SECTION 1: CRITICAL READING

What is reading?

 Reading is an interactive process involving the reader and the text (writer).
 Reading is basically decoding (interpreting) a series of written symbols to make sense of the
text.
 It refers to the idea that meaning exists in the printed text and is interpreted by the reader
then taken in.

Who is a reader?

 Readers are massive recipients of information in the text.

 Meaning resides in a text and the reader has to reproduce meaning.
 Novice readers acquire a set of hierarchically ordered sub-skills that sequentially build
toward comprehension ability.
 When skills are mastered, readers become experts and comprehend what they read.

Reading for academic purposes

An active meaning-making process that requires concentration, critical and analytical thinking,
reflection, evaluation, and interpretation.

This means reading a written text purposefully with one main goal in mind:

 to understand the content of the text so that you can:

o analyse

o evaluate

o interpret the content.

The comprehensive reading process consists of three steps:

1. the preview phase involving pre-reading

2. reading for structure

3. reading for understanding

The preview phase involves two pre-reading techniques:

 skimming

 scanning
Pre-reading technique: skimming

• Skimming is useful to find out whether a text contains the kind of information you need or
are looking for.

• It is an effective and quick way of finding relevant sources / information when you have to
write an academic essay or a research assignment.

• Skimming saves time because you do not have to read each source in detail to determine
whether it is useful or not.

How to skim read a text

When you skim, you get a quick overview or a general sense of a written text, without having to
read the text in detail.

 pick out what is important and cover the entire surface of a text without reading the text
from the beginning to the end
 draw on existing knowledge about an issue

 look at the surface features of the text – author’s details (name and surname), title,
length, visuals (pictures / drawings), words in big letters, in bold or in italics

 preview the preface or abstract, content page, glossary and index

 read the introductory section for the central theme

 read the first sentence of each paragraph

Pre-reading technique: scanning

 Finds specific information when you do not want to read the entire book, chapter or
article.
 As an example, scanning is used when looking for the meaning of a word in a
dictionary, or a telephone number in a telephone directory.
 It can also be used to find specific information when you have to do an essay or a
research assignment.

How to scan a text

When you scan:

 You move your eyes (and sometimes your index finger or pencil) down or across the page,
most often in an alphabetical order until you find the word or concept that you are looking
for

 the rest of the information is not important

 identify the most important key words in the topic or theme and use those as a guide to
find information by scanning the key words
  if you find the specific key words in a text using the scanning process, you could use that
text as one of your sources as it contains the key words of the topic – the text will most
probably include a discussion of issues that will be relevant

Reading for structure

This includes:

 a logical and systemic way of working through the structure of a written text to understand its
content
 a strategy of analysing the text – breaking it down into smaller parts – text analysis
 A process where you determine and identify

o the introduction – outline / plan / attention grabber

o the body – most important part – details / evidence

o the conclusion – summary

Tips on reading for understanding

How to read for understanding:

 Re-read parts not understood

 Re-read parts found to be very interesting

 Link the text to the purpose for which you are reading the text

 Make notes next to, or on the text, such as NB

 Underline difficult words

Critical reading

 to understand the underlying / deeper meaning of texts

 commonly known as reading between the lines

 to infer from the way the information is presented, the kind of words used, what the
author is saying without putting it in specific words, or what the author is not saying

 inferring what cannot be seen but is implied in the words and phrases used in a text

 understanding the use of words and the different meanings ascribed / attached to words in
different contexts

• Denotational meaning – literal / dictionary meaning of a word

• Connotational meaning – the meaning of a word that is based on people’s

perceptions, feelings, emotions, beliefs, norms and values

Tips on critical reading

  Discover what the author argued for

 Uncover the deeper meaning in the text

 Evaluate the text, agree or disagree with the author’s point of view

 Get other opinions about the text

 Make a judgment of the text

Note-making methods

1. Making linear notes

 Preview the article – skim

 Read for structure

o Introduction – central theme

o Body – main ideas

o Conclusion – summary

 Read for understanding

2. Mind-mapping

3. Making a summary

 Read the text critically.

 Decide which facts were implied.

 Determine what was inferred in the text.

 Find words that were used denotatively.

 Find words that were used connotatively.

 Decide if the ideas were presented objectively.

 Decide if the ideas were presented subjectively.

Reading issues

• Use a dictionary.

• Discuss it with others.

• Read the first few paragraphs and see if it helps you to understand the title.

• Do not rush.
 • Read slowly and read small sections at a time.

• Read and reward yourself with food, music, and so on.

• Speak to friend (or a mirror) about what you have just read.

• Read the introduction and the conclusion again.

• Read the first sentence/line of each paragraph and see if there are similar words.

• Draw up a timetable of the reading you have to do and stick to it.

• Read every day and devote one day per week to each subject.

• Make short notes of what you read and reflect on it.

• Ask others.

• Check the pronunciation in a dictionary.

• Listen to the way in which your lecturers and tutors pronounce words that are unfamiliar
to you.

