How Do I Say ‘Thank You’?

	Intercultural difference is not simply a question of language. Even if we know how to speak a foreign language we also know there are plenty of traps, which make real communication difficult because of cultural differences.

Subjects: Cross Curricular

Age Group: 9-11

Level: Easy

Duration: 3 months

Introduction: Intercultural difference is not simply a question of language. Even if we know how to speak a foreign language we also know there are plenty of traps, which make real communication difficult because of cultural differences. We do not always just use words to communicate something. We can express pleasure with a smile and anger with a glower. We express surprise by raising our eyebrows and indifference by shrugging our shoulders. In fact there is a whole language of body movements and gestures that we use all the time, often without realising it. In fact, it is known as body language.

But some of these non -verbal ways of expressing meaning are not universally the same. A Turkish person will raise his eyes and click his tongue to mean 'no' when nodding to each other in most other cultures would mean 'yes'. Giving the thumbs up in many cultures means 'everything is alright' but in some cultures it is an obscene gesture. Even laughing, although generally very acceptable in most cultures, in others   is taken as a sign of embarrassment.
The objective of this kit is to invite primary school pupils to collect as many examples as possible of non-verbal communication, whether this be from what is observed in the classroom, playground or at home, or found from other sources, such as the Internet. These examples will be the subject of various exercises in class and exchanged and compared with other classes in the project. One of the ultimate goals is to agree upon internationally acceptable ways of saying 'Thank you' and 'Sorry' and expressing other significant sentiments, without using words and without suggesting the opposite!

ICT tools: Digital camera, chat facilities

Pedagogical value: To make pupils aware of the nature of communication and the importance of getting accurate meaning of words when speaking with people from another culture. To enhance observation skills, the ability to interpret data, awareness of cultural difference and an appreciation of the difficulties for people in a foreign environment. Also to better appreciate the challenges facing people with hearing impairment.

Process: 

1. Getting started

The teacher introduces the importance of non-verbal communication and setting up a quest to find ways of saying ‘Thank you’ and expressing other sentiments. Pupils could be set the task to observe this during the school day in class or in the playground and at home. Pupils note what they observe and draw cartoon sketches in their notebooks. Certain classroom activities can be based on non-verbal communication and figure in play situations such as charades and other games involving mime. Pupils are then invited to take up posture or make relevant hand gestures so that classmates can guess their meaning. After the first two weeks, a compendium of what pupils have collected is sent to the other classes in the project.

TIP: Pupils could take photos of  their gestures and post them in the TwinSpace for the other school in the project to guess what sentiment is being expressed. Or make a ‘guessing video’ for the other school to work with.

2. Consolidation

TIP: Using “hot potatoes”, the class could create a photo quiz for their partner school. This could be also put in the TwinSpace.  Classes could then compare their results. It would be fun to make a video of the classes attempting the quiz and sharing this with their partners.

The class studies sketches or photos received from partners and mimes gestures and movements that they find strange.

3. Conclusion

The final stage of the project is spent in creating internationally acceptable gestures for 'Thank you',  'Sorry' and so on, which would fit those occasions where it is very important such as in international sport and on the road. Ways of expressing other sentiments would also be developed with partners.

TIP: You could create a gallery in your TwinSpace to upload drawings, photos, etc., of the universal gesture for ‘Thank you’, ‘Sorry’, etc., and then you could have the pupils vote for the gesture which best represents the sentiments are trying to explain.

4. Outcomes

TIP: You can choose which areas of the TwinSpace to publish which will make the work of the pupils visible to their parents, the rest of the school and the eTwinning world.

A photographic gallery of what pupils have collected is created. The results are put online, including proposed internationally acceptable way of saying  ‘Thank you’, etc. Follow-up options Introduction to sign language and the way in which people with hearing difficulties use non-verbal ways of communicating with each other. Compare with partners in the project.

Downloads: Useful links For general background on European Year of Intercultural Dialogue
www.ec.europa.eu/culture/portal/events/current/dialogue2008

For examples of projects set up by various member states of the EU:
www.interculturaldialogue2008.eu 

For notes on non-verbal communication:
www.coping.org/dialogue/nonverbal

Notes for language tecahers:
www.teachingenglish.org.uk/think/methodology/nonverbal 
 
Evaluation: Objectives set at the outset will provide framework for the evaluation.  Also whether the project has continued in an active way until the end of the time agreed with partners. Have the pupils enjoyed the project? Have pupils' attitudes changed towards people who cannot speak their language?  Has the project been able to make maximum and/or imaginative use of ICT?

	Published :	28/02/2008

	Last changed :	07/04/2008

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