Communication

Accommodation Theory
(CAT)
(Founded by Howard Giles et al. 1973)
Researched and Presented by

Julia Maine

Context

Teaching Basic Literacy

to students with

Learning Difficulties

Communication Accommodation Theory

examines

How we accommodate our communication

to one another to become more alike or by
defining our differences;
our motivations for doing so and the
consequences.

Benefits
of

adapting communication
to accommodate others

Increase communication efficiency;

Accommodate the differences in language,
ability, culture, etc. of others;
Gain social approval or desired level of
social distance.

How we adapt communication

Subconscious or conscious choices are made about
whose communication system to use and how much to
accommodate each other.
T h e t h e o r y t a k e s n o t e o f t w o c o m m u n ic a t io n t e n d e n c ie s :
C o n v e rg e n c e

D iv e r g e n c e

These tendencies may be mutual or non-mutual

Convergence
Characteristics

Mirror other persons vocabulary, accent, speech rate, grammar, voice etc.
Match other persons gestures, mannerisms, dress, hair, etc.
Often based on attraction, charisma, credibility and motive
Gains or motives

Improves effectiveness of communication

Makes other person more confident and willing to respond
Maintains positive self-identity and brings approval
Makes ourselves more like those we are attracted to and engenders their
liking

Divergence
Characteristics

Works in opposite direction to convergence

Speaks and gestures differently from other person
Can be based on disdain for other person (or their behaviour) and
desire to remain different from them

Gains or motives

Accentuates differences between the parties

Reinforces individual or group identity
Discourages a relationship or from engaging in lengthy conversation

CAT in Practice

Accommodating the Needs of

Adult Basic Literacy Students
with SEN

Problems experienced by students with

learning difficulties
Understanding long, complex sentences
Limited vocabulary
Understanding abstract concepts
Poor listening skills and concentration span
Lack of confidence in abilities
Inappropriate patterns of communication, e.g. talking
too loudly, rigidity in their routines with lack of
patience & flexibility to adapt
Possible accompanying behaviour difficulties

Accommodating Student Needs

in lesson planning and teaching
In applying CAT theories consider:
what skills and behaviour we want to develop;
what we want to change or modify;
how to accommodate communication &
behaviour styles that cannot be changed;
how to encourage students to accommodate to
teacher.

Convergence in Practice
Enhance communication, understanding and learning

Simplify vocabulary & sentence structure

Slow down speech rate, longer/more pauses
Support explanations with clear, attractive diagrams and text
Pitch materials at students level of abilities
Match materials to students personal interests, e.g. football topics, etc
Maintain level of routine for those unable to cope with change

Engender liking & approval

Share social situations, e.g. coffee breaks

Reciprocate smiling & eye contact
Mirror gestures, e.g. thumbs up
Show interest and support in students interests or personal problems

Divergence in Practice
Correcting poor English

Stress correct pronunciation of words, punctuation, grammar etc.

Stress importance of reading & writing to reluctant readers/writers
Introduce new vocabulary

Behaviour Modification

To affirm authority over disruptive students, speak with calm, professional

manner
Speak softly to encourage loud speaking students to adopt a more reserved
style
Emphasise eye contact when student avoids
If student is negative and depressive - maintain cheerful disposition

Dangers of Overaccommodating
Examples
Patronizing baby talk, such as poor little dear
Depersonalizing language, such as its nice that you people get
out of the house
Third-party talk, where a person directs communication not at the
person with a disability but to a nondisabled person with them,
e.g. Does he take cream in his coffee?
(Fox & Giles, 1996)

Patronizing talk can be damaging as it could discourage

students independence.

Results
We have applied:
Convergence to accommodate communication & behaviour patterns
that cannot, or need not be changed
Divergence to develop necessary literacy skills and to modify
inappropriate behaviour
A delicate balance of convergence - divergence with convergence
slightly dominant, particularly from the start to develop good rapport.
Converging teachers are viewed favourably by students.
Accommodating students styles leads to students reciprocating.
We have convergence!
Students who like their teachers are more likely to accommodate
them by staying on task and following rules!