Language+Access

  =** Language Access  **=

Communication barriers exist not only among different cultures across the globe: they can also be found among people who share the same language, traditions, religion and birthplace. In order for us to communicate effectively as museum educators and as professionals in the workplace, we must consider the diverse and sometimes surprising audiences that face language barriers in the museum. These diverse audiences may include people with limited English proficiency (LEP) or who are illiterate, international visitors and immigrants, and people from other regions of the country. Each of these groups speaks a different "language". Even if the difference is only slight, a minor miscommunication can be the barrier to the museum visitor’s learning experience.

Effective communication between the museum as institution and the people it serves requires a high level of linguistic competence. The following definition of linguistic competence was developed by the National Center for Cultural Competence, and provides a foundation for determining linguistic competence in health care, mental health and other human service delivery systems. It encompasses a broad spectrum of constituency groups that could require language assistance or other supports from an organization, agency, or provider.
 * Linguistic Competence ** 

Linguistic competence is the capacity of an organization and its personnel to communicate effectively, and convey information in a manner that is easily understood by diverse audiences including persons of limited English proficiency, those who have low literacy skills or are not literate, individuals with disabilities, and those who are deaf or hard of hearing. Linguistic competency requires organizational and provider capacity to respond effectively to the health and mental health literacy needs of populations served. The organization must have policy, structures, practices, procedures, and dedicated resources to support this capacity. This may include, but is not limited to, the use of:

• bilingual/bicultural or multilingual/multicultural staff • cross-cultural communication approaches • cultural brokers • foreign language interpretation services including distance technologies • sign language interpretation services • multilingual telecommunication systems • videoconferencing and telehealth technologies • TTY and other assistive technology devices • computer assisted real time translation (CART) or viable real time transcriptions (VRT) • print materials in easy to read, low literacy, picture and symbol formats; • materials in alternative formats (e.g., audiotape, Braille, enlarged print ); • varied approaches to share information with individuals who experience cognitive disabilities; materials developed and tested for specific cultural, ethnic and linguistic groups; • translation services including those of: • legally binding documents (e.g., consent forms, confidentiality and patient rights statements, release of information, applications) • signage - public awareness materials and campaigns; ethnic media in languages other than English (e.g., television, radio, Internet, newspapers, periodicals).

 Museum educators encounter a variety of audiences from many different cultures. Culture informs an individual's way of thinking and how they see, hear, and interpret the world. Even when the language is the same, the same words can mean different things to people. The potential for miscommunication increases when the languages or cultures are different. Being aware of cultural differences can minimize the potential for cross-cultural misunderstandings ("Cultural Barriers to Effective Communication" Conflict Research Consortium). The following tips by Donella Meadows are for delivering successful presentations to international audiences. For museum educators, these suggestions are strategies for embracing cultural differences and facilitating effective cross-cultural communication.
 * Effective Strategies for Cross-Cultural Communication **

• Be aware that what works in the U.S. doesn't necessarily work in other cultures. • Pay attention especially to how people in different countries prefer to receive information. Many Europeans historically have preferred to receive information in detail, with lots of supporting documentation (although there are some signs that may be changing.) They want to hear speakers build to a point in their presentation. American and Canadian audiences, on the other hand, tend to prefer a faster pace. They tend to be more bottom-line oriented. They want speakers to speak from a point, rather than build step-by-step towards a point. • Be aware of time: A given timetable may be realistic in a culture that's exact, precise, and oriented towards immediate action. It may not be realistic in another culture that's more consensus-oriented and more relaxed, especially about time. • Be careful when selecting visuals. Colors carry different suggestions and meanings in different cultures. In some Latin American countries, for example, yellow has strongly negative connotations. In Japan, white symbolizes death. • Know what to expect with questions. It's practically inconceivable for Americans and Canadians not to ask questions. In most Asian cultures, on the other hand, audiences are more likely to greet a presentation with silence or just a few questions. • Take extra care to fully understand the question. Especially where language barriers may exist, always repeat the question. Don't hesitate to rephrase the question. That will help to assure the question's real meaning, and it will buy more time for your answer. • Body language: Be sensitive to the way different audiences react to gestures. In some Asian cultures, for example, audiences find too many sweeping, rapid gestures distracting, if not downright disconcerting.
 * What works here doesn't always work there.**

• Use simple, neutral language. Avoid complexities, jargon, slang, "insider" language or buzz words that are more familiar to Americans. • Remember too that many English words have different meaning when translated to another culture. They can have a completely unintended result ranging from the extremely comical to the extremely disastrous. As just one of many examples, "mad" usually means angry in the U.S. It means "insane" to a British audience. • If you're using an example to illustrate a point, you're better off citing an example from nature. Such examples are readily understood by all audiences. • If you're going to speak to your audience in their language, make sure you know how to speak it. Be sure your choice of language has your intended meaning. • Use humor very judiciously with an international audience. In many—if not most—cultures, there's a far greater risk that your humor will not be understood at all. And worse, in some cultures—even with your best intentions—it can be found offensive.
 * Choose your language carefully.**

