Professional Documents
Culture Documents
Overview
Welcome to the unit 'Work with diverse people'.
The resources you will find here are designed to support the knowledge and skills required to work
respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or
Torres Strait Islander people.
What to do
To develop your skills and knowledge:
1. Download and familiarise yourself with what you need to complete for your assignments. You will
find your assignments on the Online Learning Support (OLS) site under the 'Assessments' tab.
2. Work through this learning resource and then complete the assignments.
3. There are activities throughout this learning resource which you can complete to enhance your
learning - you do not need to submit these activities to OTEN.
Migration
People migrate (move from one country to another) for many reasons and these reasons affect
individuals in unique ways.
In this resource, we will look at two broad categories of migrants:
Those who migrate voluntarily.
Those who are forced to leave their country of origin and seek refuge elsewhere.
Those who are forced to leave their country and seek refuge elsewhere are generally fleeing
persecution, war and conflict.
Question 1
Read the following scenario and answer the questions that follow.
You are visiting a friend or relative in a foreign country, a country where you do not speak the local
language. During the visit, you fall seriously ill and find yourself restricted to a health care facility
where the culture and language are foreign.
The food provided to you is unfamiliar and unappealing to your tastes. There are strange smells
everywhere, and all around you people are speaking a foreign language. You do not understand the
treatment you are being given, or what your diagnosis is. There is no information available to you in
your first language. The only time you can communicate is when your friend or a relative comes to
visit you.
How do you think you would feel in this situation?
What would you wish would happen?
How would you cope with what is happening to you?
Question 2
The verb 'to migrate' means to __ __ __ __ from one __ __ __ __ __ __ __ to another. In this
section we looked at two broad categories of migrants: those who migrate __ __ __ __ __ __ __ __
__ __ __ and those who are __ __ __ __ __ __ to leave their country of __ __ __ __ __ __ and seek
__ __ __ __ __ __ elsewhere.
Choices: origin , voluntarily , refuge , forced , country , move
The person must also feel unable to return to their country of origin due to experienced or
anticipated persecution.
Reflection
What do you think are the major differences between migrants and refugees in terms of their
migration experiences?
Reflect on the following statements about refugees. Consider which statements apply to migrants as
well.
A refugee:
Escapes from their homeland.
Is rarely able to choose the country they will go to.
Is rarely able to prepare for the move.
Usually has little understanding of the culture, language, job and study opportunities available in
the country they will go to.
May have to keep their plans to leave secret.
May not be able to say goodbye to family or friends.
May have to leave members of their immediate family behind.
May have to flee with no notice and only the clothes on their back.
Has little opportunity to prepare themselves for their new life.
Cannot go home to visit or stay without risking their lives or wellbeing.
Often cannot keep in contact with family and friends in the country of origin.
May have experienced severe trauma such as imprisonment in prisoner of war camps, detention
centres, and/or refugee camps, torture and rape.
In addition to the difficulties commonly faced by any person after moving to a new country, refugees
may also experience a number of other concerns as a result of the circumstances leading to their
flight.
Some of the specific difficulties faced by adult refugees include:
Lack of knowledge about the new culture and society.
Lack of knowledge about support services.
Housing and employment difficulties.
Financial hardship.
Difficulties overcoming the impact of trauma which can lead to depression and other mental
health problems.
Social isolation and loneliness.
Concern for family and friends left behind.
Having to seek refuge places great demands on a person’s coping skills, especially when that
person has experienced trauma. Most refugees arriving in Australia have not had the opportunity to
become familiar with Australian society and may have no social support network here.
Personal healing after highly traumatic experiences generally increases over time. However, the
ability to recover may depend on the number of traumatic events a person has experienced. The
greater number of traumatic events experienced, the harder it is for a person to recover. Note that
the specific difficulties facing adult refugees reflect the difficulties still faced by many Aboriginal
Australians as a result of dispossession and loss of cultural identity.
For recently arrived refugees, traumatic experiences are likely to still be a vivid part of daily life.
However, it is important to note also that for elderly people, increased reminiscence with age can
lead to distressing recall of traumatic events and that this group of people may experience
depression and other mental health difficulties related to imprisonment and torture.
