Veja como você pode navegar discutindo sua experiência com indivíduos que têm proficiência limitada em inglês.

When discussing your experience with individuals who have limited English proficiency, use clear and simple language, avoid jargon, and speak slowly and clearly. Utilize visual aids or gestures to enhance understanding, and be patient and empathetic. Encourage questions and confirm understanding by asking them to repeat key points. If possible, use translation tools or seek assistance from a bilingual colleague.

Patience and pausing when speaking are crucial for practical understanding and mutual respect. They aid comprehension and clarity and encourage participation. Pausing allows participants to feel comfortable and not rushed. In some cultures, taking time to speak and listen carefully is a sign of respect.

Avoid using terms and phrases that perpetuate bias, such as "limited English proficiency." Budgeting decisions should take into account that there is no typical, "standard" person and that speakers of any language may need support in the form of plain language, a slower pace, captioning, audio, visuals, ASL interpretation, or large print. Interpretation, translation, and other language accessibility should be consistently provided to ensure that programming is equitable and inclusive. Interpretation from professionals who belong to the communities they translate for are more likely to have the cultural expertise needed to convey ideas and statements that may not have a direct translation.

Patience is paramount when conversing with someone who may not fully understand English. During my time as a Civil Affairs Medical Sergeant in Iraq, I often interacted with local populations who had limited English proficiency. In these interactions, I made sure to give individuals ample time to process my words and formulate their responses. For example, while coordinating a medical care initiative, I patiently explained procedures to local health workers, allowing them to ask questions and clarify doubts. This approach not only ensured effective communication but also built trust and respect, crucial elements in any leadership role.

Patience with your non-native speakers is crucial for obvious reasons - they'll receive clearer input, have help in processing, and feel encouraged to participate knowing that you'll help support their understanding. However, it's also important to have patience with yourself. If you notice any misses after explaining something to non-native speakers, there may have been a lack in understanding on their end, but it may also indicate that you as the presenter/instructor need some more practice in delivery. Use these opportunities to seek feedback to improve (even if it's given in their native languages). You'll get there, too!

In my personal experience, verbal language is key to achieving that personal connection that is so important in communication. Maintaining adequate eye contact, smiling, avoiding gestures that denote displeasure or questioning are very important. And recognizing the effort that the interlocutor makes to understand and communicate in a language that is not native is vital.

Non-verbal communication can bridge language gaps effectively. At Fallujah General Hospital, I communicated with doctors whose English was strong but benefited from gestures to build rapport and convey amazement. For instance, I gestured my astonishment at the President of Fallujah General performing orthopedic procedures without C-arm support, relying solely on follow-up X-rays. This use of gestures enhanced our communication and helped establish a shared understanding and mutual respect.

One important thing to understand about gestures:They may have a different meaning in the other persons culture. For example, Nodding your head up and down may mean yes to you but in other countries such as Bulgaria, it means no. Whilst in Sri Lanka they prefer to wobble their head which can be either yes or no, here it signifies understanding. Don't rely on gestures unless you have a good understanding of someones culture. Instead use simple language and keep your sentences short and to the point.

This is important. I was in a professional development session. There was a healthcare provider presenting who used jargon every American quickly comprehended and it was funny to us but our international member needed further explanation to join in on the comic relief the rest of us immediately enjoyed. It was funny to them as well but this was an example of the technical term should be used in addition to "common" jargon.

Respect - many times individuals not proficient in English are not comfortable to absorb one's conversation because they might feel 'undervalued'. Exerting respect through non-verbal cues is key to make them comfortable. Also, reflecting on oneself if we have a confirmation bias that if a person is non English speaking is not 'good enough' is a self-check-in I highly recommend.

It’s also helpful to avoid using colloquialisms and phrasal verbs when speaking with someone who has limited English proficiency. Be mindful of your pronunciation, especially with reductions and contractions. Enunciate clearly and speak at a slower pace. Often, when someone doesn’t understand us, we instinctively raise our voice, but we should avoid this because it’s not that they can’t hear us; they simply need more time to process the language. Also, expressions that seem simple to us might not be clear to them. For instance, saying "I am going to eat something" instead of "I'm gonna grab a bite" could make your intention clearer and easier to understand.

Actively listening to LEP individuals includes asking yourself if the point of discussion is being understood from both sides. If you are unable to understand or convey your confusion, it is important you take a moment to ask yourself, "What do I understand?" Why? Because you can take this opporunity to have a check-point in the conversation. This will show you find value in the LEP's point of discussion. Thus, it is a clear indicator you are invest in the conversation.

While seeking clarification, or the need for it, pay attention to how you're engaging with your audience. When prompted with yes-or-no questions, English Language Learners may feel pressure to say "yes I understand" - especially if they're the only ones in a group of people who are non-native speakers. It's useful to use open-ended questions for clarification: What components can I explain again? Which part of this information is the most difficult to understand? This also offers the chance for your native speaking audience who need more clarification to ask for it, giving your learners a natural second explanation.

When presenting to a group that may include English Language Leaners, visuals are vital. Even with an audience of fluent English speakers, presentations are more engaging when your speech is accompanied by supporting visual aids. Large, legible, important words or phrases should be present with clear, obvious photos, diagrams - even emojis! If the presentation is something that happens on a regular basis, it's beneficial to offer a consistent routine in which you as the speaker can see the progress being made by your listeners/learners. For example, you can offer a quick Q&A check-in at the beginning of each meeting. Offer a simple question with a few possible responses, coupled with emojis for your colleagues or participants to chose from.

If using your phones are an acceptable part in the social interaction, it can be beneficial to use translation sites to help view the written words of the conversation.

How can you approach students and families that share no common language with you as you begin teaching a second language? First, use visual resources! As students become immersed learners, they need to make strong and safe connections with the vocabulary. Using symbols, pictures, real photographs, or other visual content allows students to create strong input and eventually produce output. Young children often rely on visual cues to make sense of the world around them. By incorporating images, colors, and symbols into your teaching, you can help bridge the language gap and provide a concrete context for new words and concepts.

Taking the time to learn a few key phrases in the person's native language demonstrates respect and a genuine interest in effective communication. In Iraq, my limited Arabic was invaluable in building rapport with local communities. Simple phrases like "hello," "thank you," and "please" showed that I respected their culture and was committed to effective communication. For instance, during medical outreach, using Arabic phrases helped ease interactions with patients, making them more receptive and cooperative. This experience highlights the importance of cultural sensitivity and language skills in leadership.

I would also add to watch for cues in facial expressions and listen for words that may sound familiar in your own language and show them pictures to verify if it is indeed the same word.

I think it is also helpful to speak slower than the usual pace. It is easy to forget that despite using simple language, the other person might have difficulty keeping up due to various other factors such as accents, unfamiliar references etc. They might also be hesitant/embarrassed to ask you to repeat something. So as a good rule of thumb, I like to check if I am speaking too fast and if I should go over something again.

Paying attention to a person’s language can reveal what is culturally appropriate and lead to more inclusive communication. During my deployment in Iraq, I learned this during a visit to a school. While speaking with the principal, I maintained a respectful distance to honor local customs. This approach built trust and facilitated a productive conversation. Using inclusive language and culturally appropriate gestures is key to effective leadership, demonstrating respect for diversity and fostering a supportive environment.