed, way to develop these tools is through dialogue.
we are constantly renegotiating our own identity To use a metaphor, a fish does not know that it
through our use of language in external dialogues with is living in water until it is taken out of the water.
PAC3 at JALT2001 300 Conference Proceedings
 SATO & CULLEN: DEVELOPING CROSS-CULTURAL UNDERSTANDING THROUGH DIALOGUE

Similarly, we can only know ourselves by looking at dialogue is an important way of developing cultural
others, and only understand others by comparing them texture.
with ourselves. Other cultures provide a model with
which to compare ourselves. By engaging in dialogue Reading and reformulation
about another culture, students can ensure that they give First, participants were divided into pairs and each
the fish a greater awareness of both the water and the air. partner was given a different short reading on issues such
Much has been written on how to teach culture, but as divorce and contraception in Ireland. After reading
little is known about how students actually develop their quickly, each tried to recall and explain the information
cross-cultural understanding in a classroom situation. to their partner in their own words--hopefully without
As Lantolf (1999) notes, further research needs to referring back to the original reading. Similarly, students
document students’ learning processes by focusing on may be asked to do a reading for homework and to take
students’ perspectives. To illustrate these perspectives in notes on it. Notes can include pictures, keywords, or
our presentation, we introduced students’ voices from mind-maps. In the next class, students use their notes to
action logs and extracts from videos of students engaged reformulate the reading to their partner. Reformulation
in dialogue in the classroom. is a very simple idea, but it is one of the most powerful
techniques available to teachers. Through the dialogue
Cullen’s Presentation of reformulation, students not only improve language
In this presentation, participants took the roles of and knowledge of content, but also need to process the
students and I led them through a series of dialogues information in their own words which leads to a deeper
based around the topic of moral and sexual issues in understanding of the culture.
modern Ireland. I started off with a summary of the
concept of cultural texture (for a full explanation, Survey of young Irish people
see Cullen & Sato, 2001) as a useful framework for Next, participants were given some results from a
teaching culture. Cultural texture is an attempt to look survey conducted among young Irish people. These
at a culture in many different ways in order to build up included statements about lifestyle such as “Religion
better understanding. By building up cultural texture is less important than work” and statements about
through different information sources and activities, a relationships such as “The average 30 year old has had
range of dialogue types can be facilitated. Conversely, 2.6 sexual partners.” I used another of my favourite
PAC3 at JALT2001 301 Conference Proceedings
 SATO & CULLEN: DEVELOPING CROSS-CULTURAL UNDERSTANDING THROUGH DIALOGUE

techniques, prediction, asking participants to predict song, seemingly innocent on first hearing, but actually
which statements reflected the actual views of young full of sexual innuendo. Songs are very memorable and
Irish people and which were false. Using the information contribute greatly to internal student dialogue as the
from the earlier readings, participants carried this out in song keeps replaying inside the student’s head. Songs can
pairs. also contain different levels of meaning which add to the
It is always important to personalize the content cultural texture.
of culture courses. By talking about issues that are In my culture courses, I do a lot of different activities
important to themselves, students are much more likely to try to develop cultural texture in a few specific areas.
to be able to enter into dialogue and to question their Trying to cover everything will result in a superficial
own values. I personalised the content of these readings course that may not lead to useful dialogue. Also,
by asking the participants to discuss their own feelings teachers should remember to join the dialogue. Learn
and ideas about each of the statements and by providing your students’ language and culture and understand
simple discussion questions for pairs. This provides your own cultural baggage. Be a good role model for
good opportunities for dialogue based on comparison of encouraging intercultural dialogue. As much as students,
cultures. teachers must be willing to enter into dialogue and
Most students will not be able to go straight into redefine their identity. Here is one student comment to
discussion of cultural issues in a foreign language. You illustrate the power of dialogue.
should sequence your activities. In the presentation, I Compared with before, I know the Ireland well
moved from a simple true/false quiz about moral values now. It means that I have to abandon my own
to open-ended questions asking students to examine image towards Ireland and know the truth!! We
their own assumptions. The chosen topic, moral and gave an explanation by turns. When I read the
sexual issues, definitely produced a lot of dialogue in this material in my house, there is a section that I
presentation. couldn’t understand well. However, my partner
Kazue gave me a good explanation. So thanks to
Song Kazue, I can understand well! So, to talk and teach
Finally, I taught the participants a short Irish song with my friend is very valuable, I think.
called “Wild Mountain Thyme.” This is a beautiful

