chapmanpp.ppt 125KB Jun 23 2011 10:24:46 AM

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Importance of

Paralanguage in

Multicultural Education

Tara Chapman

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Important because…



the diversity in today’s classrooms



educator’s need to understand differences

in order to address the needs of all

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Overview



Background Information



Paralanguage

•

Verbal aspects that express emotions

•

Body language – the unspoken word



Difference in cultures

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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

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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

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Importance of Paralanguage

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Expression carries more importance than what is

actually being said.

•

For example, the tone of voice a person is using.

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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

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Verbal Aspects of Paralanguage

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Inflection

• the rising, falling or flatness of the voice_{the rising, falling or flatness of the voice}

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Pacing

• the speed of the voice whether it is rapid, slow or changing_{the speed of the voice whether it is rapid, slow or changing}

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Intensity

• the strength in which something is because expressed _{the strength in which something is because expressed}

whether it is loud, soft or breathy (which means powerfully

stated)

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Tone

• whether is the voice is nasally, whining, growling, etc._{whether is the voice is nasally, whining, growling, etc.}



Pitch

• the changes in the voice from high, medium or low_{the changes in the voice from high, medium or low}

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Pauses

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Body Language – The Unspoken

Word



Kinesics

• gestures and other movements of the body, including facial _{gestures and other movements of the body, including facial}

expressions, movements of the eyes, and posture

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Proxemics

• social distance_{social distance}



Haptics

• arm and hand movements_{arm and hand movements}



Paraverbal features

• nonlexical aspects of verbal communication, such as pitch, _{nonlexical aspects of verbal communication, such as pitch,}

variation, the use of silence, how space is filled in a

conversation (e.g.,

conversation (e.g., uhuh in English, in English, este este for many Spanish for many Spanish speakers)

speakers)

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Chronism

• monochromic use of time in a linear mode in Western cultures, _{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

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Kinesics

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most important characteristic of paralanguage

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better known as body language

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body movements tend to speak louder than

words

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Kinesics & African Americans

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Use eye contact more when speaking than when

listening

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Tend to use simple and concise wording

•

African American Vernacular English



Regard manners to be affective, emotional and

interpersonal

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Will interrupt or take a turn at speaking when

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Kinesics & American-Indians

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Feel that silence is sacred

•

Needed to reflect on their world

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Use an abundance of words

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Manners of expression to be understated and

indirect



Place a greater emphasis on community fabric

and kinship rather than the individual

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Cherish their individual place in the entire natural

world

•

Needed in order to be validated

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Express themselves through humor

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Kinesics & Asians

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View silence as a show of respect

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Use abundance of words

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indirect

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Seldom provide cue to encourage the speaker

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Listen with significant nonverbal engagement

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Place a greater emphasis on community fabric

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Kinesics & White Americans

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Tend to use more eye contact when spoken to

then when they are speaking

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Tend to feel uncomfortable with silence

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Use fewer words for expression

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Are objective and task-oriented

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Nod to indicate listening or agreement

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Some emphasize individualism, competition,

taking actions, rational linear thinking, Christian

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Kinesics & Hispanics

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indirect



and kinship rather than the individual

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Less competitive not to overshadow another

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Stand close to others, touch a lot more than other

cultures

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Differences between Genders



interruptions in conversations

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vocabulary and language

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patterns of inequality in speech and conversation

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cultural images of men and women

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differences in movement and kinesics

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communication changes are needed by

individuals who undergo a change from one

gender to another

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Social Distance



Gender

•

same sex tend to have less social distance

•

opposite sex tend to have more social distance

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Race

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same race tend to have less social distance

•

opposite race tend to have more social

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Useful Websites



About Nonverbal Communications Part 1: General

Considerations.

• http://www.blatner.com/adam/level2/nverbal1.htm_{http://www.blatner.com/adam/level2/nverbal1.htm}

• This website gives examples of the types of nonverbal _{This website gives examples of the types of nonverbal}

communication, including cultural differences.

• The information is useful for any profession that deals with _{The information is useful for any profession that deals with}

people on a daily basis.

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Gender and Communication: Male-Female Differences in

Language and Nonverbal Behavior

• http://www.berkleymedia.com/resources/app/top/pdf/comm05.p_{http://www.berkleymedia.com/resources/app/top/pdf/comm05.p}

df

• This website is a summary of an online video that shows the _{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, The information could be used by parents, teachers, psychologists and youth leaders.

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Useful Websites (cont’d)

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Hidden Aspects of Communication

• http://anthro.palomar.edu/language/language_6.htm_{http://anthro.palomar.edu/language/language_6.htm} • This website reported on the different verbal aspects of _{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, The information from this source can be used by parents, teachers, psychologists, employers and other community

teachers, psychologists, employers and other community

leaders.



Paralanguage

• http://en.wikipedia.org/wiki/Paralanguage_{http://en.wikipedia.org/wiki/Paralanguage}

• This website defines paralanguage, its different components _{This website defines paralanguage, its different components}

and paralinguistics.

