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Communicating in context: Intercultural communication skills for esl students
508
Book
Reviews
enced by the children’s nonstandard English is made clear throughout the book. This volume is an excellent reference book for students of ethnographic linguistics, of black language communities, and intercultural communication. It is a valuable sourcebook for understanding the situations in Britain with its three appendices and an extensive annotated bibiography. Although findings of the study are of primarily academic interests, it also should be found useful by some of the concerned teachers, speech therapists, youth and community service workers, and black people themselves.
Deborah E At water The Pennsylvania State University Delaware County Campus Media, Pennsylvania
COMMUNICATING IN CONTEXT: INTERCULTURAL COMMUNICATION SKILLS FOR ESL STUDENTS
KATHY J. IRVING Englewood
Cliffs, New Jersey: Prentice-Hall, 250 pp., $11.95 (paper)
1986,
Teachers of English as a second language frequently include aspects of culture in their language lessons, as do other foreign language instructors. However, rarely does any systematic or thorough training in intercultural communication occur except in special classes, ordinarily for advanced students, and primarily on site- within the society of the target language. Kathy Irving brings to the field of teaching English as a second language a lively and attractive combination text and workbook designed to “help bridge the gap between linguistic and culture [sic] competence that often exists for students who have already spent some time (in some cases, years) studying the English language by focusing on its linguistic features instead of its cultural features” (p. ix). Irving’s goal goes beyond teaching the culture of the United States: She wishes to integrate language and culture learning. Of the book’s eight chapters, the first two introduce the learner to the concepts of learning about culture and intercultural communication. The other chapters treat specific aspects of culture in the United States, including American history, vocations, family life, “individualism,” and the
Book
Reviews
509
influences of technology. The amounts and kinds of material devoted to particular topics vary from chapter to chapter. In addition to her own materials, Irving uses, for example, passages from John Steinbeck and Henry Steele Commager, and various other sources from an interesting array of fields. Selections from writers on intercultural communication also provide substantive and appropriate contributions throughout the book. Beyond traditional prose passages about items of culture, Irving intersperses her chapters with provocative artifacts of culture in the United States, such as interview transcripts, a best seller list, pieces of humor, magazine advertisements, cartoons, poetry, and want ads, each designed to stimulate thought and discussion. What teachers may find most useful in the book are the exercises, of which an imaginative variety appears in each chapter, to reinforce ideas and vocabulary, and to provide bases of discussion. One of the most common written exercises requires the learner to paraphrase a review of the chief ideas of a chapter or other materials from the text. Other exercises develop vocabulary skills. In one exercise, for example, students practice idioms by paraphrasing them and then writing their own sentences using the idioms. Irving uses dialogue completion exercises to add reality and interest. In one, students examine instances of answering questions with questions and decipher the meaning of the replies or write the responses themselves. Other varieties of “wordplay” include vocabulary selection for filling in blanks of sentences which provide context. In other places, students write short dialogues or fill in blanks of written dialogue, individually or in small groups. In addition to idiom drills, some exercises blend linguistic and cultural elements. How Irving deals with such items as humor, proverbs, and time expressions may illustrate this technique. The oral activities in each chapter should also appeal to those considering this book. Although the written lessons provide ample stimuli for class or group work, Irving has placed sets of discussion questions at appropriate places in the chapters, not just at the ends; in fact, she begins chapters with a cartoon and questions to stimulate interaction on and investigation of the chapter’s topics. Although certainly not limited to the questions provided, anyone using the textbook would find these valuable in encouraging thought, debate, and discussion. Irving also provides some interview exercises, in which the student queries a native, another foreigner, and himself on specific cultural matters. The results or reporting of the interviews could be further exploited in the classroom to reinforce communication, cultural, and linguistic concepts related to the assignment. What some might perceive as weaknesses in this text would probably depend on instructional foci and target learners, and teachers could overcome these shortcomings with supplementary materials and exercises.
510
Book Revkws
For example, those who wish more depth in exploring intercultural communication theoretically, those who want to teach facets from a broader spectrum of American culture, or those desiring adequate treatment of nonverbal communication skills might find the book disappointing. Others might question the writer’s selection of idioms, proverbs, metaphors, and the like, which comprise so many of the book’s exercises. Teachers and learners alike might benefit from a clearer identification of specific intercultural communication skills to be learned or refined in each chapter, and the resulting shift from most of the chapters’ spotlights on aspects of culture in the United States to skill development would not detract from the effectiveness of the text. Communicating in Context is a conceptually sound, refreshing text and workbook on culture and language in the United States for advanced students of English as a second language. It might serve as the sole text for a class on the subject, or as an ancillary resource. The number and variety of cleverly designed exercises alone should animate learning about culture and assist in developing intercultural communication skills, both inside the classroom and beyond.
Stephen Cooper Lousiana Sfafe University Baton Rouge, Louisiana
THE SOCIAL PSYCHOL4lGY A CRITICAL ANALYSIS
RICHARD
D. ASHMORE Orlando,
OF FEMALE-MALE RELATIONS: OF CENTRAL CONCEPTS
AND FRANCES
K. DEL BOCA {EDS.)
Florida: Academic Press, 1986, 351 pp., $49.50 (cloth), $29.50 (paper)
The ten authors of the chapters in this volume have attempted to bring together and organize a new field of study “the social psychology of female-male relations.” These authors take a cognitive social-psychological framework and focus on the thoughts, feelings and behaviors of women and men as they interact with one another. The book considers women and men in relation to one another-as individuals, as representatives of social categories, and as significant social groups. At the individual-level of analysis, gender identity, sex stereotypes, and gender-related attitudes are evaluated. As representatives of social categories, women and men are examined in the context of three related, yet distinguishable personal and social reIationships. These relationships include marriage
Book
Reviews
enced by the children’s nonstandard English is made clear throughout the book. This volume is an excellent reference book for students of ethnographic linguistics, of black language communities, and intercultural communication. It is a valuable sourcebook for understanding the situations in Britain with its three appendices and an extensive annotated bibiography. Although findings of the study are of primarily academic interests, it also should be found useful by some of the concerned teachers, speech therapists, youth and community service workers, and black people themselves.