Question 3
Before Juana sought refuge in Australia, her parents and two of her brothers had been imprisoned
for years by the state militia. They died in prison. Maria believes that their political associations and
activism had brought the attention of the state militia on them. Juana’s father had been a newspaper
journalist. One of Juana’s brothers was a university lecturer and another was a doctor in a rural
community when they were arrested. Juana’s only sister simply disappeared. She was in her early
20s and had been a student leader and working as a volunteer in a women’s refuge. One day, she
did not return home from work. Juana says she was arrested by the secret police and there had
been witnesses. A number of relatives and friends had also been detained without trial or had
simply ‘disappeared’.
Juana was 19 and was about to begin a nursing degree when she was imprisoned for three months
and tortured to extract information about the whereabouts of various family members. After her
imprisonment, she and her husband Santos decided to flee the country. They arrived in Australia in
the mid-80s, leaving family behind.
In Australia, Santos and Juana worked as cleaners in hospitals. Later, the couple had a child and
Juana had to stay home to look after him. She resumed working when their son was in primary
school. Juana still does not have the time to study English. Santos died a few years ago. Juana has
continued to work as a cleaner in hospitals. Her son is in high school. At home, Juana prefers
speaking in Spanish to her son and sometimes she takes him to cultural events organised by the
Spanish and South American communities.
(a) What experiences had Juana had before fleeing to Australia?
(b) What happened to Juana's sister?
(c) What is Juana's level of English?
(d) What level of family support does Juana have available to her?
All rituals are the product of a place, environment, and historical events and circumstances. It is
essential that we respect other people’s rituals, even when we do not understand them; they are no
less important or less normal than our own.
Rituals
Question 4
In this activity you will check your understanding of the meaning and impact of rituals, celebrations
and spirituality for individuals.
Enter the letter a,b,c indicating the response which best matches each item on the left.
Possible
responses:
Is an established or prescribed way of doing certain things that are
important to us, is performed on a regular basis according to a
pattern of behaviour, can involve the person on many levels; the
__________ a. Spirituality
senses, the intellect, the emotions and the spirit, can impact on all
the senses and will still be enjoyed by people with cognitive or
sensory impairments
Give great comfort and are particularly important because they are
__________ b. A ritual
shared by a group of people and provide a sense of belonging.
Formal and informal religious observances / ceremonial c. Social
__________
observances religious rituals
Review and modify work practices in consultation with people from diverse
backgrounds
Our culture may determine when we sleep, how we bathe, what we wear and what we eat. It may
tell us what is right and what is wrong, how to bring up our children, how to greet friends and
address a stranger, what is polite and what is impolite. It may prescribe ways of grieving, ways to
show affection and ways to cure illness.
Some aspects of culture are readily visible to the observer, such as clothing and language. These
aspects help to make up the way of life section of our definition. Other aspects of culture are not
visible from the outside, such as beliefs and values. These aspects help to make up the world view
section of our definition.
The culture iceberg shows a small number of things visible above the surface—language, food and
clothing. These aspects of culture represent our way of life and are clearly visible. They
can represent a client’s:
Activities of daily living.
Recurrent care needs; that is, the needs we have many times a day, every day, such as the need
to communicate, the need for sustenance, and the need for personal care.
While it is these visible aspects of culture that we notice first, it is important to remember that the
visible aspects:
Make up only a small part of culture.
Do not necessarily represent the most important information to help us understand a person’s
needs or actions.
Can be misleading: for example, a person’s physical appearance, what they eat or what
language they speak may not reflect that person’s cultural identity.
Universal needs
The __ __ __ __ __ __ __ __ __ needs we all have, such as basic __ __ __ __ __ __ __ __ needs,
must be met. The __ __ __ they are met is determined to some extent by the __ __ __ __ __ __ __
in which we live.
Choices: culture , survival , way , universal
Food
Food and drink are not only vital to survival, they hold strong meaning in many cultures and are
capable of providing both great comfort and great distress. Beyond the essential sustenance
function, food and drink contribute to our sense of wellbeing and are a source of sensory pleasure
and comfort. Familiar, culturally appropriate food is very important to clients’ quality of life.
What people eat and drink and the way they eat and drink it, vary a lot between cultures. The many
different cuisines found around the world were originally developed in response to the environment
of the place of origin, for example, using ingredients found locally that grow well in that particular soil
and climate. The strong influence of the environment explains why there are often strong regional
differences in ingredients and food preparation within the same country.
