Transcript Communication Accommodation Theory

Communication
Accommodation Theory
(CAT)
(initial version 1973 by Howard Giles et al.)
Presented by
Julia Maine
Context
Teaching Basic Literacy
to students with
Learning Difficulties
Communication Accommodation Theory
examines
 How we accommodate our communication
to one another to become more alike or by
defining our differences;
 our motivations for doing so and the
consequences.
Benefits
of
adapting communication
to accommodate others
 Increase communication efficiency;
 Accommodate the differences in language,
ability, culture, etc. of others;
 Gain social approval or desired level of
social distance.
How we adapt communication
Subconscious or conscious choices are made about
whose communication system to use and how much to
accommodate each other.
The theory takes note of two communication tendencies:
Convergence
Divergence
These tendencies may be mutual or non-mutual
Convergence
Characteristics
• Mirror other person’s vocabulary, accent, speech rate, grammar, voice
•
•
etc.
Match other person’s gestures, mannerisms, dress, hair, etc.
Often based on attraction, charisma, credibility and motive
Gains or motives
•
•
•
•
Improves effectiveness of communication
Makes other person more confident and willing to respond
Maintains positive self-identity and brings approval
Makes ourselves more like those we are attracted to and engenders
their liking
Divergence
Characteristics
•
•
•
Works in opposite direction to convergence
Speaks and gestures differently from other person
Can be based on disdain for other person (or their behaviour) and
desire to remain different from them
Gains or motives
•
•
•
Accentuates differences between the parties
Reinforces individual or group identity
Discourages a relationship or from engaging in lengthy conversation
CAT in Practice
Accommodating the Needs of
Adult Basic Literacy Students
with SEN
Problems experienced by students with
learning difficulties






Understanding long, complex sentences
Limited vocabulary
Understanding abstract concepts
Poor listening skills and concentration span
Lack of confidence in abilities
Inappropriate patterns of communication, e.g. talking
too loudly, rigidity in their routines with lack of
patience & flexibility to adapt
 Possible accompanying behaviour difficulties
Accommodating Student Needs
in lesson planning and teaching
In applying CAT theories consider:
 what skills and behaviour we want to develop;
 what we want to change or modify;
 how to accommodate communication &
behaviour styles that cannot be changed;
 how to encourage students to accommodate to
teacher.
Convergence in Practice
Enhance communication, understanding and learning
•
•
•
•
•
•
Simplify vocabulary & sentence structure
Slow down speech rate, longer/more pauses
Support explanations with clear, attractive diagrams and text
Pitch materials at student’s level of abilities
Match materials to student’s personal interests, e.g. football topics, etc
Maintain level of routine for those unable to cope with change
Engender liking & approval
•
•
•
•
Share social situations, e.g. coffee breaks
Reciprocate smiling & eye contact
Mirror gestures, e.g. thumbs up
Show interest and support in students’ interests or personal problems
Divergence in Practice
Correcting poor English
•
•
•
Stress correct pronunciation of words, punctuation, grammar etc.
Stress importance of reading & writing to reluctant readers/writers
Introduce new vocabulary
Behaviour Modification
•
•
•
•
To affirm authority over disruptive students, speak with calm,
professional manner
Speak softly to encourage loud speaking students to adopt a more
reserved style
Emphasise eye contact when student avoids
If student is negative and depressive - maintain cheerful disposition
Dangers of Overaccommodating
Examples
 Patronizing ‘baby talk’, such as ‘poor little dear’
 Depersonalizing language, such as ‘it’s nice that you people get
out of the house’
 Third-party talk, where a person directs communication not at the
person with a disability but to a nondisabled person with them,
e.g. ‘Does he take cream in his coffee?’
(Fox & Giles, 1996)
 Patronizing talk can be damaging as it could discourage
students’ independence.
Results
We have applied:
 Convergence to accommodate communication & behaviour patterns
that cannot, or need not be changed
 Divergence to develop necessary literacy skills and to modify
inappropriate behaviour
 A delicate balance of convergence - divergence with convergence
slightly dominant, particularly from the start to develop good rapport.
Converging teachers are viewed favourably by students.
Accommodating students’ styles leads to students reciprocating.
We have convergence!
Students who like their teachers are more likely to accommodate
them by staying on task and following rules!