• Adjust the pace of your delivery to reflect what the audience is accustomed to. While North and South Americans prefer a faster pace, Europeans and Asians typically prefer more time to process information. In any case, do slow down a bit, and try to build comfort with the use of pauses. Your audience will thank you for it.
 * Slow down.**

• Show interest in your audience by asking them questions about themselves. • Ask colleagues or other people you know who have knowledge of a particular culture. • Focus on possible areas of sensitivity—anything you suspect can be misinterpreted or be found insulting or offensive.
 * Know something about your audience's culture.**

The Institute of Museum and Library services provides federally funded institutions with guidance policy for compliance with the Title VI Civil Rights Act, prohibiting discrimination against individuals with limited English proficiency. Title VI and the IMLS implementing regulations require that recipients of federal funds take reasonable steps to ensure meaningful access to the information, programs, and services they provide.
 * Language Access for Limited English Proficiency Individuals **

IMLS defines LEP individuals as persons with a limited ability to read, write, speak, or understand English. Agency policy explains that language for LEP individuals can be a barrier to accessing important benefits or services, understanding and exercising important rights, complying with applicable responsibilities, or understanding other information provided by federally funded programs and activities. The guidance policy points out that "museums and libraries have a long history of interacting with people with varying language backgrounds and capabilities within the communities where they are located. The agency's goal is to continue to encourage these efforts and share practices so that other museums and libraries can benefit from other institutions' experiences." Below are some suggested strategies for ensuring meaningful access to museums and libraries services provided by IMLS.

• Identification of the languages that are likely to be encountered in, and the number of LEP persons that are likely to be affected by, the program. This information may be gathered through review of census and constituent data as well as data from school systems and community agencies and organizations • Posting signs in public areas in several languages, informing the public of its right to free interpreter services and inviting members of the public to identify themselves as persons needing language assistance • Use of "I speak" cards for public-contact personnel so that the public can easily identify staff language abilities • Employment of staff, bilingual in appropriate languages, in public contact positions • Contracts with interpreting services that can provide competent interpreters in a wide variety of languages in a timely manner • Formal arrangements with community groups for competent and timely interpreter services by community volunteers • An arrangement with a telephone language interpreter line for on-demand service • Translations of application forms, instructional, informational and other key documents into appropriate non-English languages and provide oral interpreter assistance with documents for those persons whose language does not exist in written form • Procedures for effective telephone communication between staff and LEP persons, including instructions for English-speaking employees to obtain assistance from bilingual staff or interpreters when initiating or receiving calls to or from LEP persons • Notice to and training of all staff, particularly public contact staff, with respect to the recipient's Title VI obligation to provide language assistance to LEP persons, and on the language assistance policies and the procedures to be followed in securing such assistance in a timely manner • Insertion of notices, in appropriate languages, about access to free interpreters and other language assistance, in brochures, pamphlets, manuals, and other materials disseminated to the public and to staff • Notice to and consultation with community organizations that represent LEP language groups, regarding problems and solutions, including standards and procedures for using their members as interpreters
 * Strategies to Ensure Meaningful Access for LEPs**

Programs and Potential Partnerships ** World Awareness Museum: // International Youth Art Exchange // (Glen Falls, NY). [] Museums and the Web: // The International Conference for Culture and Heritage On-line. // [] "Country Profiles - Guides to Culture, Etiquette, Customs and Protocol." // Kwintessential: Cross Cultural Solutions - Language Translation, Interpreting, Multilingual Services and Business Training //. Web. 30 Nov. 2009. [] "Cultural Barriers." // University of Colorado at Boulder //. Colorado Conflict Research Consortium. Web. 30 Nov. 2009. [] "IMLS LEP." // Institute of Museum and Library Services (IMLS) //. Web. 30 Nov. 2009. [] Meadows, Donella. "Communication Skills, Cross-cultural Presentations, International Audiences." // The Total Communicator; Communication Tips and Pointers //. Web. 30 Nov. 2009. [] "National Center for Cultural Competence." // Georgetown University: Web hosting //. Web. 30 Nov. 2009. []  // USA.gov: The U.S. Government's Official Web Portal //. Web. 30 Nov. 2009. []
 * The International Youth Art Exchange (ARTEX) shares American art with other cultures allowing students around the globe the opportunity to communicate through the universal language of art. The exchange provides a unique view of cultural life as seen through the art and eyes of children from around the world.
 * Museums and the Web is an annual conference exploring the social, cultural, design, technological, economic, and organizational issues of culture, science and heritage on-line. Taking an international perspective, MW reviews and analyzes the issues and impacts of networked cultural, natural and scientific heritage.
 * References and Additional Resources **
 * Provides a variety of services tailored towards businesses who want to increase cultural awareness and improve language access in the workplace.
 * Resource for etiquette and customs across the globe.
 * Information and suggestions for effective cross-cultural communication.
 * Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons
 * Tips for communicating with international audiences.
 * Resource for cultural and linguistic competence, including definitions, cultural competency checklists, suggested policies and implementation of strategies for organizations and professionals.
 * Resource for cultural information.

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