Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
Chapter Exercises
Chapter 5: Language as a Barrier
Exercise 1: Explaining Idioms
Purposes
1. To recognize idioms in English and other languages
2. To explain the meanings of common idioms
Instructions
Every language has idioms, which are expressions that do not make sense on a literal level.
Native speakers of a language usually do not think about the meaning of the individual words
that make up the expression. Instead, they only pay attention to the meaning of the expression
as a whole. Idioms are difficult for people learning a new language because, even if they
understand the words, they do not know what the phrase means.
1. Make a list of common English idioms.
2. “Translate” the idiom into what it actually means (the figurative meaning of the phrase, not
the literal meaning of the words).
3. Try to find idioms in other languages as well. For these, write down the literal meaning of
the words and the figurative meaning of the phrase.
Example:
English Idiom
Meaning
Pushing up daisies
Dead
I wasn’t born yesterday
I am not stupid (or naïve)
Other Idioms
Meaning
Me costo un ojo de la cara (Spanish)
Literally, “it cost me an eye from my face”
(compare to “it cost me an arm and a leg”). It
was expensive
Il est bête comme ses pieds
Literally “he is dumb like his feet.”
Exercise 2: Debating English-only Policies
Purposes
1. To increase awareness of current debates over language usage
2. To recognize that language serves both cultural and communicative functions
Instructions
Large-scale immigration from Latin America and Asia in recent years has convinced many Americans
that English should be made the official language of the United States. Others oppose the idea.
Whatever your opinion is on the issue, inform yourself on both sides of the argument. You may go
to CQ Researcher for articles on the debate.
Conclusions
From an intercultural communication perspective (emphasizing both cultural and communicative
functions of language), discuss the following questions.
1. What do you see as the benefits of English-only policies?
2. What do you see as the problems with these policies?
3. Would you support a constitutional amendment making English the official language of the
United States? Why or why not?
Exercise 3: Translating Pidgins
Purpose
To recognize how pidgin languages facilitate communication between cultures
Instructions
In Part I, match the following words from pidgin developed in New Guinea to their English
equivalents. In Part II, match the Hawaiian pidgin words to their English equivalents.
Part I
_____ 1. bagarap a. abandon
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
_____ 2. daunim koldies b. adults-only film
_____ 3. fols tits c. agree
_____ 4. gavmen d. almost
_____ 5. glas bilong lukluk e. business
_____ 6. hariap f. children
_____ 7. haus lotu bilong ol mahomet g. drink cold beer
_____ 8. haus sick h. false teeth
_____ 9. klostu i. government
_____ 10. lusim j. greet
_____ 11. man bilong bigmaus k. hospital
_____ 12. marys l. hurry up
_____ 13. niuspepa m. lipstick
_____ 14. pen bilong maus n. loudmouth
_____ 15. pidgin o. mess up (or bugger up in Australian English)
_____ 16. pikininis p. mirror
_____ 17. piksa bilong bigpela man q. mosque
_____ 18. pipols r. newspaper
_____ 19. plis s. people
_____ 20. sarap t. please
_____ 21. tankyu u. shut up
_____ 22. tok gude v. thank you
_____ 23. tumora w. tomorrow
_____ 24. yesa x. women
Part II
_____ 1. bamboocha a. crazy, dumb, absent-minded
_____ 2. bruddah b. dirty, filthy
_____ 3. chicken skin c. dollar, money
_____ 4. chang d. drink, as beer
_____ 5. imelda e. eat a lot
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
_____ 6. kala f. extravagant person
_____ 7. kden g. glassy-eyed stare, dazed look
_____ 8. lolo h. goose bumps
_____ 9. mempachi eye i. gossip
_____ 10. nerjis j. grandmother; wise, old woman
_____ 11. pakalolo k. huge, large
_____ 12. pound l. marijuana
_____ 13. pilau m. nervous
_____ 14. shi shi n. ok then, alright
_____ 15. suck um up o. penny pincher
_____ 16. Tutu p. quick, fast
_____ 17. talk story q. term of endearment (male)
_____ 18. wiki wiki r. urinate
_____ 19. wea s. where
_____ 20. yups t. yes, I agree
Conclusions
1. What conclusions can you reach about pidgins?
2. How can the use of pidgins be a basis for prejudice?
Part I
1. o
11. n
Part II
1. k
2. q
15. d
Exercise 4: Translating Esperanto
Purpose
To become familiar with the universal language, Esperanto
Instructions
Attempt to read and translate the following paragraph written in Esperanto. Compare your
results with others:
La inteligenta persono lernas la interlingvon Esperanto rapide kaj facile. Esperanto estas la
moderna, kultura lingvo por la internacia mondo. Simpla, flekselbla, praktika solvo de la
problemo de universala interkompreno, Esperanto meritas vian seriozan konsideron. Lernu
la interlingvon Esperanto!
