Communication Strategies Between Chinese Employers and Their Basotho Employees

International Journal of English Language & Translation Studies
ISSN: 2308-5460
International Journal of English Language and Translation Studies
IJ-ELTS
e-ISSN: 2308-5460
Volume:1, Issue: 3
[October-December, 2013]
Editor-in-Chief
Mustafa Mubarak Pathan
Department of English Language & Translation Studies
The Faculty of Arts, the University of Sebha
Sebha, Libya
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Dr. Firdevs KARAHAN, Sakarya University, Turkey
Dr. Sabria Salama Jawhar, King Saud bin Abdul Aziz University for Health Science, KSA
Dr. Claudia Porter, Oregon Health and Sciences University, Oregon, USA
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Mirza Sultan Beig, S. R. T. M. University, India
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Dr. Sana Akram Saqqa, Al-Jouf University, KSA
Mariam Mansoor, The University of Sebha, Libya
Safia Ahmed Mujtaba, The University of Sebha, Libya
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ISSN: 2308-5460
Communication Strategies between Chinese Employers and their

Basotho Employees
[PP: 98-105]
Kolobe Maboleba
Department of English
National Universit y o f Lesotho
Lesotho
Abstract
In Lesotho, an increasing number of supermarkets and small stores, in both urban and
rural areas, are owned and/or managed by Chinese. This paper is a preliminary attempt to
document how workplace co mmunicat ion takes place between Chinese emplo yers and
their Basotho emplo yees. It specifically investigates communicat ion strategies used in
carrying out daily interact ion, looking at the use of the three languages Sesotho and
Chinese as mother tongue languages for both parties, then the internat ional language,
English, and their possible mixing. It discusses whether there could be said to be a local
pidgin developing. The paper also looks at non-verbal co mmunication strategies, such as
gestures, and whether more experienced emplo yers and emplo yees are used to mediate
in workplace communication. Data were obtained fro m quest ions administered to
emplo yees of Chinese stores. It was supplemented by observat ions in such stores.
Analysed data reveal that competency and fluency in a language is not a hindrance in
business. Workers and their emplo yees could always emplo y any means o f
communicat ion to carry out their normal routines.
Keywords: Co mmunicat ion strategies, Workplace co mmunicat ion, Chinese emplo yers,
Basotho emplo yees
Suggested Citation:
Mabo leba, K. (2013). Communicat ion Strategies between Chinese Emplo yers and their
Basotho Emplo yees. International Journal of English Language & Translation Studies
Vol-1, Issue-3 , 98-105. Retrived from http://www.eltsjournal.org
Vol-1, Issue-3 October-December, 2013
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ISSN: 2308-5460
1. Introduction
In Lesotho, as in many countries in the SADC region, an increasing number o f
supermarkets and small stores, in both urban and rural areas, are owned and/or managed
by Chinese. This paper is a preliminary attempt to document how workplace
communicat ion takes place between Chinese emplo yers and their Basotho emplo yees.
There is not much research done recently o n the increasing number of Chinese immigrants
to parts of Africa. There has been a report for the Rockefeller Foundat ion (Mohan and
Kale, 2007) which suggests a major increase in 21st century. Migrants have mainly settled
in urban areas, but there has been more dispersion to rural areas of late in pursuit of new
opportunit ies (Mohan and Kale, 2007, p. 2). However, it has proven difficult to ascertain
numbers of Chinese immigrants, partly because of their uncertain legal status in African
countries. However, the report records 1000 Chinese in Lesotho in 2001, wit h an est imate
of 5000 by 2005. More recently, the inco ming Chinese Ambassador to Lesotho confirmed
that number (Lesotho Times dated 28 April 2011).
This study attempts to explore so me aspects of co mmunicat ion between Chinese
immigrant traders and their Basotho emplo yees. It hopes to do so by addressing the
fo llo wing questions:
(i) Given that neither group speaks the others language, what co mmunicative
strategies are used to facilitate workplace interaction?
(ii) What language(s) and language variet ies are used for communicat ion between the
two groups?
(iii) Is there a possibilit y of a pidgin development?
2. Methodology
Research into any aspect of the Chinese immigrant communit y is difficult, as
suspicio n is easily aroused, either because o f frequent semi-legal status of Chinese, or
because they fear any evidence about relat ionships wit h emplo yees will be used against
them. On the basis of this situat ion, the preliminary study has used two indirect methods
to collect data since direct recording o f interact ion was difficult. First ly, the researchers
held an in-depth interview wit h a Mosotho employee working at a trading store run by
Chinese. Secondly, they examined an imaginative representation of Chinese-Basotho
dialogue in a Sesotho drama, which suggests public perception of the situation.
