Direct (adj.) straightforward; frank; candid.[1]

If you had to make a generalisation, would you describe the way the British communicate as direct or indirect? And how nuanced is your own approach to communication? Is there a noticeable shift when you’re with immediate/extended family, certain friends or colleagues, or when you’re rubbing shoulders with people at church? What about when you’re with the learners in your ESOL[2] class? How do your learners communicate with you and with one another?

There’s loads online about the nuances of direct and indirect communication.[3] But when it comes to the Brits, we’d like to think we can be pretty clear and to-the-point when we feel like it. Although never as direct as the Americans or Dutch surely. And after living in Asia for a good chunk of time, I found communication in the UK quite a shift-in-style from the gentle, indirect way of talking I had grown so accustomed to overseas.

And ESOL teaching calls for us to be pretty direct a lot of the time, don’t you think? (e.g. giving instructions, error correction, classroom management to name a few). Plus, our learners often tell us they want to be told exactly where they’re going wrong with our lovely English language. Even when they don’t always savour the moment when that time comes.But are Brits as sincere and forthright as we think we are? According to a “Anglo-EU Translation Guide” doing the rounds online, our communication style is indirect to say the least.[4] What can we learn from this as ESOL teachers who follow Jesus?

Well to start with, the “Anglo-EU Translation Guide” makes us Brits either deliciously witty, on the one hand, or two-faced, even downright devious, on the other. And non-Brits and the rest of the world as pretty dim-witted and let’s-face-it somewhat naive. It’s a bit “them and us” designed to make us chuckle.[5] So as ESOL practitioners, we need to keep in mind – and point out when appropriate to our learners – how language is inextricably bound up with British culture which often uses humour to soften and downplay, include and exclude, invite and ridicule.[6]

This is the task before us because as we teach language: we’re helping people with the momentous task of navigating how to implement words-in-context. Even in direct-style communication, factors such as relationship, location, situation, culture, age and status weigh in on the language employed.

When I was living in Asia, I had a ‘very interesting’ time with the tones of the language I was learning. The word for ‘chicken’, ‘near’ and ‘far’ sounded the same to me – but with a different rising, falling or high tone. Complicated. But although English isn’t a tonal language, it is intonational. Often bafflingly so. How many different meanings can you get from just the words “That’s great” merely by changing your intonation and emphasis? Try it with a friend.

Then there’s the often bewildering dynamics of body language in communication. Adding a smile or a frown, pursing our lips or raising our eyebrows, sitting forward or slouching, or using a variety of eye focus all enrich how communication is delivered, received and comprehended.

And don’t forget that a good chunk of teaching can often be achieved without words. For starters, we can gesture for a learner to work with a specific person or move to another place, give a puzzled expression to encourage self-correction, point to indicate past tense, make circular hand movements to signal to try again, count using our fingers to indicate a missing word, or clap to show syllable stress.

Now take a moment to consider how as ESOL teachers who follow Jesus, our transformed-in-Christ personality, character, attitude and motivation speak volumes. With the nations at our doorstep, we have a gift that we can give: that is assisting people with their linguistic needs.[7] As we serve the Lord in our teaching, there is a dignity and integrity in being professional and pursuing quality – yet poised to act in love and share about Jesus respectfully and appropriately.[8]

Would you say that the Bible encourages direct or indirect speech? If so, do you have any specific references in mind?’

For me, Scripture urges us to be both “salty”[9] and “gracious”.[10] This gives off direct and indirect vibes about the ways we model communication in the classroom – our own and that of our learners.

Think of a typical church-based English class: religious Pakistani housewives sit across from keen-eyed Eritreans, gregarious Salvadorans, clean-shaven Iranians and jet-setting Hong Kongers.

Some cultures look to the teacher to do all the talking and are sensitive to hierarchy, while others see no harm in shouting out, chattering in Cantonese, or doing their own thing. In short, teachers need to be mindful of employing various approaches of communication with different learners because of their personality, background and culture. Yet at the same time, modelling British-style adherence to the indirect, etiquette and taboo – all vital for learners to successfully integrate long-term into society (e.g. Brits tend to soften negativity using opposites – “He’s rude” may end up as “He’s not very polite”).

So in one sense, we model indirect communication – restraining our words and ego,[11] eager to receive from our learners – and for learners to receive from one another. Our approach is slowness in speaking and diligence in listening.[12] How often are we and other learners rash to jump in with an answer before someone has had a go at saying what they mean?[13]

With learners who dominate, on the other hand, pausing all action and holding up a firm hand might be a last resort after a gentle reminder to let others have a go.[14] With disruptive learners, we may eventually need to speak in to curtail behaviour that spoils things for everyone else (“Please listen to Nico, everyone). In fact, even Jesus was suitably vague and blisteringly direct in different situations.[15]

Indeed, vagueness serves little purpose when it comes to getting a bunch of learners to understand an item of grammar or verb tense. In this sense, our “yes” means “yes” and our directness is connected to effectiveness and clarity in meeting our lesson aims.[16] When error-correcting, however, we may need to add some kind of social WD 40  – in the spirit of the “Anglo-EU translation Guide” – to cushion perceived harshness of speech or personal criticism (e.g. “There a few issues with the grammar in this sentence.”).