• Learn the glossary of these words.

• Consult with your lecturer.

• Form a study group and discuss difficulties and challenges.

• At university, you should read and work through the content of your textbooks in order to
understand the content, not memorise it.

• Rather write short summaries in your own words and study from those.

I have difficulty choosing the right text to study for an assignment.

 You have to consult your lecturer and tutor.

 They will help you with your choice.

Some texts are really problematic and boring.

• Brighten up a boring text with little drawings, pictures and colours.

• Make it fun.

I cannot cope with the difficult words.

 Simply underline these words while you read, without stopping your reading, and come
back to them later.

I do not like reading. Why can’t we have tapes with someone else reading the text?

• Start off by simply reading what interests you.

• Read the texts that are really necessary.

 • Make your own tapes, videos and podcasts.

Tips on improving reading and understanding.

a) Build your vocabulary

 Note new or unfamiliar words.

 Try to understand the meaning of the word by reading the entire sentence

 Look it up in a dictionary or search for the meaning on the Internet

 Ask your lecturer, tutor, parents or a trusted friend

 Use it so that you become familiar with it

 Your vocabulary will improve and you will become more confident in using new or
unfamiliar words in the correct contexts

b) Improve pronunciation.

• Learn how to pronounce new words correctly

• Listen to the TV, the radio (the news / documentaries), songs, lecturers and tutors
• Make friends with students who are English first-language speakers (if you are a
second or additional speaker of English)
• Ask them to help you and correct you when you mispronounce a word
• Set time aside to practice the pronunciation of new words with the assistance of
an English first-language speaker
• Use online programs which teach people how to learn a language

c) Read broadly and widely

• Make time to read more books, newspapers or any other reading material
• Put time aside to read
• Download reading material on your smart phone, and read it at your leisure
• Reading will help to increase vocabulary and understanding of the use of new words
• Using new vocabulary improves all the language skills and reasoning.

SECTION 2 – CROSSCULTURAL COMMUNICATION.

TERMS:
Cross-cultural communication refers to the process of exchanging information, ideas, and emotions
between individuals or groups from different cultural backgrounds. Effective cross-cultural
communication is essential in our increasingly globalized world, as it helps foster understanding,
minimize misunderstandings, and build positive relationships among people from diverse cultures.

Cultures have a profound impact on communication in several ways. These cultural influences shape
how individuals express themselves, interpret messages, and interact with others. Understanding
these impacts is crucial for effective cross-cultural communication.

Microcultures refer to smaller, distinct cultural groups or subcultures that exist within a larger,
overarching culture. These microcultures are characterized by their unique sets of beliefs, values,
practices, and communication patterns that differentiate them from the broader cultural context.
Understanding microcultures is crucial for effective cross-cultural communication, as they can
significantly influence how individuals interact and interpret communication.

Intercultural communication holds significant value in our increasingly interconnected and diverse
world. It refers to the exchange of information, ideas, and emotions between individuals or groups
from different cultural backgrounds.

Effective cross-cultural communication can be challenging due to various barriers that can impede
understanding and create misunderstandings. These barriers can arise from differences in language,
nonverbal communication, cultural norms, and worldviews.

Barriers to cross-cultural communication: (SLIDE 7)

1. Language Barriers: Differences in language can pose one of the most significant barriers to
communication. When individuals do not share a common language or have varying levels of
proficiency, it can lead to misinterpretation and confusion.

2. Cultural Norms and Values: Differing cultural norms and values related to politeness,
respect, hierarchy, and social roles can lead to misunderstandings. What is considered polite
in one culture might be seen as disrespectful in another.

3. Nonverbal Communication: Nonverbal cues like body language, facial expressions, and
gestures can vary widely across cultures. Misinterpreting these cues can result in
misunderstandings or miscommunication. For example, a thumbs-up gesture may be positive
in some cultures but offensive in others.

4. Stereotypes and Prejudices: Preconceived notions and stereotypes about other cultures can
lead to biased interpretations and hinder open communication. Stereotypes can cloud
judgment and create negative perceptions.

5. Ethnocentrism: Ethnocentrism is the belief that one's own culture is superior to others. It
can lead to a lack of empathy and understanding when communicating with individuals from
different cultural backgrounds.
 6. Perception and Interpretation: The way people perceive and interpret information can vary
based on their cultural lenses. This can lead to different interpretations of the same message
or behavior.

7. High- and Low-Context Communication: Some cultures engage in high-context

communication, where much of the meaning is conveyed through context, shared
knowledge, and nonverbal cues. Others use low-context communication, which relies more
on explicit verbal communication. Mismatched expectations in this regard can create
barriers.

8. Conflict Avoidance or Confrontation: Cultural differences in how conflict is addressed can

hinder effective communication. Some cultures may prefer to avoid confrontation, while
others may be more direct and confrontational in their communication styles.

9. Cultural Taboos: Cultural taboos related to certain topics, gestures, or behaviors can limit
open discussion. Mentioning taboo subjects can be offensive and disrupt communication.