Deborah E At water The Pennsylvania State University Delaware County Campus Media, Pennsylvania
COMMUNICATING IN CONTEXT: INTERCULTURAL COMMUNICATION SKILLS FOR ESL STUDENTS
KATHY J. IRVING Englewood
Cliffs, New Jersey: Prentice-Hall, 250 pp., $11.95 (paper)
1986,
Teachers of English as a second language frequently include aspects of culture in their language lessons, as do other foreign language instructors. However, rarely does any systematic or thorough training in intercultural communication occur except in special classes, ordinarily for advanced students, and primarily on site- within the society of the target language. Kathy Irving brings to the field of teaching English as a second language a lively and attractive combination text and workbook designed to “help bridge the gap between linguistic and culture [sic] competence that often exists for students who have already spent some time (in some cases, years) studying the English language by focusing on its linguistic features instead of its cultural features” (p. ix). Irving’s goal goes beyond teaching the culture of the United States: She wishes to integrate language and culture learning. Of the book’s eight chapters, the first two introduce the learner to the concepts of learning about culture and intercultural communication. The other chapters treat specific aspects of culture in the United States, including American history, vocations, family life, “individualism,” and the
Book
Reviews
509
influences of technology. The amounts and kinds of material devoted to particular topics vary from chapter to chapter. In addition to her own materials, Irving uses, for example, passages from John Steinbeck and Henry Steele Commager, and various other sources from an interesting array of fields. Selections from writers on intercultural communication also provide substantive and appropriate contributions throughout the book. Beyond traditional prose passages about items of culture, Irving intersperses her chapters with provocative artifacts of culture in the United States, such as interview transcripts, a best seller list, pieces of humor, magazine advertisements, cartoons, poetry, and want ads, each designed to stimulate thought and discussion. What teachers may find most useful in the book are the exercises, of which an imaginative variety appears in each chapter, to reinforce ideas and vocabulary, and to provide bases of discussion. One of the most common written exercises requires the learner to paraphrase a review of the chief ideas of a chapter or other materials from the text. Other exercises develop vocabulary skills. In one exercise, for example, students practice idioms by paraphrasing them and then writing their own sentences using the idioms. Irving uses dialogue completion exercises to add reality and interest. In one, students examine instances of answering questions with questions and decipher the meaning of the replies or write the responses themselves. Other varieties of “wordplay” include vocabulary selection for filling in blanks of sentences which provide context. In other places, students write short dialogues or fill in blanks of written dialogue, individually or in small groups. In addition to idiom drills, some exercises blend linguistic and cultural elements. How Irving deals with such items as humor, proverbs, and time expressions may illustrate this technique. The oral activities in each chapter should also appeal to those considering this book. Although the written lessons provide ample stimuli for class or group work, Irving has placed sets of discussion questions at appropriate places in the chapters, not just at the ends; in fact, she begins chapters with a cartoon and questions to stimulate interaction on and investigation of the chapter’s topics. Although certainly not limited to the questions provided, anyone using the textbook would find these valuable in encouraging thought, debate, and discussion. Irving also provides some interview exercises, in which the student queries a native, another foreigner, and himself on specific cultural matters. The results or reporting of the interviews could be further exploited in the classroom to reinforce communication, cultural, and linguistic concepts related to the assignment. What some might perceive as weaknesses in this text would probably depend on instructional foci and target learners, and teachers could overcome these shortcomings with supplementary materials and exercises.
510
Book Revkws
For example, those who wish more depth in exploring intercultural communication theoretically, those who want to teach facets from a broader spectrum of American culture, or those desiring adequate treatment of nonverbal communication skills might find the book disappointing. Others might question the writer’s selection of idioms, proverbs, metaphors, and the like, which comprise so many of the book’s exercises. Teachers and learners alike might benefit from a clearer identification of specific intercultural communication skills to be learned or refined in each chapter, and the resulting shift from most of the chapters’ spotlights on aspects of culture in the United States to skill development would not detract from the effectiveness of the text. Communicating in Context is a conceptually sound, refreshing text and workbook on culture and language in the United States for advanced students of English as a second language. It might serve as the sole text for a class on the subject, or as an ancillary resource. The number and variety of cleverly designed exercises alone should animate learning about culture and assist in developing intercultural communication skills, both inside the classroom and beyond.
Stephen Cooper Lousiana Sfafe University Baton Rouge, Louisiana
THE SOCIAL PSYCHOL4lGY A CRITICAL ANALYSIS
RICHARD
D. ASHMORE Orlando,
OF FEMALE-MALE RELATIONS: OF CENTRAL CONCEPTS
AND FRANCES
K. DEL BOCA {EDS.)
Florida: Academic Press, 1986, 351 pp., $49.50 (cloth), $29.50 (paper)
The ten authors of the chapters in this volume have attempted to bring together and organize a new field of study “the social psychology of female-male relations.” These authors take a cognitive social-psychological framework and focus on the thoughts, feelings and behaviors of women and men as they interact with one another. The book considers women and men in relation to one another-as individuals, as representatives of social categories, and as significant social groups. At the individual-level of analysis, gender identity, sex stereotypes, and gender-related attitudes are evaluated. As representatives of social categories, women and men are examined in the context of three related, yet distinguishable personal and social reIationships. These relationships include marriage