3. Results and Discussion
3.1 Communicative strategies used
An in-depth interview was conducted with a female Sesotho-speaking emplo yee of a
Chinese supermarket in Ro ma, the town in which the Nat ional Universit y of Lesotho is
situated. The interview was conducted in Sesotho, and covered the strategies used to
communicate between the Chinese store supervisor and the Basotho emplo yees,
particularly the interviewee.
The interview observed that non-verbal co mmunication strategies are central. Gesture and
demonstration o f meaning are reported as widely used by both sides. For example, when
asked how they co mmunicate, the emplo yee answered,
Re ka sebelisa matsoho, a ka ntupisa hore, haeba mohlomong a re o batla kobo, joale na
ke sa utloisisi na o batla ho reng, o tla bua ka matsoho a ntupise, ebe ke hona ke utloang
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hore, ohong, o batla hore ke mo fe kobo kapa o batla hore ke theole kobo eane ke e bee
fatse mohlomong.
(We can use hands, she can po int, say, maybe she wants a blanket, and I dont understand
what she is saying, she will use hands and po int, its then that I will understand that, oh,
she wants me to give her a blanket or she wants me to bring down that blanket and put it
down).
If the emplo yee does not understand what the Chinese supervisor wishes her to do, the
supervisor may demo nstrate what she wants to be done, and the emplo yee will t hen take
over. Equally, the emplo yee may use non-verbal means to gain understanding as
demonstrated in 2.
kapa re nke ntho, mohlomong haeba re nahana hore o bua ka ntho joale re sa utloe, re
tla nka ntho e ngoe le e ngoe ka mona re ne re e phahamise ho fihlela a ba a supa e right.
(Or we can also pick up items one by one to ask her if thats what she wants unt il she
points at the right one).
Sentence 3 below shows that non-verbal strategies are o ften used to enhance
communicat ion in a context when an attempt at linguist ic co mmunicat ion has failed:
Ee, kapa a hla tlohe, a lo mponta ntho eno a e batlang, ebe joale kea utloisisa (Yes, or
she may decide to leave her posit ion and co me to show me what she wants, then I will
understand).
A further major strategy is for both the supervisor and the emplo yee to use more
experienced intermediaries to assist their co mmunicat ion. For example, the emplo yee
reported:
Ee, e ea etsahala, nka botsa e leng khale a sebetsa hore na joale motho enoa o reng ha a
cho tjena ebe joale eno o re, ae, o re tjena. Haba le eena ha sa utloisisi, o tla batla e mong
hape a tlo thusana, joalo joalo. (I can ask so mebody who has been working here for
lo nger, then that one will tell me that this is what she means. If s/he also does not
understand, s/he will also seek help so mewhere else etc. etc).
If the supervisor fails to communicate, she so met imes asks for translat ion fro m
another Chinese member of staff. When asked what happens if she further fails to
understand what the emplo yer is saying, the emplo yee reported that
O tla ngola ka language ea hae ebe joale ke isa ka mane, eane ha a fihla ka mona, o tla
mo joetsa hore enoa o na sa utloe na ke ne ke reng, ke nqena ke la ka qetelletse ke ngola.
(She would write in her language, then I would take the written message to the other side,
when that one comes on this side, she would tell him that I could not follow what she was
saying, that is why she ended up writing).
Where linguist ic strategies are emplo yed, it is clear that the Chinese attempt to learn a
small, basic amount of Sesotho, rather than English. The emplo yee reported that at one
point the supervisor requested written labels for items in the store:
O ngola mabitso a lintho tse ling ka shopong, ha a sa tsebe na ntho e bitsoang, o tla tla ho
uena a tlo o botsa na ntho e bitsoang ka Sesotho, ebe uena o mo joetsa ka Sesotho kappa
ka language sekooa, eena o sa ngola ka puo ea hae na ntho eno e bitsoang. She writes
names of so me things in the shop, if she does not know what something is, she will co me
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to you and ask what that thing is in Sesotho, you will tell her using Sesotho or English,
then she will write its name in her language.
Thus, the main focus of language learning is on lexemes necessary for the business.
