After having multiple meetings with Karen Harris, Intercultural Communications Trainer at UAL, it has made me think about language in a new way. Language plays a crucial role in teaching and in particular in a technical space. Understanding how to navigate the complexities of language can significantly improve student outcomes, especially when the subject matter is not straight forward like laser cutting.
Here are some of the notes I took whilst in the workshop with Karen and some of my findings:
- Context is everything- a lot of ambiguity around teaching a subjective subject like art and design
- How can language be clearer around a subject that’s not straight forward?
- Transactional language- instructions and telling people what to do- make sure this is direct and straight forward.
- Don’t be quick to take offense- linguistic cultural difference
- Qualifying language is confusing- “a bit, quite”
- Productive- the speaker/writer is in charge/has control
- Receptive- not in charge, the person absorbing the information
- Listening is the hardest linguistic skill
- Spiky Profile- strong in writing, bad at listening etc.. Not consistent- some are better at certain things than others- be patient
- Techniques to understand the strength of skills- listener and speaker- assignments as speeches rather than essays- Glasgow example from Joy
- Visual aids as a backup- gauging the discussion and any hints of confusion in conversation
- Prevent issues before they arise by preparing different learning techniques
- Designing for everybody is designing for nobody- know your audience
- IELTS- language exam- students listen to very clean, grammatically correct language to complete the tests- doesn’t represent real life
- Power dynamic in different cultures- tutors/technicians can be seen as superior in one culture and in another students can be on the same level as the teacher
- Different cultural views https://anthropolojamz.wordpress.com/2019/12/16/monaghan-just-bee-larvae-and-onion-soup-culture/
- Role of silence- needing time to process language (input), formulate ideas- same for people who’s first language isn’t English, autism, introverts, neurodivergent- also dealing with irony and sarcasm
- Lack of cultural capital- referencing pop icon that would be well known in the UK and expecting overseas students to get it
- Phrasal Verb- “drop by” “popped out” “put up with”- can cause miscommunication
Navigating language in a technical educational space is a multi-layered challenge, particularly from a technician’s perspective. Whether it’s about being clearer in instructions, understanding cultural differences, or recognizing individual student needs, the language we use can significantly impact student success. By honing in on communication techniques and being mindful of the barriers students may face, we can create a more inclusive, effective learning environment for everyone involved.
In the end, good teaching is about more than just delivering content—it’s about ensuring that students, regardless of their background or skill level, can engage, absorb, and thrive.
