By Megan Khotko
Editor’s note: This article is the winner of the 2023 IDL SIG Student Outreach Article-writing Competition. Megan Khotko is a graduate student at Minnesota’s Metropolitan State University, where she is working towards earning her master’s degree in Technical Communication and a graduate certificate in Learner Design. Congratulations, Megan!
In an age of unprecedented globalization, the interconnectedness of people and organizations across borders has become a defining feature of our world. This remarkable shift highlights the immediate need for technical writing that is not only effective but also culturally sensitive. The traditional one-size-fits-all approach to teaching technical communication is now woefully insufficient in meeting the demands of our diverse and interconnected society. The intricate web of cultural nuances and preferences in written publications emerges as a striking challenge for educators. It becomes ever more apparent that a more adaptable and culturally sensitive approach to technical writing is now imperative. Here are three fundamental pillars for instilling effective cross-cultural technical communication practices.
1. Prevent Cultural Prejudices
Traditionally, imparting clear and direct communication writing styles was seen as crucial. Technical writing was all about being concise and to the point, as Richard Lanham suggests, “writing ought to be fast, concrete, and responsible. Business prose ought to be verb-dominated prose, lining up actor, action, and object in a causal chain, and lining them up fast” (Lanham, R. 2000, 89.) However, a new modern perspective on technical communication is emerging, suggesting that clarity and effectiveness might be more typical of North American communication styles. These observations challenge the idea that there’s one universal style of technical communication, emphasizing that there isn’t a single right way to communicate technically across cultures. Educators play a pivotal role in mitigating cultural prejudices by guiding students to embrace a variety of communication styles, rather than enforcing a singular cultural viewpoint as the standard. Encouraging cross-cultural interactions exposes learners to diverse perspectives and worldviews, which, in turn, aids in dismissing biased assumptions about what constitutes effective communication. This fosters a more inclusive and respectful approach to technical writing.
2. Promote Cultural Adaptability
William Horton’s research on using colors in computer manuals reveals some intriguing cultural differences. For instance, in Arabic culture, blue symbolizes truth, while in Japanese culture, it can represent villainy (Horton, 1991, 274). These cultural insights are valuable because they help prevent misunderstandings and awkward situations, like choosing offensive colors. While generalizations can be helpful for students to be aware of, educators must warn learners always to be cautious about treating people solely as representatives of their cultural profiles rather than as unique individuals.
In the development of technical communication lessons, it is crucial to acknowledge the profound impact of such cultural considerations. Any conversation about effective teaching must begin with careful consideration of how individual students learn. Researchers Merriam and Baumgartner establish that every student, influenced by their unique cultural background, develops their own ideas about knowledge, how they learn, and how the application of knowledge fits into different situations (Merriam, S. B., & Baumgartner, L., 2020, 143). This perspective encourages a reevaluation of the dynamic interaction between individuals and their surroundings, which can facilitate the learning process. By acknowledging the impact of culture on learning and knowledge application, educators can instill in students the ability to accommodate the cultural diversity in their audience, fostering cultural style adaptability.
3. Formulate Diverse Context Application
It’s vital to recognize that a learner’s viewpoint significantly differs from that of an expert, teacher, or business owner. Educators should actively accommodate variations in readiness and comprehension while avoiding cultural assumptions. To bridge these gaps and foster valuable learning experiences, educators can research their students’ activities and cultural experiences (Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M., & Norman, M. K., 2010, 178). Engaging in conversations with learners, especially those currently studying the subject, is invaluable when designing learning experiences. Allow your findings to enhance learning in alignment with each student’s unique life experiences and knowledge base. Students can provide valuable insights into what is clear, confusing, or challenging. You want your lessons to create contextual triggers that will allow learners to remember things later. The more context, whether visual or situational, that you can leverage, the better students will remember.
Do not assume that because students have learned a skill, they will automatically know where or when to apply it. So, when possible, give students opportunities to apply a particular skill in multiple contexts. For example, if you are teaching students a lesson on developing a professional writing style, you might want to assign multiple case studies from various cultures to give students the opportunities to apply those principles in the context of very different industries and cultures.
As a final point, the examples, case studies, and project topics instructors include in class all send subtle messages about the field and who belongs in it. The subtle messages are important for students to develop their sense of identity, purpose, and competencies. These messages can influence engagement and persistence in the field. By adapting technical communication practices to be more culturally sensitive, educators can not only bridge divides but also empower future technical communicators with the tools to facilitate understanding and cooperation in our ever-shrinking global world, where diverse voices and perspectives converge to shape our shared future.
Reference List
Ambrose, Susan A., Michael W. Bridges, Michele DiPietro, Marsha Lovett, and Marie K. Norman. “Why Do Student Development and Course Climate Matter for Student Learning.” Essay. In How Learning Works 7 Research-Based Principles for Smart Teaching, 178–80. San Francisco, CA: Jossey-Bass, 2010.
Anderson, Paul V. Technical communication: A reader-centered approach. Boston, MA: Cengage Learning, 2018.
Hofstede, Geert H., Gert Jan Hofstede, and Michael Minkov. Cultures and organizations: Software of the mind. Maidenhead: McGraw-Hill, 2010.
Horton, William Kendall. Essay. In Illustrating Computer Documentation: The Art of Presenting Information Graphically on Paper and Online, 274–75. New York, NY: Wiley, 1991.
Lanham, Richard A. Essay. In Revising Business Prose, 89–90. Boston: Allyn and Bacon, 2000.
Merriam, Sharan B., and Lisa Baumgartner. “Transformational Learning.” Essay. In Learning in Adulthood: A Comprehensive Guide, 142–45. Hoboken, NJ: Jossey-Bass, 2020.
Weiss, Edmond H. “Technical Communication across Cultures: Five Philosophical Questions.” Journal of business and technical communication 12, no. 2 (1998): 253–69.