Nonverbal Communication

The use of nonverbal communication and body language is an essential part of communication. In fact, the separation of “verbal and nonverbal behavior into two separate and distinct categories is virtually impossible” (Hall & Knapp, 2009, p. 5). When learning a new language, the different use of body language by the native speakers of this new language has to be considered by the teacher and the students. If ever the students are going to spend time in the country of their new language, they will be confronted with a different type of nonverbal behavior and nonverbal communication. De Capua and Wintergerst (2004) mention different aspects that should be considered when teaching about nonverbal behavior including proxemics (use of space), kinesics (body movements), eye contact, gestures, chronemics (usage and importance of time), haptics (touch behavior), facial expressions, dress and silence. Talking about these different aspects in our class was an enrichment, as all colleagues in this TESOL class come from different countries and we learn a lot from each others experiences and backgrounds. In the bigger picture of this course, addressing nonverbal communication is essential, as one of the goals of this course is to make students become familiar with the culture of the target language and help them to understand the cultural differences. Nonverbal communication is closely connected to a culture and always needs to be considered, when communicating with people from other cultures.

When teaching German students the differences of culture in Germany and Native speaking countries of English, non-verbal behavior should be addressed. The differences, however, will not be that severe, as these cultures all belong to the Western cultures. In addition, English teachers to German learners can address the nonverbal communication differences of other cultures that use English as means for communication. The knowledge of certain differences in non verbal behavior benefits all learners of English, as they will be able to prevent misunderstandings and learn to understand behavior, which seems to be quite awkward without knowing the reason for it.

DeCapua, A. & Wintergerst, A. (2004). Crossing cultures in the language classroom. Ann Arbor, MI: Michigan University.

Hall, J. & Knapp, M. (2009). Nonverbal communication in human interaction. Boston, MA: Cengage Learning.

Cultural Content in Textbooks

In general it is not easy to decide, which textbooks to use for a class, as there are so many different ones and all of them seem to have their advantages and disadvantages. With more and more focus on cultural aspects of teaching English, TESOL teachers should watch out for ESL books that include and integrate cultural aspects, as well as focus on some basic guidelines when using textbooks. Many books already include cultural aspects, but few are really offering “an in-depth discussion of the breadth and scope of culture” (Santos, 2007, para. 10).

I like the way Richards (1993, p. 43, as cited in Hinkel, 2009) formulates it: “I see textbooks as sourcebooks rather than coursebooks.” The use of textbooks can be helpful, important and even essential, but they should be just one source out of many. Teaching English should not only be focused on one textbook. Having that in mind can help TESOL teachers to create their instruction in a balanced way. Even if a book does not include that much cultural aspects, the teacher can still integrate culture into his/her instruction.

However, the reading this week provided a guideline for evaluating textbooks for the English classroom. A textbook should be checked for following cultural (Hinkel, 2009, p. 203):

• social identity and social groups
• social interaction, belief and behaviour
• social and political institutions
• socialization and the life cycle
• national history
• national geography
• stereotypes and national identity

In connection with reading about textbooks that include cultural aspects as well as in connection with this whole course about pragmatic implications for TESOL, this check list is very useful. I believe that TESOL teachers in any place should look for these criteria, when choosing a textbook. For teachers in Germany that might be especially easy, as new materials are often promoted and available, which is an advantage for German students learning English. Native and non-native speakers will benefit, when those who are learning English are more aware of cultural issues, starting already with teachers choosing the right textbook.

Hinkel, I. (2009). Culture in second language teaching and learning. Cambridge, UK: Cambridge University.

Santos, D. (2007). Reconceptualizing textbooks in culture teaching. Academic Exchange Quarterly: Rapid Intellect Group. Retrieved from http://findarticles.com/p/articles /mi_hb3325/is_1_11/ai_n29356470/?tag=content;col1