PAC3 at JALT2001 302 Conference Proceedings

 SATO & CULLEN: DEVELOPING CROSS-CULTURAL UNDERSTANDING THROUGH DIALOGUE

Sato’s Presentation 4. Action logs/ Newsletters

In my presentation, I described a one-semester course Students wrote action logs after each class (see Cullen
entitled “Australian English and Culture”. Different and Sato, 2001.) These were collected each other week
kinds of activities were incorporated and recycled to and returned with the instructor’s comments. Students
create a collaborative learning environment and to sometimes exchanged their action logs and read their
facilitate dialogue in class. Some of these are explained classmates’ comments and information about Australia.
below. Newsletters were also made from the comments in their
action logs.
1. Teacher’s personal stories
I told four stories during the course including “How I 5. Reading assignments
learned English” and “My experience in Sydney.” These Students had a reading assignment every week (a
stories encouraged students to share their experiences newspaper article) and were expected to prepare for the
and ideas in class. discussion in English in the next class. Topics included
racism, the referendum about becoming a republic,
2. Pair-Work the Sydney Olympics, bullying, Aborigines, and
Students participated in pair-work with a different multiculturalism.
partner every week. After small-talk, (ex. How was your
weekend?), they reflected on what they had learned 6. Group project
about Australia in the previous lesson and shared new Each group of 4 to 5 students chose one topic and
information about Australia. Finally, each pair checked did research in a group. The group presentation was
the answers of the reading assignment and shared scheduled for the last two classes. Each member of the
comments with each other. group was expected to contribute to the project and
the presentation. Sample topics students chose were
3. Group-Work Australian English, food, the Sydney Olympics, and
Group-work was usually the main activity in class. This Aborigines. Each group presentation lasted about 15
included quizzes about Australia, understanding TV minutes including Q & A.
commercials, news, movies, and information exchange Students learned many things about Australia not
over the Internet. only from the instructor but also from other classmates.
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 SATO & CULLEN: DEVELOPING CROSS-CULTURAL UNDERSTANDING THROUGH DIALOGUE

As a result, they developed their cross-cultural these phrases used in America or Britain? Is it used
understanding. Due to lack of space, I will focus mainly only in Australia?
on how students developed their understanding about I was surprised that Aussie English’s pronunciation
Australian language. and abbreviation.. I think “Beauty” is cooler than
“Good.” I felt Aussie English is unique!
From Stereotypes to Understanding
Quite a few students who are interested in studying Students became more interested in Australian
abroad ask me a question such as, “Can I understand English. At the same time, they wondered if they could
their English if I go to Australia, because they speak a communicate with Australians. Interestingly, there was
bad English?” They have a stereotype that American one scene where Mick (the main actor) used standard
English (or British English) is good and that Australian English; “How are you doing?” instead of “Gidday.”
English is bad. In the next class, I explained that most Australians use
I explained the characteristics of Australian English standard English, which is similar to British English, in a
using a handout, including accents, slang, and other formal situation.
characteristics (calling first names, shorter forms,
reduction of postvocalic /r/). After that, I showed a Sharing comments
shortened version of the movie--“Crocodile Dundee.” As students became accustomed to pair-work,
I gave the class a quiz based on the movie, so that the they enjoyed sharing their comments and personal
students had a chance to actually listen to some slang experiences. I also occasionally delivered newsletter made
words in a context. Students wrote their comments in from students’ action logs. Some of their comments are:
their action logs. I went to Australian school as an exchange student.
Today’s class was enjoyable for me. Especially, I My Australian teacher taught me about Australian
enjoyed the quiz from the movie. I could learn English such as “Good day, mate,” and I saw
about conversational phrases. For example, postcards that is written “Gooday, mate” there.
“Bloody…” and “No worries” and “Gooday.” Also When my host mother said “today,” I thought she
I learned the pronunciation, /ai/ instead of /ei/. I said “to die.” So, I was confused. And I thought,
was very surprised! I think that these phrases are “Did someone die?” It’s my funny story when I
very useful and easy to say. I have a question! Are
PAC3 at JALT2001 304 Conference Proceedings
 SATO & CULLEN: DEVELOPING CROSS-CULTURAL UNDERSTANDING THROUGH DIALOGUE

