Tips for Communicating with Low-Level Speakers of English

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An updated version of this information is now available.

Click the following link to download Tips for Communicating with Non-Native English Speakers (PDF), updated June 2011

The following tips were created to share with Arrival Orientation Coordinators and Group Leaders, however, most of the advice is also applicable to anyone communicating with low level speakers of English early on in the experience, including host family members and teachers. Special thanks to volunteer Arnold Friedman for drafting this list, which was adapted by select AFS Orientation Coordinators during December, 2007.

Background

• Have some idea how much English the participants know, to help form realistic expectations of what they will be able to understand.
• Acquire translators if possible. Local universities and colleges are good sources.
• For some participants, direct eye contact with a teacher is considered disrespectful and could be construed as a challenge to the teacher’s authority. This is the reason that Asian participants may avoid looking the facilitator in the eye. To help such participants feel more comfortable, early on in the event point out that in the adults and teachers in the U.S. will expect participants to look at them in the eye during a conversation - so now is a good time to practice.
• Many participants from other countries are not accustomed to speaking unless called up to speak by the leader or teacher, so explain that it is OK to raise your hand if you have something to say or to just speak out loud if a general question is asked of the group.
• The average time between one’s statement and another’s response varies across cultures. Japanese participants in particular are used to longer pauses between speakers and therefore may not feel comfortable offering an opinion by the time others have and before the conversation has progressed to the next issue. Allow 5 seconds before seeking another’s opinion or moving on to the next topic.
• Participants from other cultures may not be accustomed to saying “please” and “thank you” as much as we are in the U.S. This is a cultural difference based on the egalitarian nature of U.S. society vs. the more hierarchical nature of some other societies. Try not to take this perceived lack of gratitude personally, instead just gently inform the participants when it is appropriate to use these phrases.
• Low level speakers of English are often perceived as rude due to their direct use of language and the way in which they translate sentence structure from their native language to English. In most cases the person’s style of speech is not rudeness but rather a manifestation of their limited English.
• Participants may not wish to share opinions or beliefs, regarding them as private. What may be appropriate to discuss in a group setting in the U.S may not be appropriate to discuss in a group setting, or otherwise, in their home culture.
• Participants may not be used to having a facilitator of the opposite sex.
• It may be advisable to conduct discussion about more sensitive topics such as personal hygiene, dating, and sexual abuse in same sex groups.
• Participants may find it difficult to deal with friendly relations between facilitators and participants as this is not the norm in many cultures.
• Many participants are not comfortable engaging in physical expressions of affection so these are better left initiated by the participant. For the same reason one should avoid icebreakers and energizers that may involve physical contact, especially between the sexes.
• Participants may come from a culture in which having fun is generally though to be incompatible with learning.

Facilitators: During the Event

• Speak slowly and clearly. Avoid the use of slang, acronyms and abbreviations.
• Use non-verbal cues (gestures, pictures, or concrete objects) to assist comprehension.
• Write clearly on white boards or flip charts.
• Give a brief summary of the lesson/session before you start it. (review objectives).
• Ask participants to give a summary of what they have learned after the session to help reinforce the material in their mind and to let you know what you might need to explain again in a different manner.
• Avoid the use of humor that may be misunderstood, especially irony and sarcasm.
• Don’t use participants as the target of humor when they answer a question wrong or in any other context. This can be devastating, especially to Asian participants.
• It is acceptable to help the participants if they do not know the correct way to express their ideas. This can be done by rephrasing the question or their answer to ensure understanding on both sides.
• During the Arrival Orientation participants are not in a place, mentally, to be receptive to any feedback on the grammatical accuracy of their message. At most, simply state what you think they were trying to say to help ensure understanding.
• It can be distracting to everyone if a translator is trying to do a simultaneous translation of what you are saying while you are saying it. Instead rely on individuals to “catch up” others during longer pauses in your speech.
• To ensure that everyone is allowed to speak, call on participants in a random order and be sensitive to the level language of the speaker. For example, don’t ask someone you know, or suspect, has poor language skills to read a long paragraph.
• One way to ensure ample time and “space” for individuals to speak is through the use of a “talking stick” or lump of clay. Only the person holding the stick or the clay is allowed to speak. Playing with the clay while talking can also help relax the speaker.
• If you have called on a participant and s/he indicates that s/he does not want to answer, do not pressure that person for an answer or accuse them of being shy, etc. Simply ask for another’s response.
• To ensure understanding, repeat or paraphrase what participants have said when they ask a question or give an answer.
• It may be difficult for participants to transfer thoughts into words so try to have other participants remain quiet when someone is talking.
• Allow participants “wait time” to give them a chance to process what they have heard.
• Pre-teach key words, ask questions, and make connections with existing knowledge to help ensure understanding.
• There are occasions when it can be quite acceptable for a participant to speak his or her own language. More fluent participants can explain to less fluent participants what the latter have not understood. You may also wish to group participants by language in order to facilitate such communication, but only during the Arrival Orientation! This is also a good team building strategy.
• A quick search in their dictionary can be helpful. However, in general, participants should be discouraged from using dictionaries or pocket translators during orientations. It does not allow them to develop the essential skill of trying to understand words in context and it cuts them off from what the speaker says next.