Culture affects the communication style of a person – the way they understand, interpret and retell information. However, one should not assume that all the persons of a certain culture behave or interact in a certain manner. Factors such as age, gender or societal status also have an influence.

Culture may affect the communication style in several ways.

• Certain concepts may have different meanings: dates, seasons, distances and the notions of close family or age can vary depending on the culture. Many abstract concepts can also be new to the applicant, such as fundamental rights or legal assistance. 
• Body language and gestures may express different meanings depending on the culture.
• Notions related to appropriate behaviour, customs or involvement in public life can vary depending on the culture.
• Communication in collective cultures, such as in Africa, often puts an emphasis on common routines, social relations and interaction, while in individual cultures, such as in Europe, communication typically focuses on individual experiences, roles and emotions.

Practical considerations

• Explain concretely any abstract concepts used in information provision. 
• Familiarise yourself with different communication styles in the culture of the applicant, including level of directness, manners of greeting, body language, etc.

Good practice on working with cultural mediators

Cultural mediators can facilitate the understanding of cultural contexts pertaining to both your country and the applicant’s country of origin. They can help explain terminology and provide examples which the applicant can relate to. They can also advise on body language and gestures that may have differing meanings across cultures. Cultural mediators are primarily used in addition to formal interpreters in contexts where precise translation is not needed, such as during community-based activities. Cultural mediators should not be confused with interpreters who are required to certify sufficient language knowledge and are bound by professional conduct related to their role in the asylum procedure.

The level of education may affect access to information and the ability to comprehend information relating to certain aspects outside their personal sphere of life. Limited or lack of (formal) education may affect their communication style in several ways, as explained in the following points.

• Since most people learn to read and write at school, lack of formal education may lead to limited or no literacy and digital literacy. This limits the possibilities to access information provided in writing or through digital platforms.
• Formal education develops our capacity for abstract thinking in logical sequences and our understanding of concepts like size, distances, proportions, time and causality. Applicants with limited education may not be able to comprehend abstract terminology.
• Formal education supplies us with general knowledge about the world, such as historical, geographical and scientific knowledge. Limited or lack of (formal) education may affect the applicant’s knowledge of matters outside the scope of their personal sphere of life, such as how administrative procedures work.

Practical considerations

• Provide explanations for any abstract terminology.
• Provide information in a manner that relates to the applicant’s personal living environment or experiences instead of general knowledge.
• Use visual material to illustrate your message and ensure that the visual aids used are as self-explanatory and understandable as possible without accompanying text.
• Ensure that illiterate and low-literate applicants have access to oral information and to visual and audio information material.
• Ensure that visual and audio information material is easy to find in the digital platforms even for persons with limited digital skills. Show the applicant how they can find this material by using a computer.

Gender refers to socially constructed roles of females and males. These social roles may exclude persons who are assumed to be women and girls from decision-making within their family and community. Thus, these roles also impact information provision to female applicants, as they may not proactively ask questions in front of their family or community members, particularly if these questions relate to their own personal situation.

Women and girls may have more limited access to communication channels than men and boys. Male applicants may have better access to digital information through computers or mobile phones, if they are more digitally literate and educated than women. Thus, providing oral information is particularly important when communicating with female applicants.

Women and persons whose gender (and/or sexual) identity does not conform with norms may have a particular need for safe spaces for information provision activities. Their questions and concerns relating to the asylum procedure may be particularly sensitive and personal, thus requiring confidentiality.

Practical considerations

• Provide information to female applicants directly, either individually or in an all-women group session. 
• Organise information sessions and offer information material in spaces where women spend their daily lives, such as in women-only spaces at reception centres. 
• Pay particular attention to ensure confidentiality during information provision, for example by explaining what confidentiality means, delivering information only in small groups, offering an opportunity for individual information provision, etc. 
• Provide female interpreters for information provision sessions.

Child-friendly information refers to information being adapted to a child’s age, maturity, gender and culture (14). You should adjust the complexity of the information according to the child’s situation: use simple and concrete words instead of abstract concepts. You should also adjust your communication according to the attention span of the child: a series of short sessions with many breaks is preferable to one long session. You communication should also take into consideration the child’s background, including gender and culture, to make your language as understandable as possible. The younger and less mature the child, the more your communication needs to be adjusted (15).

The age and maturity of a child similarly affects their access to information. A child may not be able to read or not have the patience to focus on written text. For accompanied children, it is necessary to deliver information to all family members, including children who may have their own asylum claims from their family members. For unaccompanied children, it is important to note that they need to receive specific information that is relevant to them. They also need more support in accessing relevant information material, as they do not have parents (or other guardians) continuously available to them to assist them in the procedure or explain information.

In some cultures individuals are considered and see themselves as adults at a younger age than 18 years old. Moreover, following the experience of their migration journey, they may feel more mature than their actual age. It is therefore necessary to deliver information to the child by using language that is adjusted to their maturity, while explaining the information thoroughly enough to ensure their understanding.

