Primary Advisor/Dissertation Chair
Jennifer Ouellette Schramm
Secondary Advisor/Reader One
This study explores the multiple meanings and uses of silence with respect to the Somali culture and the cross-cultural implications of silence between a United States teacher and the Somali English language learner (ELL). The findings can enhance teachers’ cultural understanding of silence as a form of communication used by English learners native to Somalia in a beginning — intermediate ELL classroom. Three overarching trends were found through inductive analysis of data collected through a modified Communication Observation Language Tool and open-ended interviews. These trends include: silence as a means for organizing and upholding social norms; silence as a space for understanding and learning; and, silence as an indication of acculturation. The major findings of this study imply that the use and meaning of silence is indeed culturally determined. This distinction not only guides student communication but teacher understanding or in some cases, misunderstanding of the student. In reviewing the culturally distinct implications of silence, I worked to express the importance for an educator to understand the culturally determined meaning and use of silence in order to successfully work with English language learners from the Somali culture.
Case Study, Interview, Observation
ESL/ ELLs, culturally responsive pedagogy, cross-cultural communication, non-verbal communication
Head, Erin, "Cross-Cultural Implications Of Silence Between Adult Somali English Students And A United States Teacher" (2017). School of Education Student Capstone Theses and Dissertations. 4283.