Importance of
Paralanguage in
Multicultural Education
Tara Chapman
Spring 2008
Important because…
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the diversity in today’s classrooms
educator’s need to understand differences in
order to address the needs of all students
Overview
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Background Information
Paralanguage
• Verbal aspects that express emotions
• Body language – the unspoken word
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Difference in cultures
Difference between genders
What is Paralanguage?
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Paralanguage is the non-verbal aspects of
communication and is used to express emotion
such as hand gestures, eye contact, touching,
and many others.
The study of paralanguage, also known as
paralinguistic’s, has opened up avenues to
understand aspects of cultures that some may
have not understood in the past.
How often is paralanguage used?
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Communication is essential in our classrooms
yesterday, today, and tomorrow and consists
of much more than speech and/or writing.
According to O’Neill, up to 70% of
communication, face to face with others, is
done through paralanguage.
Paralanguage is said to be so important
because people are less likely to lie or try to
cover up emotions due to the difficulty in
doing so.
Importance of Paralanguage
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Expression carries more importance than what is
actually being said.
• For example, the tone of voice a person is using.
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Non-verbal communication is very important; however,
there is a cultural attitude where we only listen to
what is being said and not to how it is being delivered,
meaning “hear what I say, and don’t notice the way I
say it”.
Verbal Aspects of Paralanguage
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Inflection
• the rising, falling or flatness of the voice
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Pacing
• the speed of the voice whether it is rapid, slow or changing
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Intensity
• the strength in which something is because expressed
whether it is loud, soft or breathy (which means powerfully
stated)
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Tone
• whether is the voice is nasally, whining, growling, etc.
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Pitch
• the changes in the voice from high, medium or low
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Pauses
• means if one is disorganized, shy, hesitant, etc.
Body Language – The Unspoken Word
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Kinesics
• gestures and other movements of the body, including facial
expressions, movements of the eyes, and posture
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Proxemics
• social distance
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Haptics
• arm and hand movements
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Paraverbal features
• nonlexical aspects of verbal communication, such as pitch, variation,
the use of silence, how space is filled in a conversation (e.g., uh in
English, este for many Spanish speakers)
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Chronism
• monochromic use of time in a linear mode in Western cultures, with
sequential scheduling and tasks completed one at a time;
polychronistic use of time in a cyclical mode in non-Western
cultures, with less precise time commitments
Kinesics
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most important characteristic of paralanguage
better known as body language
body movements tend to speak louder than words
interpreted different across cultures
Kinesics & African Americans
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Use eye contact more when speaking than when
listening
Tend to use simple and concise wording
• African American Vernacular English
Regard manners to be affective, emotional and
interpersonal
Will interrupt or take a turn at speaking when they
can
Kinesics & American-Indians
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Feel that silence is sacred
• Needed to reflect on their world
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Use an abundance of words
Manners of expression to be understated and indirect
Place a greater emphasis on community fabric and
kinship rather than the individual
Cherish their individual place in the entire natural
world
• Needed in order to be validated
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Express themselves through humor
Seldom provide cues to encourage the speaker
Kinesics & Asians
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View silence as a show of respect
Use abundance of words
Manners of expression to be understated and indirect
Seldom provide cue to encourage the speaker
Listen with significant nonverbal engagement
Place a greater emphasis on community fabric and
kinship rather than the individual
Kinesics & White Americans
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Tend to use more eye contact when spoken to then
when they are speaking
Tend to feel uncomfortable with silence
Use fewer words for expression
Are objective and task-oriented
Nod to indicate listening or agreement
Some emphasize individualism, competition, taking
actions, rational linear thinking, Christian principles
and a Protestant work ethic
Kinesics & Hispanics
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Manners of expression to be understated and indirect
Place a greater emphasis on community fabric and
kinship rather than the individual
Less competitive not to overshadow another
Stand close to others, touch a lot more than other
cultures
Make less eye-contact
Differences between Genders
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interruptions in conversations
vocabulary and language
patterns of inequality in speech and conversation
cultural images of men and women
differences in movement and kinesics
communication changes are needed by individuals who
undergo a change from one gender to another
communication patterns
Social Distance
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Gender
• same sex tend to have less social distance
• opposite sex tend to have more social distance
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Race
• same race tend to have less social distance
• opposite race tend to have more social distance
Useful Websites
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About Nonverbal Communications Part 1: General Considerations.