In most cultures, food and drink are important parts of religious and social rituals and celebrations.
Certain religions forbid certain types of food and may have strict rules about how food is to be
prepared. If you are organising a function, be aware of the cultural catering needs of the people you
work with.
Cultural differences surrounding food may include various cultures’ practices or preferences in the
following areas:
Ingredients
Preparation and handling
Cooking methods
Utensils and cutlery
Presentation
Customs and taboos
Providing all clients with the same food is likely to produce different outcomes and responses. For
example, a person may:
Be happy and comfortable with the food because it is home-like and familiar food.
Have difficulty accessing the food due to unfamiliar cutlery/utensils.
Accept the food but not like it because it is unfamiliar.
Become distressed because the food is forbidden in his or her culture.
Clothing
Clothing is another very visible sign that can distinguish people belonging to different cultures or
performing specific jobs, for example, traditional religious dress and uniforms.
The parts of the body that should be covered, and the manner in which they are covered vary from
culture to culture and even within cultures. What should be worn may depend on gender, age, role,
situation and other circumstances.
Many cultures have traditional ceremonial costumes that are worn during cultural celebrations. Others have
traditional clothes that may be worn all the time to indicate the wearer’s status in the community, their belief
system, or as a display of respect. What is acceptable clothing in one culture may be inappropriate in another.
Once again, the environment of
the country/place of origin can
help explain certain clothing
traditions. For example, clothing
traditions in very cold regions
differ greatly from those of
tropical regions.
It is the less or invisible aspects of culture that are most likely to give us insight into our client’s
wants and needs. A greater understanding of these influences will provide us with a greater
understanding of the individual, making our time at work easier, more enjoyable and more
rewarding.
The key aspects of culture found below the surface are:
Social interaction
Beliefs
Attitudes
Values
Perceptions
These aspects are very closely intertwined and overlap. However, we will explore each aspect in
more detail by addressing them in turn.
Social interaction
Within each culture there is a whole code of conduct that determines how people are expected to
relate to each other. We learn the expected ways of behaving with other people as we grow up. As
adults, the code has become so much a part of who we are and how we behave that we forget that
our way of interacting is not a natural way of behaving, but the prescribed way of our particular
culture.
The code of conduct of a particular culture may prescribe appropriate interactions between:
Men and women
Young people and older people
Relatives
Colleagues
Strangers
Subordinates and superiors
The code of conduct affects not only what people can say to each other, but also the way they:
Address each other
Touch each other
Use gestures
Outwardly express their emotions and feelings
All cultures have their own code of conduct. In some cultures the rules can be strict and complex.
Breaking these rules of social interaction can trigger irritation, distrust, and even real distress in
others. It can lead to strong reactions and misunderstandings.
In different cultures, the same action may carry a different message or meaning. The same
behaviour can affect different people in different ways. In social interactions, the message we
convey can be interpreted in different ways by those unfamiliar with our culture. Mistakes will be
made unintentionally, especially when we are first getting to know a new person. Mistakes cannot
always be avoided. The important thing is to learn from the mistakes and to ask if unsure.
The first step when interacting with new people from different cultures is to carefully observe
reactions to our behaviour to see whether the message has been received the way it was intended.
In any workplace, effective interaction among the people you work with is very important because:
It will impact on teamwork and job satisfaction.
It is a recurrent need.
It is a precondition to providing quality care.
Of particular relevance is the special status given to older people in most cultures.
Collective Individualistic
In some societies the focus is on inter- In other societies the emphasis is on
Reliance on dependence - people rely on each other. independence or self-reliance.
others Examples of these societies: Middle Examples of these societies: Western
Eastern and Eastern societies. societies.
Reflection
Can you think of the positive as well as negative impact of being reliant and of being self-reliant?
Different world views will influence the reactions of individuals to particular events/circumstances.
An understanding of different cultural perspectives helps us understand behaviours that may
otherwise appear unreasonable or inconsistent.
Beliefs
A system of belief or religious faith can give meaning and direction to whole communities and
individuals. This aspect of culture is probably the most complex and the one that may cause some
of the strongest reactions and misunderstandings.
Our lives are strongly influenced by cultural and individual codes, beliefs, attitudes and perceptions.
