The Power of Communication Accommodation Theory in Teaching
Communication Accommodation Theory (CAT) explores the ways in which individuals modify their speech patterns to facilitate or hinder communication across language barriers. As a teacher, I have frequently employed both convergence and divergence strategies to adapt my communication style and enhance student learning experiences.
One context where I have used convergence CAT is when teaching a class with students who have diverse linguistic backgrounds. By converging my speech patterns towards their native language or dialect, I aimed to establish rapport, build trust, and create a comfortable learning environment. For instance, when teaching English to a group of non-native speakers from Spain, I would intentionally adopt a slower pace, simplify my vocabulary, and incorporate familiar cultural references. This convergence approach helped bridge the linguistic gap, making it easier for students to comprehend and engage with the content.
On the other hand, divergence CAT can also be advantageous in certain teaching scenarios. When working with students who are already proficient in the target language or have different dialects, diverging from their speech patterns can serve as a pedagogical tool. By using more complex vocabulary, idiomatic expressions, or regional accents, I can challenge their linguistic abilities and encourage them to expand their knowledge. However, it is crucial to strike a balance between divergence and accessibility to ensure effective communication and comprehension.
In addition to my own experiences, I have observed the use of CAT in various communicative events. Travelers who adapt their speech patterns to match those of the locals often employ convergence strategies. This approach not only helps them navigate the cultural landscape more smoothly but also fosters positive interactions and builds connections with the local community. By using the local language or dialect, travelers demonstrate respect for the host culture and increase their chances of receiving assistance or engaging in meaningful conversations.
Conversely, divergence CAT is evident when individuals deliberately maintain their own speech patterns while conversing with people from a different linguistic background. This strategy can serve various purposes, such as asserting one’s identity or emphasizing cultural diversity. For example, during international conferences or multicultural events, participants may intentionally preserve their accents or use specific dialectical expressions to highlight their unique linguistic heritage.
Reflecting on these experiences and observations, I can relate them to the Kasper and Omori chapter on CAT. The chapter emphasizes how CAT is not simply about mimicking or adjusting speech patterns but rather an intricate process influenced by social identity, power dynamics, and contextual factors. It further highlights the importance of understanding individuals’ motivations for converging or diverging their speech in order to accurately interpret their communicative intentions.
In conclusion, Communication Accommodation Theory plays a pivotal role in various communicative events, including teaching and travel scenarios. Both convergence and divergence strategies can be effective tools for enhancing communication across language barriers. By consciously adapting our speech patterns, we can establish rapport, facilitate understanding, and foster meaningful connections with others. Understanding the underlying motivations behind these strategies is crucial for accurately interpreting communicative intentions and promoting effective intercultural communication.
