Speak easy: Strategies for communicating effectively
It’s my first day of university in China. I’ve packed everything I need into one suitcase, said tearful goodbyes to my family and friends and bravely embarked on my new learning journey. The trouble is, I am still in the process of figuring out where to find a suitable apartment not too far from the university, where to buy all my favourite foods that I miss from Australia, such as Vegemite, Tim Tams and organic yoghurt, and how to adjust to the significantly different climate. Then there is the language issue! Gulp!!! I managed to pass the required language tests for university entry, BUT everyone speaks so fast here. I am totally exhausted trying to understand everything in Mandarin in class. Wait…is that an Australian accent I hear? I might just go and have a chat with them in English and see if they can help me with a few things.
Walk in their shoes
Put yourself in the shoes of one of your international students for a moment, and you soon begin to realise just how many things they are simultaneously grappling with before they even walk into your classroom. Layer over that their varied pedagogical backgrounds, lack of familiarity with various assessment methods, differing cultural expectations about roles within the classroom, and undertaking academic study in a second language. Phew!!!!
However, one of the biggest issues is communication. What native English speakers often don’t realise is that, in addition to accent, it is often the way we speak that can create the largest barriers to effective communication.
So, what can we do?
1. Speak a little slower
Try to slow down the rate at which you speak in class. This allows non-native English speakers time to interpret what you are saying. We all tend to turn up the dial on our speech rate as the end of the class rapidly approaches and there is still uncovered material. Resist the urge to talk faster and hold over the remainder of the material until next class.
2. Pause frequently
Pausing between sentences provides an opportunity for non-native English speakers to catch up. Add a slide with just a picture every now and again to give students a ‘brain break’ in lectures. Keep your sentences clear, simple and unambiguous.
3. Say the same thing a different way
Repeat the same concept using different words. If one of the words was not readily understood the first time around, a second opportunity is provided for students to grasp the issue using an alternative group of words. Summarise at the end of a concept before moving on to the next one.
4. Avoid PPT slides with too many words
Get creative and use pictures, diagrams or tables to illustrate concepts rather than relying on slides with lots of text. This works particularly well for Chinese students, as Chinese language characters are largely pictorial.
5. Avoid idioms and colloquial expressions
Australians are renowned for their colourful language and colloquial expressions! Expressions such as ‘bogged down in the detail’, ‘shoot through, ‘flat out’ and ‘tomorrow arvo’ are unlikely to be understood by your international cohort. The same goes for terms associated with Aussie rules football, such as ‘handball’, ‘huddle’ and ‘pinged’. Avoid using them in class.
6. Monitor the class for understanding
When noise levels within the room begin to rise, it can be an indication that students have not understood a particular point and have asked their friend sitting next to them to explain it. Rather than interrupt the class and ask a clarification question, international students will often ask those around them. Be aware that students from some cultural backgrounds may avoid embarrassment in preference to answering questions honestly. Use open-ended questions to check students understanding. Ask ‘What is your understanding of this issue?’, rather than ‘Is that clear?’ Allow time for questions and clarification. Invite students for a chat after class if you feel that they need more time.
7. Body language
Communication involves more than words. Non-verbal communication constitutes up to 90% of the communication process. Body language includes things such as facial expressions, hand gestures and posture. Smile, be relaxed and approachable. Your body language can help put students at ease. Be aware of non-verbal cues from your students (see above point).
8. Be patient
Remember, international students are simultaneously grappling with many issues. Students respond to courtesy and feel more comfortable asking questions when they have the respect of their teacher. Your courtesy and respect can help establish a good foundation for effective communication. Being able to effectively communicate with students from all backgrounds will make your teaching a lot more effective, not to mention more enjoyable.
I would love to hear your strategies for communicating effectively with students. Please share them in the comments section below.
Dr Meredith Tharapos is the Undergraduate Program Manager and Senior Lecturer in the School of Accounting at RMIT University. She has over twenty-five years’ experience teaching in universities within Melbourne, in addition to teaching on a regular basis in Asia for RMIT’s international partners. Prior to joining full-time academe, she gained experience in the accounting profession, the ASX, and undertook volunteer work at several not-for-profit organisations in Papua New Guinea and China.
She is an active member of the accounting education community through her roles as Convenor of the annual RMIT Accounting Educators’ Conference, and committee member of the Accounting and Finance Association of Australia and New Zealand (AFAANZ) Accounting Education Special Interest Group.
Meredith’s student-centred teaching approach, underpinned by her research surrounding cultural intelligence, is based around the generation of a supportive and inclusive learning environment. She has had the honour of receiving a number of teaching excellence awards.