Their beliefs help determine the way people from a particular culture think, act and react to life
events and circumstances. They may also help determine attitudes and reactions to health, illness,
disability, healing, treatment, death and the dying process and, for many, an after-life.
It is impossible for us to learn about all these different belief systems, but we all should be aware
that a belief system or a person’s faith is a fundamental part of their life that has to be respected,
though not necessarily shared or understood.
What is important and possible is to understand that these differences exist and that these beliefs
strongly impact the life of people.
People’s systems of belief and ways of understanding the meaning of life are ancient and complex.
Within each culture there is a whole code of social conduct that determines how people are
expected to relate to each other. It is important to remember that our own ways of behaving are not
the natural or only ways of behaving; they are simply the ways our culture taught us to behave.
Different cultures have different rules.
The first step when interacting with people from different cultures is to carefully observe reactions to
our behaviour to see whether the message has been received the way it was intended.
Question 7
Imagine yourself in the situation presented and then provide an answer to the question posed.
You are holidaying in another country and meet some people from that country who have never
visited Australia. They know a bit about Australia but it is based mainly on popular clichés and icons
(e.g. kangaroos, koalas, boomerangs, Opera House, Great Barrier Reef, Crocodile Dundee, Kylie
Minogue etc).
They ask you to tell them about life in Australia.
In the workplace, we have to build successful work relationships and interact with people in a
positive way to achieve our organisational goals.
Reflection
Can you think of any more types of work relationships?
Guidelines
Below are guidelines for contributing to the development of workplace and professional relationships
based on acceptance of cultural diversity. Note that many of these guidelines are the same for all
work relationships.
There are many advantages to a work relationship. What advantages have you encountered? There
may also be some disadvantages. Based on your own experiences with work relationships, list
some of these on a note pad.
You may have thought of:
Advantages Disadvantages
It's enjoyable to work with others. Strong personalities or those with 'power' can dominate
It generates new ideas. It's hard to get people together.
It lets everyone share in decisions. It takes time.
It allows input of a variety of ideas. It is difficult to organise and manage.
Members feel part of the organisation. Arguments can occur.
Members feel more committed to Quiet and less confident people may have difficulty
decisions they make. contributing.
You can support each other. Some members may not be as supportive as others.
You can work towards achieving a common
Some members may not be interested.
goal.
A positive attitude
This means avoiding negative thought and criticisms. Be aware of any prejudices you have about
any aspect of your co-workers’ lives, for example their culture, religion, customs, lifestyle choices
and so on. Once you have this self-awareness, you can work towards eliminating your prejudices.
Often, prejudices arise out of fear or uncertainty; that is, fear or the unknown. Try as best you can to
be non-judgmental and more accepting of others. Give the other person the benefit of the doubt and
always try to learn more about other cultures.
Use work practices that create a culturally and psychologically safe environment for all
persons
Cultural safety
Cultural safety acknowledges and embraces the unique cultural and linguistic background of
individuals.
It means providing opportunities for people to express their culture, have their cultural needs met
and share their cultural heritage. Cultural safety means that a person is confident that their culture is
accepted and respected and that service provision will embrace cultural considerations.
When people feel culturally safe, they are free from fear, anxiety and feelings of discomfort. They
feel comfortable, accepted and included.
Activity
Question 8
Cultural safety acknowledges and embraces the unique cultural and linguistic background of
individuals.
It means providing __ __ __ __ __ __ __ __ __ __ __ __ __ for people to express their __ __ __ __
__ __ __ , have their cultural needs met, and share their cultural __ __ __ __ __ __ __ __ . Cultural
safety means that a person from a __ __ __ __ background is confident that their culture is __ __
__ __ __ __ __ __ and __ __ __ __ __ __ __ __ __ and that service provision will embrace cultural
__ __ __ __ __ __ __ __ __ __ __ __ __ __ .
Clients' __ __ __ __ __ __ __ __ of cultural safety are part of what __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ is all about. When our clients feel culturally __ __ __ __ , their __ __ __
__ __ __ __ of life improves and our work becomes more __ __ __ __ __ __ __ __ __ and
enjoyable.
