The Fifth Language Skill
Language learners and instructors know that four skills are needed to be able to communicate in any language; these skills are speaking, listening, reading and writing. Of late, however, more emphasis is being placed on a fifth language skill: cultural skills. In their 1995 book Cultural Awareness, authors Barry Tomalin and Susan Stempleski stressed the importance of assimilating the culture associated with a language being learned because even some familiarity with a country’s cultural customs can enhance one’s second language skills.
Still, it is important to note that in foreign language acquisition, learning a culture goes beyond having some knowledge of its more evident examples—holidays, music, costumes and art. Culture is much deeper, reaching into the very foundations that define a society: the institutions of the land, and the routine and behaviour of a people. These encompass the society’s social, religious and ethnic fabric; the way of thinking of the people as a whole—their beliefs, values, rituals and practises; the roles of the members of a society and the way they are expected to behave with one another. Culture is reflected in a language, and a person who strives to have more than a passing knowledge of a country’s culture will be rewarded with a greater understanding of its language.
A case in point is how people in a society address each other; in any country, this is carried out according to cultural norms. For example, there are ways in which people indicate agreement and disagreement in speech and action, some of which may be acceptable and others which may not. A thumbs-up sign is taken in most Western countries to mean approval, but is considered vulgar and offensive in countries such as Iran. A person shows himself respectful of the people of another land if he or she speaks and behaves in ways that are considered proper and polite for that culture. Foreign visitors, however, are not always familiar with the speech and behavioural patterns of the local people.
Consider the cultural convention of greetings. In the United States and other Western countries, there is nothing unusual about strangers greeting each other. This is less acceptable in Asian countries where it is not a tradition to look a stranger in the eye and greet him or her. An American might consider an Asian, even if a stranger, rude if he or she doesn’t say “hello” back after being greeted. On the other hand, a person greeting a perfect stranger in an Asian country might be considered peculiar.
Cultural practises differ from country to country even between people who know each other. What language is used when we are with persons older or higher in position or stature than ourselves? In English-speaking countries, the use of “sir” and “ma’am” indicates respect although some might say these are outmoded forms of respectful address. Even in the United States, the use of Mister, Miss, Missus and Miz are now considered formal while the use of first names is friendly and informal. However, in many Asian countries, it is objectionable to be addressed by one’s given name unless the persons communicating are of the same age, or a degree of familiarity exists between them. In Asia and in the Middle East, it would show a gross lack of respect on the part of younger person if he or she did not recognise the social distinctions of position, age and gender. In some countries, greeting an older person or someone in authority may even be embedded in the language, as in the use of “nim” after a title in the Korea culture to indicate deep respect.
How then would an older man and a younger woman crossing paths in a narrow shopping aisle interact? In western countries in the past, chivalry was practised—the man would probably tip his hat and step aside to let the woman pass. In modern times, both the man and woman might look at each other or observe the other’s body language to determine whether to move toward the left or to the right side of the aisle. In some cultures, the woman may be required to avoid eye contact, bowing her head and letting the older man pass. In still other countries, it is appropriate for someone much younger to greet or bow before an older person.
In a nutshell, knowing what to say to whom on what occasion and in which locale is vital for successful communication. But how does one learn these cultural nuances? One way is to observe the local people, carefully noting their body language, the verbal exchange that takes place, if any, and the facial expressions of the speakers. Another way is in the classroom. Cultural aspects of the language may be implanted in the linguistic forms being taught. This can be done either through a direct discussion of the topic, or by using examples of both formal and informal forms of a language.
All in all, cultural skills go beyond a superficial knowledge of the culture. Interacting with people according to acceptable cultural norms shows respect and broadmindedness. Even more, communication can become meaningful. A learner of a second language should speak and behave in a way that is culturally appropriate. Only then will he be able to assimilate into a culture and speak its language with a measure of success.