This document discusses different patterns of verbal communication and participation structures, including high involvement vs high considerateness patterns, and high context vs low context communication. High involvement patterns are seen in cultures like Italy and Greece that interrupt more and talk louder and faster. High considerateness patterns are seen in cultures like the US and Japan that value turn-taking and avoid interrupting. High context communication relies more on shared understanding rather than explicit language, while low context communication requires more explicit language. The implications for language classrooms include teaching interruption skills and cultural conversation norms.

1. Verbal CommunicationVerbal Communication
Key Concepts:Key Concepts:
Participation Structures:Participation Structures:
High involvement vs.High involvement vs.
High consideratenessHigh considerateness
Communication:Communication:
High context vs.High context vs.
low contextlow context
Presented byPresented by
Mary C. Acevedo, M.Ed., TESOLMary C. Acevedo, M.Ed., TESOL

2. Deborah TannenDeborah Tannen
sociolinguistic researcher, 1990,sociolinguistic researcher, 1990, You Just Don’t UnderstandYou Just Don’t Understand
HIGH INVOLVEMENT CONVERSATIONAL PATTERNHIGH INVOLVEMENT CONVERSATIONAL PATTERN
Examples: Italians, Germans, Russians, Greeks, Spanish, SouthExamples: Italians, Germans, Russians, Greeks, Spanish, South
Americans, Arabs, AfricansAmericans, Arabs, Africans
Have an opinion about everythingHave an opinion about everything
Interrupt moreInterrupt more
Are not bothered by interruptionsAre not bothered by interruptions
Talk moreTalk more
LoudLoud
Quicker paceQuicker pace

3. Deborah TannenDeborah Tannen
HIGH CONSIDERATENESS CONVERSATIONAL PATTERNHIGH CONSIDERATENESS CONVERSATIONAL PATTERN
Examples: US Americans, Chinese, Koreans, JapaneseExamples: US Americans, Chinese, Koreans, Japanese
Avoid hot topicsAvoid hot topics
Turn-taking is important; 1 person at a timeTurn-taking is important; 1 person at a time
Interrupting is rude.Interrupting is rude.
Quiet: “Silence is golden”Quiet: “Silence is golden”
Listen politely, show interest by nodding, and show paying attentionListen politely, show interest by nodding, and show paying attention
by making sounds (or not)by making sounds (or not)
Hesitate before speakingHesitate before speaking

4. Edward HallEdward Hall
anthropologist, 1983,anthropologist, 1983, The Dance of Life: The Other Dimension of TimeThe Dance of Life: The Other Dimension of Time
HIGH CONTEXT COMMUNICATIONHIGH CONTEXT COMMUNICATION
Very little language is required because most information isVery little language is required because most information is
either in the physical context or internalized in the peopleeither in the physical context or internalized in the people
participating in the exchange.participating in the exchange.
Information regarding procedure is rarely communicated;Information regarding procedure is rarely communicated;
members are supposed to already know how to do things.members are supposed to already know how to do things.
Cultures that utilize high context communication are long-Cultures that utilize high context communication are long-
lived, unified, homogenous cultures.lived, unified, homogenous cultures.
This is why people don’t have to speak very much.This is why people don’t have to speak very much.
Example: JapaneseExample: Japanese

5. Edward HallEdward Hall
LOW CONTEXT COMMUNICATIONLOW CONTEXT COMMUNICATION
Language is required to communicate most information.Language is required to communicate most information.
Information is abundant, procedures are explained clearly,Information is abundant, procedures are explained clearly,
results and experiences are discussed frequently, andresults and experiences are discussed frequently, and
instructions are followed as given.instructions are followed as given.
Cultures that utilize low context communication are fast-Cultures that utilize low context communication are fast-
changing cultures.changing cultures.
People need to communicate often because of the frequentPeople need to communicate often because of the frequent
societal changes.societal changes.
Example: The USExample: The US

6. Implications for the ClassroomImplications for the Classroom
 Teach students how to interrupt andTeach students how to interrupt and
interject.interject.
 Teach students which topics areTeach students which topics are
acceptable for small talk and allow them toacceptable for small talk and allow them to
practice.practice.
 Allow for wait time: they are processingAllow for wait time: they are processing
your English, translating the answer, andyour English, translating the answer, and
dealing with the cultural conversationdealing with the cultural conversation
style.style.

7. ReferencesReferences
 Hall, E.T. (1983).Hall, E.T. (1983). The Dance of Life,The Dance of Life,
The Other Dimension of TimeThe Other Dimension of Time, New, New
York: Doubleday.York: Doubleday.
 Tannen, D. (1990)Tannen, D. (1990) You Just Don'tYou Just Don't
Understand: Men and Women inUnderstand: Men and Women in
Conversation.Conversation. New York: WilliamNew York: William
Morrow.Morrow.