Choices: culture , quality , opportunities , considerations , respected , safe , rewarding , accepted ,
CALD , heritage , cultural competence , feelings
To be culturally competent at work, we must have the ability and the will to respond to the unique
needs arising from each individual’s culture.
Reflection
Think about your own workplace.
How do staff demonstrate cultural competence?
Consider not just how they deal with people with cultural and linguistic differences but also other
kinds of differences, e.g. people with a disability, people from a different socio-economic group, gay
people.
Topic 3 - Communicate effectively with people from diverse backgrounds and situations
Show respect for cultural diversity in all communication with clients, families, staff and others
Tone refers to how we speak, while body language refers to what we do with our body.
Tone - the way we speak
Fast or slow
Gentle or aggressive
Pauses
Methods of communication
Question 9
Enter the letter a,b,c indicating the response which best matches each item on the left.
Possible responses:
Verbal __________ a. Language, specific words
Tone __________ b. Facial expression, gaze, gestures, posture
Body language __________ c. Pauses, speed, intonation, emphasis
Communication
Older migrants
For migrants who came to Australia in the 1950s and 1960s, there were not many opportunities for
them to attend English classes. Where English classes were available, they were often inadequate
and grouped people from many different language backgrounds and varying levels of formal
education altogether. English classes were often unable to meet learners’ needs.
For many migrants the workplace did not offer the opportunity to learn or practise English skills.
Consider that:
English is not essential for many semi-skilled jobs.
Many migrants worked in jobs that did not involve much talking.
The English used at work often related only to the job and the workers did not have much
practice with conversational English.
Outside working hours, most people spend their time with family and friends and these were usually
people of the same background and speaking the same native language. Many migrants left behind
close family and friends and a familiar cultural environment. Therefore, as a group they often
recreated a cultural environment where they could feel more at home and where they spoke the
same language.
Some migrants have said that they shielded themselves from the wider English-speaking
community due to feelings of rejection, especially as prejudice against them was not uncommon.
Once retired, many migrants mix mostly with family and friends with whom they can share memories
and cultural experiences in their own language. Much of the English learnt at work can be lost after
retirement when retirees stop spending as much time around English-speaking people.
By the time they are in their 70s and 80s, most of the post-World War II migrants would have been
retired for at least 10–15 years. Once retired, they are likely to speak almost exclusively in their
native language.
English proficiency among older women migrants is often even lower than that of migrant men.
Many women stay (or stayed) at home to raise children and look after the house, which meant that
they had very little opportunity to learn English.
Older people generally tend to go back to speaking their native language—even when they are quite
proficient in English—because they find the native language easier to use. Some older people
develop memory difficulties (such as Alzheimer’s disease) and the first language that they lose is
the one that they acquired last; that is, English.
Moreover, a number of older migrants come to Australia late in life to join their children and
grandchildren. These older people often have very limited exposure to the wider community and
probably will not learn any English at all.
Communication Activity - True or False?
Question 10
Learning a new language as an adult is easy.
1. True
2. False
Answer_______
Question 11
Some languages are more similar to English than other languages. The more similar the first
language, the easier it is to learn English.
1. True
2. False
Answer_______
Question 12
A person's level of literacy in their first language may have a strong impact on their ability to learn to
read and write in another language.
1. True
2. False
Answer_______
Question 13
For migrants who came to Australia in the 1950s and 1960s, there were lots of opportunities to
attend English classes.
1. True
2. False
Answer_______
Question 14
For many migrants, the workplace did not offer the opportunity to learn or practice English skills.
1. True
2. False
Answer_______
Where language barriers exist, make efforts to communicate in the most effective way possible
Why do cultural misunderstandings happen?
Cultural misunderstandings can occur when people don’t share or understand the ‘rules’ of a
particular culture. The ‘rules’ of how you behave are to do with what people expect you to do in
certain situations. People can learn the rules of a new culture by watching people and through
asking questions. It is cultural values that lead to expectations and ‘rules’ about how people behave.
There may be many cultural differences between people that can cause misunderstandings.
Areas of misunderstanding
Whether we are from an English-speaking background or from CALD background, you will find this
next section relevant—as it is important for all of us to be aware of how misunderstanding can occur
across cultures.
Some common areas of misunderstanding are:
Polite forms of language
Idioms
Questions
Compliments
Dress
Social customs
Responding to good and bad news
Space
Time
Making requests
Question 15
Consider the situation presented below and answer the questions.