Bear in mind, however, that sugarcoating or employing euphemisms[17] are often challenging-to-impossible to understand for the uninitiated. Consider this common-enough phrase from the “Anglo-EU translation guide” – which could come from the ESOL classroom:

• “That’s quite good.” (What the British say).
• “That’s a bit disappointing.” (What the British mean).
• “That’s quite good.” (What others understand).

Learner training is key here so that the people under our care understand how we want them to improve. Although sometimes slated as a bit direct, I often write 1, 2 or 3 on the board without words when I’m error-correcting speech. My learners know that 1 means that is how a fluent English speaker would say it; 2 is understandable but something needs tweaking; 3 is not how a fluent speaker would say it. Not for the overly-sensitive but done gently with a smile with a range of learners not only saves time and my voice but invites everyone to participate in self-correcting and helping others.

To wrap up then, it is love – whether we employ direct  or indirect styles of communication – that should remain our vital vision and motivator. May we be skilful in knowing when to speak and when to hold back as we bring the blessing of language to our learners. May we be malleable in when to be direct and when to employ more indirect language along with body language.

May our learners get a sense of a love that communicates a high regard for other people made in God’s image – even if the words we express and the meanings we intend sometimes get a bit fuzzy. So as we launch into our next ESOL class, let our communication be full of both grace and salt, both loving and yet comprehensible.

About the author 

Daniel is based out of Manchester and enjoys helping churches set up English classes. He also writes about current issues related to English teaching. He likes tramping about in the countryside and exploring cities.

Footnotes

[1] Useful dictionary & thesaurus tool @ https://www.dictionary.com/browse/direct (accessed Mar 25)

[2] Looks like this particular acronym is here to stay! ESOL: English for Speakers of Other Languages.

[3] Complete with tips for direct and indirect communicators! 1 page article on the differences between Direct & Indirect Communication (accessed Mar 25)

[4] No one seems to know exactly where this Anglo-EU thing came from. Google the full version, this is a best of. Isn’t working out what Brits mean sometimes a bit fuzzy? Use it to launch debate and discussion with the people around you: UK-EU Translation Guide – Article from The Independent (accessed Mar 25)

[5] Big up to Teacher Luke whose ramblings provided useful insights into contextual purposes of direct and indirect language. Read more at: https://teacherluke.co.uk/2018/07/31/541-what-british-people-say-vs-what-they-mean/ (accessed Mar 25)

[6] Read more about the intertwining of language & culture in this 2:19 article: Article: What our Learners think of the British (accessed Mar 25)

[7] Teaching is costly and precious love-in-action but also involves a lot of talking! See 1 John 3:18 & Proverbs 20:15.

[8] We need to tread carefully when it comes to classroom time because we want to be a ‘model of good works’ (Titus 2:7-8). Yet at times – it is appropriate to share naturally, gently, respectfully, and briefly (!) about our faith with perhaps a pointer to talk more in depth after class. How would you interpret 1 Peter 3:15 for the classroom?

[9] How can the words we employ in our teaching add taste and flavour? See Matthew 5:13.

[10] In what ways can our speech-in-teaching bring sweetness – healing even – in the classroom? See Proverbs 16:24.

[11] Remember this the next time we clench our teeth! Whoever restrains his words has knowledge, and he/she who has a cool spirit is a person of understanding – Proverbs 17:27.

[12] We’re all familiar with being quick to hear, slow to speak, and slow to anger but it’s not really a marker of our society, is it? Even a foolish person who keeps silent is considered wise! See James 1:19 & Proverbs 17:28.

[13] We teachers need to remind ourselves not to be in a perpetual rush. Giving an answer before hearing is foolish and shameful! See Proverbs 18:13.

[14] Patience, courtesy, quietness and gentleness of speech are considered strengths in Scripture. See Proverbs 25:15 & Titus 3:1-2.

[15] Jesus often called out the religious in no uncertain terms (think snakes and whitewashed tombs) but he often deflected difficult questions by changing the agenda (e.g. Mt. 21:23ff; Mk. 11:27ff; Lk. 20). He also talked in opposites. When asked, he stated that he wouldn’t be attending the Feast of Tabernacles but later went anyway (Jn. 7:8ff).

[16] Although speaking into the way we often promise things with a lack of integrity, Matthew 5:33-37 warns about the dangers of employing speech with strings attached.

[17] How often do we opt for a milder or more indirect word or expression when we have to talk about something unpleasant or embarrassing? (e.g. “I had a few issues with getting the work finished this morning”).