• http://www.blatner.com/adam/level2/nverbal1.htm
• This website gives examples of the types of nonverbal
communication, including cultural differences.
• The information is useful for any profession that deals with people
on a daily basis.
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Gender and Communication: Male-Female Differences in
Language and Nonverbal Behavior
• http://www.berkleymedia.com/resources/app/top/pdf/comm05.pdf
• This website is a summary of an online video that shows the
differences in male and female interaction.
• The information could be used by parents, teachers, psychologists
and youth leaders.
Useful Websites (cont’d)
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Hidden Aspects of Communication
• http://anthro.palomar.edu/language/language_6.htm
• This website reported on the different verbal aspects of
paralanguage. It gives statistics concerning the usage of
paralanguage. There are also examples for the workplace.
• The information from this source can be used by parents, teachers,
psychologists, employers and other community leaders.
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Paralanguage
• http://en.wikipedia.org/wiki/Paralanguage
• This website defines paralanguage, its different components and
paralinguistics.
• This site could be informative for everyone, including the general
public.
Useful Websites (cont’d)
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Potential Cross-Cultural Pitfalls and Dangers
• http://www.ojp.usdoj.gov/ovc/publications/inforces/restorative_ju
stice/96522-multicultural/multi6.html
• This website informs about the different communication styles and
how to deal with cross-cultural issues.
• The information could be used by parents, teachers, psychologists
and youth leaders.
Useful Articles
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Understanding and Counseling Hispanic American Children\
• Baruth, L. & Manning, M.
• The article discusses the cultural differences between Hispanics
and others.
• The information could be used by parents, teachers, psychologists
and youth leaders.
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The use of humor as a counselor strategy with Native American
Indian children
• Herring, R. & Meggert, S.
• The article discusses the cultural differences between Native
American Indian children and others.
• The information could be used by parents, teachers, psychologists
and youth leaders.
Useful Articles (cont’d)
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Children’s use of social distance: The effects of race and gender
• Holmes, R.
• This article informs about the social distance used by children of
different genders and different races.
• The information could be used by parents, teachers, psychologists
and youth leaders.
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All Children Read, Teaching For Literacy In Today’s Classroom
(2nd edition)
• Temple, C., Ogle, D., Crawford, A., & Freppon, P.
• This graduate level textbook charts the different types of
paralanguage and explains its importance in today’s schools.
• The information could be used by educators, psychologists and
youth leaders.
Conclusion
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An educator must recognize…
• all culture represented in their classroom
• comprehend and grasp the fundamentals of a
multicultural education
• understand the significance of paralanguage in
today’s society and classrooms
References
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Baruth, L., & Manning, M. (1992, December). Understanding and counseling
Hispanic American children. Elementary School Guidance & Counseling, 27(2),
113. Retrieved February 19, 2008, from Education Research Complete
database.
Blatner, A. M.D. (2002). About Nonverbal Communications Part 1: General
Considerations. Retrieved February 15, 2008, from
http://www.blatner.com/adam/level2/nverbal1.htm
Gender and Communication: Male-Female Differences in Language and
Nonverbal Behavior. (n.d.). Retrieved February 9, 2008, from
http://www.berkleymedia.com/resources/app/top/pdf/comm05.pdf
Herring, R., & Meggert, S. (1994, October). The use of humor as a counselor
strategy with Native American Indian children. Elementary School Guidance &
Counseling, 29(1), 67. Retrieved February 19, 2008, from Education Research
Complete database.
References (cont’d)
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Holmes, R. (1997). Children's use of social distance: The effects of race and
gender. Child Study Journal, 27(2), 129. Retrieved February 19, 2008, from
Education Research Complete database.
O’Neill, D. (2007). Hidden Aspects of Communication. Retrieved February
10, 2008, from http://anthro.palomar.edu/language/language_6.htm
Paralanguage. (2008). Retrieved February 15, 2008, from
http://en.wikipedia.org/wiki/Paralanguage
Potential Cross-Cultural Pitfalls and Dangers. (2007). Retrieved February 15,
2008, from
http://www.ojp.usdoj.gov/ovc/publications/inforces/restorative_justice/965
22-multicultural/multi6.html
Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2008). All Children Read,
Teaching For Literacy In Today’s Classroom (2nd ed.). Boston: Allyn and
Bacon.