Lily and Freda work together. Although they are friends, Freda thinks Lily is quite abrupt, especially
when she wants her to do something. Freda knows that Lily does not mean to sound rude.
Here are examples of what Lily might say:
'Give me the tray.'
'Don't give this to me. Give it to Grace. It's her job to check it.'
How would you rephrase the instructions?
Question 16
If you were Freda, how would you make efforts to communicate in the most effective way possible
with Lily?
Idioms
Slang and colloquial language is very hard to learn and may cause misunderstandings across
cultures.
Colloquial language is everyday language that people speak at home or with their friends. It is
informal and often includes slang.
Questions
People ask different sorts of questions in different cultures. What may seem polite in one culture
may be impolite in another culture. Some Australians may think it’s impolite to discuss money, age,
religion, politics, their weight etc.
Sometimes new immigrants may ask questions about things that local people take for granted. This
might cause discomfort and may lead to misunderstanding.
Question 17
Consider the situation and answer the questions.
Erica, new to Australia, has been working for you for about a week.
Which of the following questions would be appropriate for her to ask if she was talking to her
supervisor? Explain your answer.
How long have you been working here?
Question 18
Do you enjoy your job?
Question 19
What do you earn?
Question 20
Do you have any children?
Question 21
Do you own your own home? Or are you renting?
Question 22
How old are you?
Compliments
We give and receive compliments differently in different cultures. In some cultures a student would
deny a teacher’s compliment by looking down to show modesty. The teacher, however, expects the
student to be pleased and show this by smiling and saying ‘thank you’.
Dress
People have different expectations of what is appropriate (right) dress in various situations, based
on their cultural experience.
Social customs
Social customs (the way people behave in social situations) may seem unusual in a new country. In
Australia, if someone invites you to a party and asks you to bring a plate, this means bring some
food to share.
If an invitation says BYO, this usually means bring your own alcohol — beer or wine. If you are at a
pub (hotel) with friends and someone says, ‘It’s your shout’, this means it’s your turn to buy the
drinks for everyone.
Space
Personal space is the distance that feels comfortable between people when they meet and talk. The
distance varies depending on the relationship between people, how well they know each other. It
also varies from culture to culture.
Concept of time
How people think about and use time might depend to some extent on how their culture values time.
These differences may cause some misunderstanding.
In some countries (e.g. Italy and in many Arab countries), it is normal for people to be half an hour
late for a meeting. In some other countries (e.g. USA or Britain), you can only be late by about five
to 10 minutes. In Japan, being late may be perceived as insulting. In English, there are sayings such
as, ‘He who hesitates is lost’; ‘Time is money’; ‘saving time’, ‘losing time’ etc. On the other hand, in
Chinese and Middle Eastern cultures, there are sayings such as, ‘Think three times before you act’.
If we are aware of how people perceive time differently, we can avoid misunderstanding them.
There are two main ways that people think about time:
1. Monochronic: People who think about time in a monochronic way work out an order for doing
things, deal with one thing at a time, make a sort of mental list and think that it’s important to be
punctual (on time).
2. Polychronic: People from some cultures think about time in a polychronic way. They do many
things at once, change their plans often and think that people are more important than
punctuality.
Remember though that while most people in a culture might be polychronic or monochronic,
individuals within a culture can have different notions about time.
Monochronic Polychronic
Time as a fixed entity Time is flexible
Time is linear Time is cyclical
Necessary to complete one task so you can
May begin on other tasks before completing the first.
move on (fowards) to the next step.
Focus on planning. Planning is not emphasised.
Appointments and schedules are very
Appointments and schedules tend to be flexible. People
important. Lateness is accepted only if it's for a
might be late to meetings.
short time.
Tends to live more in the present - views the present
Future oriented. and past as more important than the future (not so
future-oriented).
Reflect
Reflect on how your culture thinks of time? Would you say that it's more monochronic or
polychronic? Or is it different to these two concepts of time?
How about you, as an individual? How do you think about time?
Cultural behaviours
All the things we have been talking about so far — attitudes to time, social customs, forms of
politeness, etc — are cultural behaviours.
Communication aids and other strategies to assist communication between people who do not
speak the same language are invaluable in any setting.
