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Multi-Cultural Ethnic Groups: A
Communication Strategy
Ethnic Group Identification and Communication Strategy Approaches for
Multi-Lingual, Multi-Cultural or International People
Segments

In this article the terms people
group and ethnic group are used more or less interchangeably. The
term ethnic segment is used somewhat interchangeably, but more
specifically, it normally refers to a smaller division within an ethnic/people
group. Likewise the term segment generally refers to an identifiable
social grouping across the broader society.

Orville Boyd
Jenkins

In trying to implement a culturally
sensitive approach to a people group, challenges sometimes arise when
encountering a multi-lingual people group. Likewise in determining effective
communication strategies, we must give more than passing consideration to
multi-cultural groupings made up of segments of different ethnic groups who
speak the same language.

The English-language setting of some work
assignments makes it difficult to determine the appropriate language for
community access. This is critical in situations where deep decisions are
involved, such as changes in social structures, behavior or basic worldview
concepts.

Even with an individual ethnic group (people group), international settings
present situations which do not fit the simple "tribal" concept of "people
group." Particularly this is true for service to international populations in
Europe, where the only common language is English.

Often there are also many local languages in
one setting, making it difficult to concentrate on or gain consistent practice
and support in one language while carrying out the job assignment effectively
with others of a different language group. Usually English is not the mother
tongue (native language) of any of the people segments that otherwise make up a
common "international" group.

Here are some thoughts on the planning of
strategy for international, multi-cultural or multi-lingual
populations.

Basic Question

The basic strategy approach
is:

What language is needed to effect deep
community commitment ("buy-in") to a new concept or practice for an
identified people or segment? In some cases this might be English. In
international settings, the common integrating factor of a multi-lingual and
multi-cultural grouping is often in the common international language.
This language is often also the primary (most-used) language of many in
each associated ethnic group of the international setting.

Additionally English (or other international
tongue) is often the mother tongue or primary (most-used) language of the
children in all segments of the international group. Thus we may see the
early transitional stages of a new multi-ethnic people group in the
making. See Cities
and Peoples by this author.

The specific national, linguistic or ethnic
groups comprising the larger international segment may offer additional defining
characteristics for the larger international group as a whole.

Strategy Steps

(1) identify the target group: ethnic
group, age group or social group

This will involve both formal and informal
research to learn who the people group as a whole are. Standard people group
profile formats may be used, even for a particular social segment. Such profile
formats can be enhanced with any sociological and demographic tools and
information. Ideally a worldview investigation will be conducted over a long
period of relationship.

This is the same procedure in
principle for a multi-cultural or international group as for a unitary tribe or
ethnic group. A more complex multi-cultural group, however, will require more
careful investigation to understand its segment and sub-identities, which are
identified by the same factors as any ethno-linguistic group and its
various socio-economic segments.

Much of this is accomplished through initial
language learning in the community setting. Language, social interaction and
underlying worldview values are all intertwined and will be involved in the
overall interaction with the ethnic community or segment. Where English is the
common language of the target group, more intense focus can be placed on the
cultural worldview investigation.

Identification in a people group format
would identify common factors like:

Displacement in a foreign country.

Necessity to use a language other than the mother tongue (aside from what the
mother tongue is).

Education of children in international school, often English.

Temporariness of location or situation.

Need for job training, etc.

(2) determine what language
serves as the primary vehicle of social interaction and cultural exchange for
that group.

An early finding of strategy step 1 will
involve this step. In this stage it is helpful to identify secondary languages
or specific languages of sub-groups. This is particularly critical in
multi-cultural people groups or urban multi-cultural segments.

Where the access worker is already fluent in the target language or national
language, efforts should be focused on culture-intensive learning. Much of the
worldview will be learned this way through participation in the life of the
people in ever-deepening levels and ever-widening circles of experience and
relationship.

(3) design a strategy based on
the findings, with ongoing revision and development as more insight is gained
into the culture and felt needs of the community. The change agent or
communicator must know the worldview of the people to make an effective impact
in the culture and social life of the people.