• This site could be informative for everyone, including the _{This site could be informative for everyone, including the}

general public.

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Useful Websites (cont’d)

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Potential Cross-Cultural Pitfalls and Dangers

• http://www.ojp.usdoj.gov/ovc/publications/inforces/restorative_j_{http://www.ojp.usdoj.gov/ovc/publications/inforces/restorative_j}

ustice/96522-multicultural/multi6.html

• This website informs about the different communication styles _{This website informs about the different communication styles}

and how to deal with cross-cultural issues.

• The information could be used by parents, teachers, The information could be used by parents, teachers, psychologists and youth leaders.

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

Understanding and Counseling Hispanic American Children\

• Baruth, L. & Manning, M._{Baruth, L. & Manning, M.}

• The article discusses the cultural differences between _{The article discusses the cultural differences between}

Hispanics and others.

• The information could be used by parents, teachers, _{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._{Herring, R. & Meggert, S.}

• The article discusses the cultural differences between Native _{The article discusses the cultural differences between Native}

American Indian children and others.

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Useful Articles (cont’d)



Children’s use of social distance: The effects of race and

gender

• Holmes, R._{Holmes, R.}

• This article informs about the social distance used by children _{This article informs about the social distance used by children}

of different genders and different races.



All Children Read, Teaching For Literacy In Today’s

Classroom (2

ndnd

edition)

• Temple, C., Ogle, D., Crawford, A., & Freppon, P._{Temple, C., Ogle, D., Crawford, A., & Freppon, P.}

• This graduate level textbook charts the different types of This graduate level textbook charts the different types of paralanguage and explains its importance in today’s schools.

paralanguage and explains its importance in today’s schools.

• The information could be used by educators, psychologists and _{The information could be used by educators, psychologists and}

youth leaders.

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Conclusion

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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

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References

 Baruth, L., & Manning, M. (1992, December). Understanding and Baruth, L., & Manning, M. (1992, December). Understanding and

counseling Hispanic American children.

counseling Hispanic American children. Elementary School Guidance & Elementary School Guidance & Counseling

Counseling, , 2727(2), 113. Retrieved February 19, 2008, from Education (2), 113. Retrieved February 19, 2008, from Education Research Complete database.

Research Complete database.

 Blatner, A. M.D. (2002). Blatner, A. M.D. (2002). About Nonverbal Communications Part 1: About Nonverbal Communications Part 1: General Considerations

General Considerations. Retrieved February 15, 2008, from . Retrieved February 15, 2008, from http://www.blatner.com/adam/level2/nverbal1.htm

http://www.blatner.com/adam/level2/nverbal1.htm

 Gender and Communication: Male-Female Differences in Language and Gender and Communication: Male-Female Differences in Language and Nonverbal Behavior

Nonverbal Behavior. (n.d.). Retrieved February 9, 2008, from . (n.d.). Retrieved February 9, 2008, from http://www.berkleymedia.com/resources/app/top/pdf/comm05.pdf http://www.berkleymedia.com/resources/app/top/pdf/comm05.pdf  Herring, R., & Meggert, S. (1994, October). The use of humor as a Herring, R., & Meggert, S. (1994, October). The use of humor as a

counselor strategy with Native American Indian children.

counselor strategy with Native American Indian children. Elementary Elementary School Guidance & Counseling

School Guidance & Counseling, , 2929(1), 67. Retrieved February 19, 2008, (1), 67. Retrieved February 19, 2008, from Education Research Complete database.

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References (cont’d)

 Holmes, R. (1997). Children's use of social distance: The effects of race Holmes, R. (1997). Children's use of social distance: The effects of race

and gender.

and gender. Child Study JournalChild Study Journal, , 2727(2), 129. Retrieved February 19, (2), 129. Retrieved February 19, 2008, from Education Research Complete database.

2008, from Education Research Complete database.

 O’Neill, D. (2007). O’Neill, D. (2007). Hidden Aspects of CommunicationHidden Aspects of Communication. Retrieved . Retrieved February 10, 2008, from

February 10, 2008, from

http://anthro.palomar.edu/language/language_6.htm http://anthro.palomar.edu/language/language_6.htm

 ParalanguageParalanguage. (2008). Retrieved February 15, 2008, from . (2008). Retrieved February 15, 2008, from http://en.wikipedia.org/wiki/Paralanguage

http://en.wikipedia.org/wiki/Paralanguage

 Potential Cross-Cultural Pitfalls and DangersPotential Cross-Cultural Pitfalls and Dangers. (2007). Retrieved . (2007). Retrieved February 15, 2008, from

February 15, 2008, from

http://www.ojp.usdoj.gov/ovc/publications/inforces/restorative_justice/96 http://www.ojp.usdoj.gov/ovc/publications/inforces/restorative_justice/96 522-multicultural/multi6.html

522-multicultural/multi6.html

 Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2008). Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2008). All Children All Children Read, Teaching For Literacy In Today’s Classroom

Read, Teaching For Literacy In Today’s Classroom (2nd ed.). Boston: (2nd ed.). Boston: Allyn and Bacon.