Use the following strategies to ensure that clients can communicate in their own language as much
as possible:
Learn a few words in the languages of the clients with whom you are working.
Use communication charts and other aids.
Ask relatives and friends for help when necessary and appropriate.
Use signage.
Other strategies to improve communication may require specific training and authorisation. Your
manager (or their delegate) is responsible for co-ordinating communication aids such as:
Requesting professional interpreters.
Organising bilingual doctors and care staff.
Using telephone interpreter services.
It is important that all staff be aware of the appropriate uses and restrictions regarding
communication aid strategies so that the highest standard of care is maintained at all times.
Inappropriate use of certain communication aids could cause more harm than good.
This does not mean that bilingual staff should never be used to assist communication. They can be
a great resource to your work, but it is vital to remember that bilingual relatives, friends and
colleagues should only be asked to assist with communicating simple, practical messages. Bilingual
staff can also be a great help with recreational activities such as bilingual bingo.
Remember that bilingual staff have their own busy workload and that assisting communication
between others is additional work for them.
If ever you feel a client requires an interpreter, refer the matter on to a supervisor.
How to communicate effectively with the assistance of a bilingual person or interpreter
1. Make sure the person you ask to help speaks the same language/dialect as the client!
2. Check that the bilingual person can spare the time to help you or book a professional interpreter.
3. Explain the questions you wish to ask the client and what assistance you’d like from the
interpreter.
4. Approach the client together.
5. Always address the client directly.
6. Let the bilingual person ask the client if they mind the bilingual person helping you to
communicate.
7. Speak to the client - NOT the bilingual person. Use short, simple sentences; speak slightly more
slowly than usual; use a normal volume.
8. Pause after each sentence to allow the bilingual person to repeat what you have said.
9. Allow time for questions and clarification.
10. Don't use jargon, slang or jokes—they will not translate effectively.
11. Check regularly to ensure the client understands.
12. Ask the client if they have any questions for you.
13. Thank the bilingual person in front of the client.
14. When you have moved away from the client ask the bilingual person if they would like to debrief
or if they have any comments/suggestions. This will allow you to discuss any concerns.
Please note: It is important that the final step (step 14) never takes place in front of the client
because this will allow the bilingual person to express things they may not wish to say in front of the
client. The client will feel excluded and embarrassed if the conversation continues without including
them.
Being subjected to any of the above behaviours can make a person feel:
Angry
Upset/sad
Ashamed
Frightened
Isolated
Intimidated
No one has the right to make another person feel that way. It is your right NOT to accept offensive
behaviour. Justifying, ignoring, or doing nothing about such behaviour gives permission for it to
continue.
The consequences of offensive actions will also differ depending on who the instigator is. For
example, there are specific laws concerning appropriate behaviour in the workplace.
Step 1
Keep your cool—try not to respond emotionally.
Step 2
Tell the instigator promptly, clearly and calmly that you find their actions upsetting.
The important thing to remember here is that the person understands you find their actions, not
them, offensive. A good response would be: ‘Please do not say that to me, I find it offensive and
upsetting’. This response is clear, direct, and does not attack the person. It addresses the action. If
your response is directed to the person, they are likely to get defensive, a situation not likely to work
in your favour.
Step 3
If the person apologises, accept their apology.
Step 4
If they don't apologise, let it go once.
Step 5
If the offensive behaviour happens again, action needs to be taken.
Step 6
The action taken will depend on the parties involved.
Step 6 will change depending on who is involved in the conflict situation. We will now look at
responses for the range of possible parties in the community services setting.
Question 23
Name calling is a ....
1. Cross-cultural misunderstanding
2. Cross-cultural conflict or challenging interaction
Answer_______
Question 24
Teasing is a ....
1. Cross-cultural misunderstanding
2. Cross-cultural conflict or challenging interaction
Answer_______
Question 25
Degrading comments are a ....
1. Cross-cultural misunderstanding
2. Cross-cultural conflict or challenging interaction
Answer_______
Question 26
Abuse or aggression is a ....
1. Cross-cultural misunderstanding
2. Cross-cultural conflict or challenging interaction
Answer_______
Question 27
Accidentally causing offense is a ....
1. Cross-cultural misunderstanding
2. Cross-cultural conflict or challenging interaction
Answer_______