By worldview we mean
the shared mental concepts of the unseen universe at large and how the
individual and society relate to it. This is where basic beliefs and commitments
lie.

Life decisions are made in this deep
worldview level of self-identity, in the heart language.

Where English is the common language of the
multi-cultural or international community, the strategy will ideally focus on
cultural identity and integration of the access worker into the community, just
as for any other ethnic group. It might entail learning a language of a
representative sub-group of the group. Perhaps this will be the national
language of the host country of that international community (e.g.,
German in Germany, French in France), or the language of a large international
group in the larger international community (e.g., English in a European
country).

(4) design an entry orientation program to
equip the minister for that cultural setting, using the identified language as
the medium for cultural orientation

A cultural Entry Orientation will include
cultural investigation and community contact experiences through the medium of
one primary language of the target people. A company will recoup multiple
returns for this critical but often overlooked first step in effectiveness in
any cross-cultural situation.

This is more than a couple of hours of "Dos and Don'ts" tips during the first
few hours of jet lag upon arrival! It involves serious cultural mentoring in a
community setting, learning how to relate to the people on their own cultural
terms.

Cultural Orientation
In the case
of an international segment including identifiable ethnic segments, it is highly
advantageous to conduct cultural orientation in the context of that
community, through the language of that particular ethnic segment, or sub-group.
This fosters identification with a representative ethnic segment of the
larger multi-cultural or international population group.

This facilitates the relational
factors necessary for culturally-appropriate communication, building
of trust among the community, fostering ethnic awareness for the
learner-worker, and enabling the learner-worker to gain social skills and
to build relationships which might bring openness to the contribution or
innovations of the foreign worker.

As identification is thereby earned
with the chosen ethnic segment, entrees develop into the larger community, as
credible visibility develops.

Summary
We must start with a
focus on the people group or segment themselves.  Strategy is
determined largely by the cultural identity of the people and their felt needs,
and prior beliefs or values, focused on a worldview-sensitive approach and
relationsihp-oriented focus. Otherwise efforts will be superficial and
ineffective.

Ideally, companies will prepare Life
Descriptions (descriptions of the living and working situations and
expectations) for cross-cultural access workers. Such Life Descriptions will
describe the basic beliefs structures and social concepts of the people
group or population segment, providing the foundation for defining and
implementing the specifics of meaningful cultural engagement, resulting in true
communication and meaningful options for change.

Christian Agencies
For Christian aid and ministry agencies, the
core value that expresses this culturally-appropriate approach is
incarnational ministry. Thus gospel strategy aims at that basic level of
human identity and worldview.

The ideal is a direct ministry in the
heart language. In multi-lingual groups, relating and communicating at that
level is complicated. This is even more complex in an international setting
where many ethnic groups with different languages come together around a common
international identity in an international language that is not a mother tongue
to most.

Yet the deep decision-making level is still a
given for the gospel access to the heart. This relational ministry is critical.
This entails identification of the outsider/access worker with the target
community, or a segment of it.

Where a language other than a mother tongue is the
medium of communication we consider it a mediated ministry. This may be
facilitated in a variety of ways, notably by a believer with the same mother
tongue.

See Related Article
Ethnicity in the
Cities
Culture, Learning
and Communication
How to Do Research on
the Web
Multi-Level Ethnicity:  Illustrating Different Views of the
Same Ethnic Group at Different Levels
What is a People
Group?
What is
Worldview?

OBJ

First written in 2000 in answer to a query arising in a workshop on
cross-cultural communication
Finalized as an article for Thoughts and
Resources Posted 28 October 2001
Last updated 21 March
2008

Orville Boyd Jenkins, Ed.D.,
Ph.D.
Orville's Ideas and Interests

Copyright © 2000, 2004 Orville Boyd
Jenkins
Permission granted for free
download and transmission for personal or educational use. Other rights
reserved.

Email: [email-masked]

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