3 Keys to Improving Presentation Skills for Non-Native Speakers

Posted on March 8, 2013 by admin

Giving presentations is already nerve wracking. Non-native speakers face the additional challenges of language and cultural barriers to communication.

Non-native speakers can dramatically improve their presentation skills and become significantly more understandable to the audience by focusing on three key areas of English communication: phrasing, intonation and stress.

English-speaking audiences  expect to hear certain patterns in these areas. If they do not hear these patterns, they will have a difficult time understanding you, and may lose interest in your presentation.

Phrasing and Thought Groups

Thought groups put information in understandable chunks to help lead the listener through the speaker’s message.  Clear boundaries showing where the phrases start and end, not only make it easier for your audience to follow your message, but make your speech sound less choppy and more fluent.

Example:
New research suggests / that average global temperatures / were higher in the past decade / than over most of the previous / 11,300 years

Intonation

Intonation is the way your pitch rises and falls. It is extremely important in English and carries a great deal of information. English has many intonation patterns to show meaning and nuance. Using vocal variety and intonation patterns in your presentations makes your speech easier to understand and more engaging. Three common intonation patterns that are useful in presentations include:

rising, rising, falling – to show a list. Pitch rises for each list item and falls on the last.
rising, falling - which can be used to show  if/then, either/or, and making comparisons
falling – to show the end of a statement

Stress

Stress is also key to English communication. Using the wrong stress can make you unintelligible. Using no stress, where each word gets equal emphasis, is monotone and confusing to follow.  In presentations, stress is often used to show emphasis and focus.  These “focus words”  are pronounced louder, longer and higher than the other words in a sentence. This brings the listeners’ attention to key words and let’s them know what’s important.

Example:
Using the wrong stress can make you unintelligible.

Hearing first, speaking second
Adopting these patterns is crucial to becoming a good presenter. However, you first have to get used to identifying them. Listen closely to native speakers as they talk or give presentations. Focus on listening for these 3 keys and practice mimicking them until they become natural for you. Using correct phrasing, intonation and stress will improve your communication dramatically.

Contact us to learn about Presentation Skills for Non-Native Speakers training programs.

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10 cultural factors that influence health care

Posted on July 8, 2012 by admin

In order to improve health care delivery and outcomes, providers must develop the cultural competence to serve patients from diverse cultures.

Western culture takes a biomedical approach to health care. However, many cultures take a more holistic approach that includes the body, mind, and spirit. Providers who work with the patient’s belief system, rather than against it or ignoring it, will have greater success in delivery and outcomes. Providers must also be aware of their own cultural filters in the health care delivery process.

To improve health care delivery and outcomes, providers should know the patient’s cultural views on:

  1. Role of family (roles of members, hierarchy, key decision-maker)
  2. Role of community
  3. Religion (impact on diet, beliefs about illness, treatment)
  4. Views on health and wellness
  5. Views on death and dying
  6. Eastern/western/alternative/traditional medicine.
  7. Beliefs about causes and treatments of illness, disease (physical and mental)
  8. Gender roles and relationships
  9. Sexuality,  fertility, childbirth
  10. Food beliefs and diet
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5 Best Practices for Serving Diverse Customers

Posted on June 21, 2012 by admin

Good customer service means different things to different people. Here are 5 ways to develop your cultural competency for customer service, and  have a greater opportunity to attract and retain diverse customers.

1. Know your clientele.
Spend time talking with clients to learn about where they are from. You should have a basic knowledge of relevant world views, values and beliefs. Expect difference, not similarities. The more you know about your clients, the better you can meet their needs through appropriate customer service.

2. Seek out culture-specific knowledge of your customers.
Is your client Japanese, Chinese or Korean? Don’t lump cultures under one umbrella.  Learn beyond “Asian” or “Hispanic” commonalities to discover the uniqueness each country. Mastering a few key phrases in their language is always a warm way to build relations.

