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November 2002 |
Newsletter from the India Chapter of STC |
Volume IV, Number 5 |
PDF Version (567 KB)
Situations Vacant |
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Networking
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Learning
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Tidbits
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Weaving In the Cultural Context
By Elaine Winters
If you are reading this you’re probably responsible for preparing print, electronic, or visual materials for a client base that is marketing, selling, informing, and/or teaching in another part of the world.
If
that doesn't exactly describe you at this moment, it will be part of
your job description in the future. This statement applies to
everyone. In our global
economy, it is an equal opportunity challenge.
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As you dot those ‘I’s’ and cross those ‘t’s’ be certain that you are also aware of the cultural impact of your work. It is becoming increasingly necessary for those who are responsible for the transmission and interpretation of information to educate themselves about their audience in different cultures. Yes, it is true that more and more people communicate in some form of English. It’s ones mother tongue, however, that provides the hidden dimensions of understanding, and the subtle shadings of comprehension. |
As
communicators of information (print, electronic, or images),
understanding the rules of how information is acquired, processed, and
retained in a particular society becomes critical because it
influences the ability to convey ideas with clarity.
When responsibilities also include teaching or training, cognitive strategies, and how they can be used to advantage, become another vital element.
In short, we must know how to engage intellectually, rather than present information that is passively viewed. (Alas! Print and electronic tutorials can frequently be viewed as providing information in a passive presentational way.)
Organizing
principles are unique to every group.
For
example, North Americans, are seemingly always concerned with content;
learners from another geographic region may be more concerned with the
context in which the information is presented.
When it comes to negotiating or problem – solving (to provide another example), the Japanese tend to generate solutions to problems from the specific information currently available.
North
Americans use the idea of exchange (proposal-counterproposal).
The Japanese, generally, emphasize the relationships involved in any interaction, as well as specified goals during problem – solving or negotiations. They really want to know who they are dealing with, who sent them, and what the future of this relationship might hold.
How will this affect one's writing with regard to consistency and correctness?
Whose
consistency and which correctness?
We
know that it is generally true that learning anything is more
successful when the materials are situational.
If
you've ever struggled to learn another language, you probably remember
a few things to say at specific times: morning greetings, bidding
farewell, asking for directions, small talk at a social gathering, and
surviving in a restaurant.
To
ensure success, these situational materials always follow the
organization rules for learning in that society. Think of a beginning
language textbook or workbook.
Using
the computer medium as an example, here are a few specific things to
consider as materials are prepared for an audience that is different,
in terms of information organization, from one you may be accustomed
to:
In
the paper documentation (and this may also include hand-outs or
workbooks being prepared for another context, such as a workshop),
before the 'getting started' section, do the materials consider the
larger context of the user's environment?
In other words, is it important for the user in this unique
culture, country, or region to have in depth background on how the
software was developed and by whom?
(This does not mean three lines on the opening screen, or two
sentences in the documentation introduction!
In depth may very well mean – the history of the application
as well as the company itself.)
As
the software (or tutorial) is developed, the screens are designed, the
translator raises issues of field sizes for other alphabets, the
documentation people begin work, the instructional designer begins the
lesson plans for tutorials and online help, here a few questions to
ask:
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What are the unique rules of learning for students, or participants, manual users, online help users, from that country, culture, or region?
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What are the presentation expectations? Are they being seriously considered and taken into account? Can you provide an example?
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Has that metaphor you used been completely researched; that is, will it intellectually work, make clear sense, and have the desired cognitive connection?
Translation, even when totally accurate, is usually
inadequate. Material must
be reorganized and realigned to meet different learning rules for
different world views and
learning styles.
Strategies are readily available for successfully
accomplishing these adaptations and, with planning from the outset,
expenses can be kept to a minimum.
(For example, it may be possible, and totally appropriate, to
provide supplemental print or disk material in lieu of a complete
second or third version for an individual (and relatively small,
region.)
Americans think it best when communication is explicit and
direct. Others may expect
information to come implicitly, in an indirect way.
Consider
using many more drawings, diagrams, or other pictorial/graphic
information when preparing for an audience that expects much more
detail and will be more receptive to an indirect approach.
When you're communicating
something that is concerned with the notion of time, find out how that
notion is perceived where the material is destined for use.
American society, among others, perceives time as linear, and terribly
mission critical, and is rather exact about it.
Another society may think of time as elastic, and not terribly
important, relative to other things, such as family responsibilities
or afternoon tea.
A short video may be enough to do the job.
In that case, the body language, visible clues to interpersonal
relationships, gestures of respect, and other culturally specific
variables must be appropriate for the culture for the culture and the
situation, and must be incorporated into the script.
It will take more than a well-written manual or a software program
(that really does meet a need) or slick packaging to accomplish
effective information transfer or instruction in the global economy.
No matter where you live, you can prepare yourself, personally, in the
following ways to meet these challenges:
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Volunteer in educational exchange programs.
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Host a student for a semester
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Build a relationship with a peer from a different culture
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Host a foreign visitor for a day, or longer
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Have a teaching or learning experience in a different cultural setting.
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Read children's stories or folklore from another society
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Engage in travel, and study another language
Most importantly, if your circumstances permit and you can arrange to do so - sojourn in another culture rather than simply being a visitor for a brief time
Culture
is a human creation; it is subject to change.
Bend
and grow with that change.
Elaine Winters is the author of articles, tutorials, WBT, and (with Rob Sellin), Cultural Issues in Business Communication – details of which are available on her website, http://www.bena.com/ewinters.
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