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Marissa Brown
Trent University
COMMUNICATION 2
Look Back
This semester I was lucky enough to have to opportunity to travel to Honduras for my
organization for children with disabilities and a rural region called Yoro where we visited two
schools and the hospital. The purpose of our trip was to deliver health promotion projects such as
handwashing and other health topics. We also brought large bags of supplies such as toys,
Throughout the trip, we had translators to help us communicate with the children,
teachers, and other members of the community. I have travelled previously to countries where
English is not the primary language, but have not been on a trip where my purpose is to teach
others. In Honduras, I interacted with local people more which was a new experience for me. At
certain points throughout the trip, I felt like I had a hard time communicating with others due to
the language barrier. I noticed this specifically at PREPACE when interacting with the children.
There were only a few translators on the trip and they could not be with everyone at the same
time. This led to points when I felt like I could not communicate effectively due to my lack of
knowledge of Spanish. There were also points when communicating through a translator was
difficult.
The most surprising aspect of these interactions was the fact that myself and the other
team members managed to communicate with the children fairly well using non-verbal
mainly by pointing and using one word sentences such as “aqui” which means here or “que”
COMMUNICATION 3
which means what. Overall, myself and my team members managed to adapt to the challenges
that came with trying to teach and interact despite a language barrier and have gained crucial
skills that will help us in future experiences. Prior to this experience, I never fully understood the
large role that non-verbal communication had when interacting with others.
Elaborate
Attempting to interact with the children when no translators were present made me feel
uncomfortable because I was not confident in my Spanish speaking ability. In these situations, I
had a hard time adjusting to the fact that I could not communicate as effectively as I can in
Canada or other English-speaking countries. Throughout this experience, I realized that we rely a
lot on verbal communication in order to interact with others. I do not have much experience
communicating with those who are hearing impaired so verbal communication is a key aspect of
how I interact with people. Being in situations where I am unable to communicate verbally or am
not confident in my ability to speak in another language, made me feel out of place and helpless.
I think that other members of my team felt the same way in the situations in which they
were not sure how to interact or relate to the children. They may also have been surprised like I
was at how well we managed to communicate with the children using alternative methods. I feel
as if the children could have further benefitted from our interaction if we were able to speak
more to them, however, they were very grateful for the interactions. They never seemed to get
frustrated that we could not understand what they were saying and at some points played games
with us in order to teach us some more vocabulary. One day, in the girl’s cabin, we found out
that we were playing “Simon Says” with a girl who was trying to teach us all the words for the
is very important when interacting with others when a language barrier is present, that I was not
as confident in my Spanish speaking ability than I had originally thought, and that working with
a translator was difficult. After reviewing current literature on similar topics, it is evident that
In certain situations when my verbal communication was not as effective, I relied on non-
verbal communication techniques such as body language and facial expressions. According to a
communication is crucial to maintaining the client relationship (Jain & Krieger, 2011). The study
also states that non-verbal techniques such as facial expressions, supportive touches and eye
contact played an important role in emotion management (Jain & Krieger, 2011). This study’s
finding has implications to my situation because I also experienced the benefit of non-verbal
communication when interacting and creating a relationship with the children at PREPACE.
Although I learned a little Spanish before I left, I felt anxious and embarrassed to speak
Spanish to the children and adults. I felt this way because I was afraid of pronouncing the words
wrong or saying the wrong word. I was not confident in my ability to verbally communicate in
Spanish. I am not the only one who feel this way because a study performed by Liu and Jackson
(2008) revealed that Chinese students who were learning English as a second language were
unwilling to speak in class and had significant anxiety about speaking because they felt as if they
were incompetent. The Chinese students felt exactly as I did in the situations. The study
suggests that positive further practice in the language will build their confidence and ability to
speak the language. I can use this suggestion for further experiences and learn more of the
When presenting my project through the translators, it was very difficult for me to fully
determine if the audience was actually understanding the information I was presenting and that if
what I was saying was being translated into the same information in Spanish. An article written
by McCarthy, Cassidy, Graham, and Tuohy (2013) describe potential issues with information
transfer when using a translator. The article suggests that “participants were concerned with the
accuracy of information” (p. 338) that was presented due to the translation process (McCarthy et
al., 2013). The article describes that in many cases, it is the nurse’s inability to use the translators
effectively that can negatively influence patient care and information transfer. They suggest
further education in order to enhance the nurses’ ability to communicate using translators
(McCarthy et al., 2013). It would have been helpful to me to have interacted with the translators
ahead of time so that the information presented in my project can be translated effectively.
Revise Approach
I believe that I was able to adapt to the situations that I experienced and managed well
when communicating. In the future, I would have liked to have learned and practiced more Spanish
so that I felt more confident communicating. I will mention this to future students in order to
enhance their experiences. I would have also liked have been more prepared with the translator to
ensure audience members fully understand the presentation in a way that is memorable to them. I
would also warn future students that it takes a lot longer to present with a translator. Overall, I
New Perspective
In the future, I plan on travelling back to Honduras as well as getting involved with
similar work in other countries. To further my experiences, I plan on continuing to learn Spanish
so that I can speak fluently to others and not have to rely on translators. When visiting other
COMMUNICATION 6
countries, my experience working with translators in Honduras will be beneficial. From this trip,
I can also take away new knowledge about the cultural differences between the two countries
References
Jain, P., & Krieger, J. L. (2011). Moving beyond the language barrier: The communication
Liu, M., & Jackson, J. (2008). An exploration of chinese EFL learners' unwillingness to
xxxxcommunicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86.
xxxxdoi: 10.1111/j.1540-4781.2008.00687
McCarthy, J., Cassidy, L., Graham, M. M., & Tuohy, D. (2013). Conversations through barriers
xxxxof language and interpretation. British Journal of Nursing, 22(6). 335-339 DOI:
xxxx10.12968/bjon.2013.22.6.335