Practical considerations

• Simplify information and use easier terminology than you would normally do.
• Explain difficult words and give examples.
• Repeat central information, verify understanding, and allow more time and breaks more often than you would normally do.
• Use information material that keeps the child’s attention and provides information in the form of a game, such as an activity book, to make the information interesting.
• Share information in formats that children normally use, including digital tools, visual aids and games.
• Create a safe space for information provision without distractions.
• Make the child feel comfortable with you, for example by starting with a topic that the child feels comfortable talking about.
• Consider individual information provision instead of a group setting.
• Allow enough time for information provision and planned breaks.

You may need to adjust your communication techniques not only when talking to children but also for elderly persons. In this case, their personal circumstances may be related to limited digital literacy, declining hearing or eyesight, or cognitive difficulties. For more information, see below accordion ‘Cognitive and learning difficulties’ and accordion ‘Vision and hearing impairments’.

(14) See Council of Europe Committee of Ministers, Guidelines of the Committee of Ministers of the Council of Europe on child-friendly justice, 2010, p. 21.

(15) For more information on principles and practical tips relating to child-friendly information provision, see European Commission, Creating Child-friendly Versions of Written Documents: A guide, 2021; Council of Europe, How to convey child-friendly information to children in migration: A handbook for frontline professionals, 2018, pp. 15–30; United Nations High Commissioner for Refugees, Technical Guidance: Child-friendly procedures, 2021, pp. 13–16.

Cognitive and learning difficulties may not be visible at first glance. However, you might notice that the applicant has difficulty in giving clear and coherent statements, memorising information or focusing on information provision. Cognitive and learning difficulties may result from medical problems such as intellectual disabilities, depression, brain injuries or addiction to drugs or alcohol, or may be a side effect of strong medicines.

Depending on the severity of the cognitive and learning difficulties, it may be necessary to provide information in oral form to ensure that the message is conveyed. As providing information to persons with cognitive and learning difficulties can be challenging, support from specialised services can also be considered. Individual information provision is also recommended.

It is important to note that exposure to traumatic events can cause post-traumatic stress that may also affect the applicant’s memory and behaviour. Traumatised applicants often have poor memory. They may be on constant alert – which decreases their ability to concentrate – and may avoid information that  elates to their trauma – which can include asylum matters. They may also feel numb, which can appear as unresponsiveness. Thus, highly traumatised applicants may need similar communication techniques to persons with cognitive and learning difficulties, depending on the behaviour and reactions of the applicant.

Practical considerations

• Focus on the central messages by using short sentences and simple language.
• Repeat information more often than you would normally do.
• Use easy-to-read formats for information material.
• Do not provide too much information at once.
• Use techniques to verify understanding.
• Listen actively and engage the applicant in the discussion to enhance their concentration.
• Use a neutral tone and non-judgemental attitude.
• Pay particular attention to providing information in segments and pause often to allow time to process information and ask questions.
• Plan more time and breaks than you would normally do.
• Allow the presence of a trusted support person, if the applicant so wishes.

Vision and/or hearing impairments can vary from mild deficits to blindness and deafness. Any applicant may experience such impairments, however they are more common among elderly persons. You communication techniques should be adapted according to the severity of the impairment(s).

Information provision to applicants with impairments may require specialised skills and knowledge. Depending on the severity of the impairment, you may wish to consider specialised services, such as sign language interpreters, to support the information provision. Individual information provision may be necessary.

The applicant may not be able to access information in different formats, such as orally, in writing, and in visual and/or audio formats. Thus, it is necessary to make information available in various forms to ensure that relevant messages are made available to applicants with different types of impairments.

Speech impairments may also affect your communication if the applicant is not able to orally ask questions and express matters that are relevant for information provision. Alternative methods of communication should be based on the usual form of expression used by the applicant.

Practical considerations in communicating applicants with vision impairment

Depending on the degree of vision impairment, the following tips may be applicable.

• Consider recording the information provision session so that the applicant can access the information again.
• Make easy-to-read information material available with sufficiently large font size and visual aids.
• Use other channels besides communication in person to provide information, including audio material.

Practical considerations in communicating with applicants who have a hearing impairment

Depending on the degree of hearing impairment, the following tips may be applicable.

• Talk slowly and clearly.
• Avoid using a high-pitched voice as it is difficult to hear.
• Face the applicant directly at eye level so that they can lip-read and pick up visual cues.
• Keep your hands away from your face when you speak.
• Be aware that background noises can decrease the ability to hear.
• Use a notepad to write what you are saying. Write down important/key terms.
• Let the applicant know when you are changing topic, for example by pausing briefly.
• Use a sign language interpreter, when appropriate.
• Use written and visual material along with other channels, instead of oral communication.