3. Recognize patterns for communicating.
Does the client prefer  “speak your mind” or “read between the lines” when communicating?  Do they focus on relationships in customer service or value efficiency and speed? Pay attention to both verbal and nonverbal communication, and learn to mirror them in your customer service. By mirroring someone’s communication style you are affirming their values in that area.

4. Attract diverse customers by having a diverse workforce.
Create a welcoming environment for a variety of clients. When people see themselves and their cultures reflected in a business, they are more likely to become a customer than if they feel like an outsider.

5. Build relationships.
Your customers are not just a series of tasks to be completed or passed off to the next worker.  In  Hispanic, Asian, Arab and African cultures relationships are key to conducting business. Become an active listener and build relationships to grow a loyal customer base.

Below are 10 common areas for cross cultural conflict in customer service.
How do you feel about customers who do the following?

  1. Discounting or refusing to deal with women.
  2. Bringing whole family/children to appointments.
  3. Soft, “dead fish” handshake.
  4. Standing too close when talking.
  5. Having a heavy accent or limited English.
  6. Coming late to appointments.
  7. Withholding or not volunteering necessary information.
  8. Not taking initiative to ask questions.
  9. Being very informal and familiar.
  10. Not making a line or waiting one’s turn
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Through the Eyes of International Students

Posted on May 31, 2012 by admin

International students who come to study in America bring their own expectations and cultural filters to their learning experience.  The US recruiter or educator who understands these filters and expectations will be better able to attract and serve international students.

International students attending school in the US will have cultural biases and expectations around:

  1. The institution of education
    These are differing views on what education is and should be: who can attend and for what purpose.
  2. Roles of students and teachers in classroom dynamics
    In many cultures, teachers are all-knowing authorities, and there is a high power distance between teacher and student. Speaking up and challenging the teacher is not done.  Informal American teachers who act as friendly facilitators may not be respected.
  3. Concepts of cheating and plagiarism
    Students may have a different definitions for these terms and not realize the  severity of these academic offenses in the US.
  4. Rote learning vs. creative thinking
    Asian, African, and Hispanic cultures stress rote memorization, and not the individual creative problem solving stressed in the American classroom. Listening to classmates’ opinions or creative team projects may seem like a waste of time to an international student.
  5. Working/living in a multicultural environment (USA)
    This may be the first time the international student studies or lives  in a heterogeneous environment where discrimination by gender, race, religion, etc, is  not tolerated or legal.

Compared to the US, students in most academically top -ranked countries have:

  • earlier vocational or academic tracking
  • earlier selection of major
  • limited electives or extracurricular
  • national exams that limit university/program access
  • admission based on national test result, not holistic assessment (transcript, resume, interview, activities)
  • public universities better than private
  • free or low cost university
  • limited “campus life”
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Conflicting ethics across cultures

Posted on March 7, 2012 by admin

Differences in morals and ethics can lead to a great deal of cross cultural conflict.  How a culture applies morals and ethics can be described as either Universalist or Particularist.

Particularist or Universalist?

Latin, African, and Asian cultures are Particularist. The Particularist believes morality is situational, and depends on the relationships of the participants and context. Particularists know that there are multiple perspectives on any situation. How you view an event depends on your role in it, who else is involved, and the context. Hard and fast rules don’t make sense to the Particularist. How can you apply the same rules to all situations?

Germanic language ( English, German, Dutch, Afrikaans, Norwegian, Danish, Swedish, Icelandic) countries are Universalist.  Universalists do not believe ethics are situational. There is a single truth, not multiple perspectives.  Universalists believe rules and laws are objective and unchanging, and must be followed by everyone regardless of the situation. Relationships and context are secondary or irrelevant.

Cultural differences in morals and ethics are difficult to overcome. They can cause conflict in negotiations, contract agreements, concepts of “honesty”, and trust in relationship building.

These are typical communication styles of each.