think about it now. Cultural awareness

When I was in England, I heard people saying “Ta” Students came to be aware of cultural differences
when I bought something. So this was the same as and similarities between Australia and Japan, among
you taught us today and it’s true that word was used different countries, and even within Australia. Excerpts
in U.K. as well. from students comments show:
Today, I found out Aussie accent. I know that I have learned that Cockney is the origin of
people call a dog “doggy” and I’ve heard it in Australian English and some British people still use
Canada. it. So, Australian English is a dialect in Britain, just
like Kansaiben in Japan!
I know Boston has a unique accent… the “r” at
the end of words aren’t pronounced… it sounds Furthermore, some students talked to exchange
like pahk, cah, so Boston accent is similar to students from Australia outside the classroom and found
Australian accent. I have a family in U.S.A. (I did out that young Australians rarely use those slang words
homestay this summer), so I’ll try to send e-mail now.
using Australian English in sentences. I’m looking I asked Australian friends about the differences
forward to whether they understand or not. of pronunciation. I asked if they say “Good day,
As these comments show, students’ personal mate.” They answered to me, “No,” and said that
experiences are valuable information. They are cultural only old people say in that way. It’s really interesting
informants (see Oxford, 1994). In the following class, to find about languages and cultural differences
I explained about the origin of Australian English, by between countries.
introducing these students’ comments. It is said that
Australian English was influenced by Cockney, which In summary, students developed their understanding
is spoken in the East End of London. Also, postvocalic about Australian English by sharing comments and
/r/ was lost in the 17 century in London area, but it was negotiating the meaning through dialogue. Some
still used in the middle of England. Many immigrants students had a stereotype that Australians speak
to America were from that area and postvocalic /r/ was English with heavy accent and it is not a good place
preserved in America. for studying English. However, as students learned that
Australians vary their accent according to the situation
PAC3 at JALT2001 305 Conference Proceedings
 SATO & CULLEN: DEVELOPING CROSS-CULTURAL UNDERSTANDING THROUGH DIALOGUE

and Australian English was originally from England, 2001). Students redefined their idea of the target culture
they became interested in similarities and differences of as they developed their understanding through various
languages. One student thought Australian English is communicative activities. Moreover, they compared the
like Kansaiben. Moreover, students noticed that there is target culture with their native culture and redefined
a difference within Australia. For example, young people the native one. In this way, they could further develop
don’t use some slang words. their understanding of the target culture. These findings
support Kramsch’s (1993) claim that “understanding
Conclusion a foreign culture requires putting that culture in
The voices from the classroom clearly showed that relation with one’s own” (p. 205). In conclusion, the
facilitating dialogue in a collaborative classroom led development of cross-cultural understanding entails
to developing students’ cross-cultural understanding. redefining both the native and target cultures in each
In particular, “tools of recursion” including pair-work, learner’s mind through interactions in a collaborative
group-work, and action logs are very effective in creating classroom environment.
a collaborative classroom environment (see Murphey,

References
Cheyne, J. and Tarulli, T. Dialogue, Difference, and the “Third Voice” in the Zone of Proximal Development.
[Electronic Version] <www.geocities.com/nate_schmolze/Vygotsky/bakhtin.html>
Cullen, B., & Sato, K. (2001). Techniques in the culture-based classroom. 2001 JALT Proceedings.
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.
Lantolf, J.P. (1999). Second culture acquisition: Cognitive considerations. In E. Hinkel (ed.), Culture in second
language teaching and learning (pp. 28-46). Cambridge: Cambridge University Press.
Murphey, T. (2001). Tools of recursion, intermental zpds & critical collaborative autonomy. JALT Journal, 23 (1).

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