Conclusions
1. Did others find the translation easier or harder than you? Why?
2. What made Esperanto easy to translate?
Exercise 5: British, Australian, New Zealand, and American English
Purpose
To recognize differences between English spoken in the United States and that spoken in Great
Britain
Instructions
Part I
Match the British word to its U.S. equivalent.
British English American English
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
_____ 1. biscuit a. bathroom
_____ 2. booking clerk b. bus
_____ 3. boot c. candy
_____ 4. charwoman d. canned meat
_____ 5. chemist e. chips
_____ 6. chips f. cleaning lady
_____ 7. climbing frame g. cookie
_____ 8. coach h. crosswalk
_____ 9. commercial bagman i. dessert
_____ 10. crisps j. elevator
_____ 11. dustman k. eraser
_____ 12. French bean l. flashlight
_____ 13. ice lolly m. French fries
_____ 14. joint n. garbage collector
_____ 15. jumper o. jungle gym
_____ 16. knickers p. mail
_____ 17. knock me up q. pharmacist
_____ 18. ladder r. popsicle
_____ 19. lift s. pullover sweater
_____ 20. loo t. raisin
_____ 21. lorry u. rare
_____ 22. naughts and crosses v. roast
_____ 23. pavement w. run in stocking
_____ 24. post x. sidewalk
_____ 25. pudding y. spool of thread
_____ 26. reel of cotton z. string bean
_____ 27. rubber aa. tenderloin
_____ 28. sultana bb. ticket agent
_____ 29. sweet cc. tic-tac-toe
_____ 30. tinned meat dd. traveling salesperson
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
_____ 31. torch ee. truck
_____ 32. undercut ff. trunk of car
_____ 33. underdone gg. underpants
_____ 34. vest hh. undershirt
_____ 35. zebra crossing ii. wake me up
Part II
Match the Australian (A) and/or New Zealand (NZ) word to its U.S. equivalent.
Australian/New Zealand English American English Equivalent
_____ 1. barbie (A) a. a country person (someone from the bush)
_____ 2. bung on (A) b. a living or job
_____ 3. bushie (A) c. appetizer
_____ 4. crust (A) d. auto bodywork repairer
_____ 5. dairy (NZ) e. barbeque
_____ 6. entree (NZ) f. convenience store
_____ 7. garbo (A) g. gelatin dessert (Jello)
_____ 8. jelly (A, NZ) h. pullover
_____ 9. jersey (NZ) i. someone from New Zealand
_____ 10. kiwi (A, NZ) j. someone who collects garbage
_____ 11. panel beater (A, NZ) k. to stage or orchestrate something
_____ 12. sheila (A) l.woman
Part II
1. g
2. bb
8. b
9. dd
30. d
31. l
Part II
1. e
2. k
Exercise 6: Spread of English into Other Languages
Purpose
To appreciate how English is used in other languages
Instructions
Match the following borrowed words to their English language equivalent.
_____ 1. biznessmyen (Russian) a. “bucks” or dollars
_____ 2. bakks (Russian) b. businessmen
_____ 3. el ampayer (Spanish) c. chewing gum
_____ 4. futbol (Russian) d. cocktail
_____ 5. gamberger (Russian) e. coffee
_____ 6. gamu (Japanese) f. football
_____ 7. garu-furendo (Japanese) g. girlfriend
_____ 8. herkot (Ukrainian) h. haircut
_____ 9. hitchhiken (German) i. hamburger
_____ 10. jiipu (Japanese) j. homerun hitters
_____ 11. koohii (Japanese) k. jeeps
Jandt, An Introduction to Intercultural Communication 9e
SAGE Publishing, 2018
_____ 12. le coquetel (French) l. mass communication
_____ 13. le pique-nique (French) m. moving pictures
_____ 14. los jonroneros (Spanish) n. personal computer
_____ 15. masu-komi (Japanese) o. picnic
_____ 16. muving pikceris (Polish) p. sweater
_____ 17. parken (German) q. hitchhike
_____ 18. pasocon (Japanese) r. to park
_____ 19. suéter (Spanish) s. umpire
_____ 20. verd protsesser (Russian) t. word processor
1. b
2. a
Exercise 7: Sapir-Whorf Hypothesis
Purpose
To better understand the role of the Sapir-Whorf Hypothesis in vocabulary.
Instructions
1. As noted in the textbook, “You can assume that if a language has a particularly rich
vocabulary for a thing or activity in comparison to other languages, that thing or activity is
important in that culture.”
2. Think of your native language. Where is the vocabulary particularly rich?
Conclusions
1. Why do you think your language is rich in vocabulary in this topic?