Universalists
• Speak in absolutes
• Prefer direct communication with clear details of agreement
• Get down to business attitude
• Particularists may find their behavior rude and abrupt

Particularists
• Speak vaguely
• Prefer indirect communication
• Often digress or go off topic
• Avoid absolutes

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How to communicate when they don’t speak English

Posted on March 1, 2012 by admin

Many institutions, including health care, education, government and others, serve clients of limited English proficiency (LEP). With an LEP audience, English speakers can ensure effective  2-way communication by adjusting their communication style. Being patient, concise, and a good listener makes all the difference.

What to do when your partner doesn’t speak English:

1.  Assess Language Level

  • Look for blank stare, tense body language, both signs of not understanding.
  • Ask yes/no questions for low level
  • Ask open-ended questions with why and how for intermediate  level
  • Ask client to repeat key words, main ideas or important information.

2. Beware of Cultural Filters

  • Do not equate an accent, poor grammar, or lack of fluency with lack of intelligence.
  • LEP clients may say they understand when they don’t, to save face. Check comprehension.
  • Asian LEP clients may smile or giggle when they do not understand or when they feel uncomfortable.
  • Their cultural framework is different than yours. Expect difference, not similarities.
  • Show respect; you don’t have to agree. Listen to learn, not refute.

3. Listen Actively

  • Be quiet. Allow pauses. Give the other time to think as well as to talk.
  • Listen for key words, main ideas.
  • Pay attention to nonverbal communication.
  • Don’t interrupt, speak over, or finish their sentences.

4. Adjust Your Speaking

  • Do not repeat yourself louder if they don’t understand.
  • Use short sentences with simple grammar and vocabulary.
  • Use signposts (first, second, after that, etc) to lead the listener through your thought process.
  • Stay on topic. Don’t digress.
  • Avoid idioms, jargon, acronyms and slang.
  • Speak at a slower rate than with you would with native speakers.

5. Reinforce With Visuals

  • Restate information with visuals, i.e. pictures, maps, tables.
  • Use facial and hand gestures to emphasize and clarify.
  • Demonstrate.
  • Summarize in an email or written summary. Give handouts.

6. Design Better Programs (info sessions, workshops, etc)

  • Divide material into smaller units and digestible chunks.
  • Allow for breaks. Thinking in a second language is tiring!
  • Plan for a longer time frame. Assume things will take longer than with  native speakers.
  • Provide handouts.
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The Expat Family: Kids at School

Posted on December 26, 2011 by admin

Expats families relocating to the US may be familiar with the bureaucratic and administrative side of sending their children to American schools. But how will American culture influence your child’s education?

Many expats are surprised to find that the values American teachers are trying to teach may be different from their own. Expats who understand the  classroom culture and who have regular communication with the school will be better equipped to handle cultural differences and conflicts as they arise. 

Inside the classroom
The American classroom is often more informal than many expats are used to in their home country. Students often work in groups and classroom conversation is normal. Students are encouraged to ask questions, express individual opinions, and think creatively. Rote learning is limited. Class participation is highly valued and considered in grading. Children do not get homework every night, and in elementary school, they rarely get homework on the weekend.

What if I’m unhappy with my child’s school or teacher?
Speak up!  You can request a meeting with the teacher to discuss concerns. Come prepared with specific issues to discuss and the changes/results you would like to see. Express your concerns directly but politely. If you cannot resolve the issue with the teacher, you should make an appointment with the principal to discuss the problem.

Get involved!
For the expat’s trailing spouse, getting involved in your child’s school is a great way to learn about the culture, prevent isolation, meet other parents, and find out about your child’s classroom activities. Join the PTA, attend parent/teacher conferences, and volunteer for class and school activities.

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Should Physicians Tell Patients the Truth?

Posted on August 2, 2011 by admin

Many Western doctors believe it is best to give full disclosure to patients regarding the diagnosis, treatment options and potential outcomes of severe or life threatening illnesses. This is considered the patient’s right to autonomy.

While patient autonomy is held in high regard in the US, for many other cultures including Arab, Asian, Latin American, as well as parts of Eastern and Southern Europe, disclosing an illness is undesirable. It is seen as a burden to the patient while withholding information gives peace and hope.

