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Some misconceptions concerning body language have received great attention both in academic and training contexts. Smiling, for example, has been identified by some scholars as universally indicating a feeling of sympathy. In fact, the ‘meaning’ of a smile (as of almost everything) depends on the context. Rather than displaying a warm and open mindset, in some contexts smiling may well indicate a strong feeling of embarrassment, i.e. almost the opposite of sympathy.
Similar things can be said about posture, eye-contact, head shaking, personal space, the use of the left hand and many more. In general terms: the ‘meaning’ of body language is context-dependent rather than universal. Culture-based patterns play an important role in this.
In intercultural encounters, the messages we consciously or unconsciously convey can be crucial for establishing a trustful relationship – or the opposite. But then, a ‘dictionary’ of body language does not exist. So how can anyone cope with the enormous diversity of behavioural patterns which can be found in the globalised world? How can I be sure that the handshake I offer will be accepted the way I mean it?
Can I be sure that shaking my head will be understood as showing disapproval rather than the opposite, as may be the case e.g. in Bulgaria? Will actively addressing a person of the opposite sex be seen as polite or presumptuous and unacceptable?
In view of the great diversity of meanings in body language, how can the topic be incorporated into intercultural training courses? And most importantly: How can we avoid stereotyping?
Here are four suggestions for including the training of body-language in intercultural training courses:
1. Raise learners’ awareness that there are no communication styles, in verbal or in body language, which are universally accepted. They should know that communicative behaviour which they consider ‘normal’ may be considered inappropriate, impolite or utterly unacceptable in other contexts. Typical examples for this are touching a person, the V-sign or eye-contact. As a rule-of-thumb: When meeting someone from a different background, body language should be used with care. Conversely, interpreting body-language used by others is open to misunderstanding.
1. Raise learners’ awareness that there are no communication styles, in verbal or in body language, which are universally accepted. They should know that communicative behaviour which they consider ‘normal’ may be considered inappropriate, impolite or utterly unacceptable in other contexts. Typical examples for this are touching a person, the V-sign or eye-contact. As a rule-of-thumb: When meeting someone from a different background, body language should be used with care. Conversely, interpreting body-language used by others is open to misunderstanding.
3. Provide them with meta-language in International English (English as a Lingua Franca). Learners should possess a repertoire of polite language functions to negotiate communication styles which are mutually acceptable for all concerned. Most business English training today tends to focus on British-American conventions concerning both (linguistic features of) English and body language. The teaching of Intercultural Competence in English is different.
4. Prepare learners for the unexpected, i.e. enable them to deal with confusing, annoying or irritating behaviour, utterances, values and patterns of thought without damaging a (actual or potentially) trustful relationship. Here as elsewhere the guiding rule should be: What you do and what you say and how and when you do it are what counts. Thus using meta-communication and mediation strategies appropriately can be crucial for dealing successfully with potentially difficult situations.