10. Cultural Distance: The degree of cultural difference between two cultures, often referred to
as "cultural distance," can impact the ease of communication. Greater cultural distance may
require more effort to bridge communication gaps.

11. Contextual Differences: Cultural differences in how context is perceived and used in
communication can lead to misunderstandings. For example, the importance of time and
punctuality varies among cultures.

12. Technological Barriers: Technological barriers, such as time zone differences, internet
connectivity issues, and language support in digital tools, can hinder effective cross-cultural
communication in today's globalized world.

Student voice

1. How can we remove communication barriers in our classrooms?

To remove communication barriers in classrooms, educators can take several steps:

1. Foster cultural awareness and sensitivity to promote respect for diverse perspectives.

2. Use clear language and provide written instructions to enhance understanding.

3. Encourage active listening skills among students.

4. Be mindful of nonverbal communication cues and their impact on the classroom

atmosphere.

5. Create an inclusive environment that encourages all students to participate.

By following these strategies, educators can create an inclusive classroom environment where
communication barriers are minimized, allowing all students to thrive.

2. What would be the best practice to engage learners in a meaningful communication?

The best practices to engage learners in meaningful communication include:

 1. Active Participation: Encourage students to actively participate in discussions and activities.

2. Open and Inclusive Environment: Foster an open and inclusive classroom where all voices
are valued.

3. Real-World Relevance: Make communication tasks relevant to students' lives and future
goals.

4. Varied Communication Modes: Utilize diverse communication modes such as speaking,

writing, and listening.

5. Structured Discussions: Use structured discussion formats to guide meaningful

conversations.

Engaging learners in meaningful communication involves creating an inclusive, interactive, and

purposeful learning environment that supports their development of effective communication skills.

3. Why is it necessary for teachers to understand cross cultural communication?

Teachers need to understand cross-cultural communication for several reasons:

1. Inclusive Teaching: To create inclusive classrooms where students from diverse backgrounds
feel valued and understood.

2. Effective Communication: To ensure effective communication with students who may have
different cultural communication styles.

3. Cultural Sensitivity: To avoid unintentional misunderstandings or cultural insensitivity that

can hinder learning.

4. Conflict Resolution: To mediate and resolve conflicts that may arise due to cultural
differences among students.

5. Enhanced Learning: To facilitate deeper learning by acknowledging and respecting students'

cultural perspectives and experiences.

In summary, teachers must understand cross-cultural communication to create inclusive, effective,

and culturally sensitive learning environments that support students' growth and success.

4. How would you support cross cultural communication in your classroom?

To support cross-cultural communication in the classroom, educators can:

1. Promote Cultural Awareness: Encourage students to share their cultural backgrounds,

fostering awareness and respect among peers.

2. Inclusive Environment: Create an inclusive classroom where diverse perspectives are valued
and everyone feels comfortable participating.

3. Cultural Sensitivity: Teach students about cultural differences, emphasizing the importance
of respecting varying communication styles and norms.
 4. Language Support: Offer language support resources for students who are non-native
English speakers.

5. Multimodal Communication: Incorporate various communication modes, such as speaking,

writing, and visual aids, to accommodate diverse learning styles.

By implementing these strategies, educators can foster an inclusive and supportive environment for
cross-cultural communication in the classroom.

SECTION 3 -
The concept of "language across the curriculum" (LAC) emphasizes the importance of integrating
language skills, such as reading, writing, speaking, and listening, into various academic subjects,
including mathematics. In the context of mathematics, the relevance of LAC is significant for several
reasons.

Understanding Mathematical Concepts: Mathematics often involves complex concepts and abstract
symbols. Strong language skills are essential for students to understand and communicate
mathematical ideas effectively.

Problem Solving: Mathematics is not just about calculations but also about problem-solving and
reasoning. Students need language skills to formulate problems, explain their thought processes, and
communicate solutions clearly.

Mathematical Literacy: Mathematical literacy extends beyond mere computation. It includes the
ability to interpret and critically analyse mathematical information, which requires strong language
skills.

Vocabulary Development: Mathematics has its own specialized vocabulary. Incorporating language
across the curriculum helps students develop a deep understanding of mathematical terms and
symbols.

Real-World Applications: In real-world situations, mathematical skills are often used in conjunction
with language skills. Whether it's interpreting data, writing reports, or explaining mathematical
concepts, language proficiency is crucial.

Communication of Reasoning: In mathematics, it's important not only to arrive at the correct answer
but also to communicate the process and reasoning used to reach that answer. Language skills are
vital for this purpose.

Multilingual Classrooms: In diverse classrooms where students may have different language
backgrounds, LAC in mathematics can provide a bridge for understanding complex mathematical
concepts when English may not be their first language.

In summary, language across the curriculum is highly relevant within mathematics because it
enhances students' understanding, problem-solving abilities, and communication skills in a subject
that is often perceived as abstract and challenging. It equips students with the tools they need to
excel in mathematics and apply mathematical concepts in various real-world contexts.