Many non-western cultures believe the illness is a shared responsibility of the family. They may prefer that the family receive information regarding diagnosis, as well as make decisions about and organize patient care. The family may ask that the patient not be told of the diagnosis.

Patients and providers will work best together when the relationship is based on trust and respect. For this reasons, physicians must consider the cultural beliefs and desires of their diverse patients regarding illness and treatment.

Physicians should find out the preferences for disclosure at the time of intake, before any testing is done, to avoid appearing as if they are hiding information they already know.  Physicians should find out:

  1. How does the patient/family view illness? Is it purely biomedical (Western) or more spiritual and holistic?
  2. Does the patient/family value individual decision-making  or collective family decision-making?
  3. Does the patient want to be told about the diagnosis, treatment options and possible outcomes? If so, in how much detail? If not, who should be told? Who will be responsible for decision making?

Physicians should show respect by incorporating the cultural values and beliefs  of patients and families into the decision-making process, even if it is in contrast to the physician’s own beliefs.

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Understanding Patients Customs and Beliefs

Posted on June 28, 2011 by admin

Clinical staff can improve their relationships with patients by understanding the diversity of health care customs and rituals across cultures.  Clinicians should also identify their own cultural filters and biases and how they impact client services.

Understanding patients’ and one’s own beliefs will help clinicians identify typical barriers to effective health care delivery and outcomes that are due to cultural orientation.

Examples of customs and beliefs may include:

Latino
1. Personal relationship and trust between provider and patient is extremely important.
2. Belief in fatalism or God’s will. This can affect whether or not they seek care and adhere to treatment.
3. Medical decisions often involve the whole family.
4. May use traditional or folk healers and medicines.
5. Since Latin culture is hierarchical, patients often view the doctor as an authority figure and may not express disagreement or lack of understanding.

Asian
1. Asian culture views health in a more holistic light than in Western culture. Health is not only physical, but spiritual, social and environmental.
2. Balance and harmony of opposing forces leads to good health. (e.g. yin and yang; Ayurveda (Indian) medicine).
3. Fatalism affects views of illness. This can include punishment or curses from spirits for wrong doings in this or past lives.
4. Traditional healing includes herbal medicines, as well as acupuncture to restore flow of chi (the life force in everything)
5. Medical decisions are made with the family. Often, bad news is withheld from the patient.

African American
1. Faith and prayer are an important part of the healing process.
2. African American culture has a history of a strong mistrust of the health care system.
3. Belief in fatalism or God’s will.
4. Extended family and friends play an important role in successful treatment and healing.
5. Tradition of herbal remedies. Health care providers should ask about these to avoid potential drug interactions.

Here are some good websites for more information on patients customs and beliefs:

A Sample of Health Beliefs of Some Regions and Peoples of the World

Cultural Competence Health Practitioner Assessment

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To learn English, learn about your own language

Posted on June 6, 2011 by admin

English language learners tend to use English in ways stylistically similar to their first language, both when speaking and writing. That is why an effective language  training program must include developing awareness of cultural norms of communication.

Learners must identify not only the stylistic norms in English communication, but in their native language as well, to develop awareness of what is and what is not, appropriate and effective. Identifying similarities and differences in stylistic norms will make you more aware of your errors in English.

The following are examples of styles contrasting with U.S. English:

U.S. English

Linear

Direct

“Face” not important

Abstract

Procedural

Concise

 Other Styles

Circular

Indirect

“Face” very important

Concrete

Relational

Digressive

It is important to remember that appropriate language use and cultural competence cannot be separated.  Language training must include helping learners recognize  both  linguistically and culturally appropriate usage, and to be able to apply this knowledge when communicating.

Linguistically appropriate usage (ie, grammar) is easier to learn and usually taught explicitly. Culturally appropriate usage is more difficult to adopt and is rarely taught explicitly. Awareness is the first step in this process.

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