In the blog this week, we will explore the issue of cross-cultural communication shock that needs to be anticipated prior to studying or teaching overseas. The potential for this form of culture shock arises due to the contrast between low context direct and high context indirect communication styles.
Low vs. High context communication styles
Low context direct communication is speaker- or writer-centred. This style is highly reliant on language and being explicit by using a literal interpretation of the words used. In contrast, high context indirect communication is listener- or reader-centred. This style does not just rely on words but is highly dependent on non-verbal signals such as eye positioning, pauses, silences, facial expressions, and tone of voice. Meyer (2014) defines this style as listening to the air.
Here are some of the key contrasting expectations between the two communication styles:
Contrasting communication style expectations
Direct Communication Style(Speaker-centred) | Indirect Communication Style(Listener-centred) |
Tell the truth as then the message becomes immediately clear. | Tell what you think the other person would like to hear or remain quiet. |
Typically, being honest is more important than being polite. | Typically, being polite is more important than being honest. |
Saying no is not usually a problem. | Saying no can create conflict, so it should be avoided. |
Telling the truth is more important even though this may upset other people. | Protecting the feelings of other people is more important than telling them the truth. |
Always say what you mean and mean what you say. | Pay attention to non-verbal signals, or ‘read the air’, and infer meanings from the context. |
Consequently, teachers from low context direct cultures, such as those from the English-speaking nations, can initially appear somewhat aggressive, or even outright rude, to high context indirect students. One reason for this is that they seem to constantly push for ‘get to the point’ in both written and spoken communication. Moreover, these students can feel lost and anxious during exchanges, as interpersonal communication lacks essential non-verbal signals necessary to fully interpret the meaning behind the language and the position of the speaker.
In contrast, from the perspective of low context direct educators, the indirect style can appear frustratingly evasive as the communicator generally spirals around the issue hoping the listener will interpret the message, while skilfully avoiding conflict and loss of face.
Below are some examples of low and high context nations. However, note that the contrast between low and high context is in the form of a continuum, not two distinctive groups. Finally, prospective overseas students should also note the dominance of the Anglo nations in the low context positioning.
In addition, it is also important to note that it is not the position of nations on the continuum from low to high context, but the relative position of any two nations. For example, both the UK and the Netherlands are classified as low context nations. However, for the Dutch, the British appear much higher context communicators. Consequently, interpersonal exchanges between the two nations can lead to significant misunderstandings. Let us look at some rather comical examples highlighted below.
Anglo-Dutch Translation Guide
What the British say | What the British mean | What the Dutch understand |
I hear what you say. | I disagree and do not want to discuss it any further. | They accept my point of view. |
With the greatest respect… | I think you are wrong (or a fool). | They are listening to me. |
Perhaps you would like to think about… /I would suggest… | This is an order. Do it or be prepared to justify yourself. | Think about the idea but do what you like. |
Oh, by the way… /Incidentally… | The primary purpose of our discussion is… | This is not very important. |
Very interesting. | I don’t agree. | They are impressed. |
Please think about that some more? | It’s a bad idea: Don’t do it. | It’s a good idea: Keep developing it. |
I’m sure it’s my fault. | It is your fault! | It was their fault. |
That is an original point of view. | You must be crazy. | They like my ideas! |
You’ll get there eventually. | You don’t stand a chance in hell. | Keep on trying for they agree I’m heading in the right direction. |
Note. Adapted from Ripmeester (2015)
Consequently, it is essential to initially be prepared to engage in the following strategies when communicating in a cross-cultural context.
Be patient as adapting takes time
Adapting to new cross-cultural communication styles takes time, so do not be hard on yourself. With patience, practice, and time, you will learn how to function effectively. However, during the early period of adjustment, accept that misunderstandings are normal and resist any overreaction.
Be alert to the contrasting vocabulary used between direct and indirect communicators
Note that direct communication relies on the use of very specific vocabulary in both spoken and written communication. In contrast, the indirect style softens communication using terms such as ‘perhaps’, ‘might’, ‘maybe’, and ‘could’. Do not feel threatened by direct instructions such as ‘must’, ‘have to’, ‘unacceptable’, or ‘do it’.
Be careful to note differences in non-verbal signalling and body language
Unlike direct communication that is primarily relies on language, indirect communication is heavily influenced by non-verbal signalling that often overrides what is said. Therefore, it is important that overseas students from indirect cultures focus on the ways in which non-verbal behaviour in the direct style is used to emphasise what is said rather than politely signal an alternative message in a way that maintains face and harmony.
Be sensitive to contrasting approaches to conflict management
Then, what might appear to those from indirect cultures as threatening exchanges that could lead to conflict in the domestic context can be experienced as normal intellectual encounters in the host direct culture. While conflict must typically be avoided in the home experience, especially between teachers and students, in direct cultures it is often interpreted as a positive demonstration of interest, active participation, and a sign of personal development.
Be particularly careful when communicating online
Emails in direct cultures simply list the specific subject, the issue, and the reason for the communication. Therefore, for students from indirect cultures, it is important to learn not to send vague subjects like ‘Request for help’, then waste the time of the reader by apologising for the communication. Consequently, immediately get to the point of what you want, why, and when.
Question 1
What are the weaknesses of the direct communication style in terms of developing positive interpersonal relationships?
Question 2
Why might teachers from direct communication cultures negatively evaluate overseas students who do not engage actively in classroom discussions?
Question 3
To what extent can contrasting cross-cultural perceptions of time trigger challenges when studying in an international learning context?
We shall begin to explore this final question next week as an introduction to several time allocation and management challenges.
References
Meyer, E. (2014). The culture map: breaking through the invisible boundaries of global business. PublicAffairs.
Ripmeester, N. (2015). Anglo-Dutch translation guide. https://www.labourmobility.com/anglo-dutch-translation-guide/
Visit our page on Academic Expectations to learn how to adapt to contrasting cross-cultural learning expectations.
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