When a linguist ic response is essent ial, the most basic form is used. For example, when
asked what happens when a customer wants discount and asks the emplo yee to negotiate
price discount on his/her behalf, the emplo yee said,
Ke tla mo joetsa ke tla re, ena customer e batla ena, joale now now eena chelete ke 150,
haeba a re ae eseng 150, 150 e nyane, ebe customer e ea lla hape ere ke na le 160 hee. (I
will tell her and say, this one, customer wants this one, but now now money is M150, if
she refuses and say not M150 because that M150 is too low, but still customer pleads wit h
M160 this time, she then says, M160 sharp).
In this example, it can be seen that the supervisor understands the price ment ioned
(presumably in English words, since these are commo nly used in Sesotho) and can
respond non-verbally. It is also notable that the emplo yee uses the repeated English adverb
now now for emphasis, apparently t hinking that this may co mmunicate more efficient ly.
When the supervisor is willing to agree to a price, she uses here a mix o f English number
and a commo n colloquial marker o f agreement sharp. Thus, she is not so much using
any form o f Sesotho, but expressions as used by the young emplo yees in t heir own
somewhat mixed socio lect.
As reported by the emplo yee, the supervisor has acquired a small amount of basic
Sesotho, which is limited to the uninflected form of the verb, utilizes pronouns instead o f
inflect ions and shows no grammat ical connect ion between clauses as illustrated in 8
below:
Q: Does she ever ask for assistance from others?
Ee, haeba a batla hore Mr X a tle a tlo mo thusa, o tla mo bua ka lebitso a re tsamaea
bua X o tla thusa nna kapa a re nna tsamaea, bua X thusa nna. (Yes, suppose she wants
X to come fro m the other side of the shop and help her, she would say his name and say,
go talk X help me or she would say, me go, talk X help me).
The emplo yee remarked that the supervisor attempts to use her limited Sesotho in
inappropriate contexts, having picked up expressio ns fro m the emplo yees:
Q: You also mentioned that if she happens to learn a certain word, she overuses it?
Ee, o sa le sebelisa linthong kaofela, mohlomong, like ha a re na o ile kae, o tla bua a re,
ha a na re, ntho o ile kae, o tla re Nthabiseng ke tsamaea kae? Kapa ha a re ha a oe, ha a
na re ha a eo , o tla re ha e eo. Ha a sebelise ha a eo , o sebelisa ha e eo, ntho e ngoe le e
ngoe ho eena ke ha e eo. (Yes, she uses it on almost everything, maybe, like when she
asks whereabouts of so mebody, she will say, she wont say, Where is X? She would sa y
Nthabiseng is walking where? Or if she wants to show that somebody is not there, she
would not say She is not there but she would say It is not there. She does not use she
is not there; she uses it is not there. Everything is it is not there).
It is also clear that the Chinese supervisor somet imes mixes Sesotho and English
vocabulary in attempts at communication:
Q: What does she say when she wants you to work overtime?
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Haeba ke re ke chaise ka bo 6, o tla ba re thusa nna uena tsamaea lapeng 7 nna

customer too much, haeba customer li le ngata. (Say I knock off at 6.00pm, she would
say, help me you go home 7.00pm me customer too much if customers were many).
It is not clear whether this mixing is due to the supervisor knowing the English
lexemes customer and too much rather than the Sesotho equivalents, or whether these
are used routinely (along wit h the hours) as part of code switching by the emplo yees, and
have been picked up as part of the workplace socio lect.
It should be noted that what is happening in this situat ion is not the development of a
true pidgin, since, as far as can be ascertained at this po int, the Basotho emplo yees address
the Chinese in inflected Sesotho, in a so mewhat simple form. They also code switch with
English on a small scale, as is co mmo n in the speech o f young Basotho. Thus, they retain
their own speech forms, while the Chinese acquire a limited range of the same socio lect,
sufficient to funct ion in the store.
Interestingly, the emplo yee suggested that the communicat ion strategies she reported
are considered perfect ly adequate for the situat ion, and are co mmo n to Basotho-Chinese
communicat ion:
Ee puo ea bona e ea tsoana, le ha o bua le ea Mokhotlong ha feela o so kila sebetsa le
bona o tlo tseba ho bua le e mong le e mong oa bona hore na ke Thaba-Tseka kapa
Maseru kapa kae le kae. (Yes, their language is the same. You can communicate to any o f
them anywhere once you have worked with them, whether it is at Mokhotlong, Thabatseka, Maseru or anywhere).
The co mmunicat ion may also be explained phonologically. Chinese emplo yers tend to
add prolonged vowels to words that end with open syllables as in the cases of cheka for
check, talka talk, tella for tell. Mispronunciat ion of consonants is also observed as in the
examples of tis for this, tausand for thousand.
The fo llowing playscript is written by an academic in the area o f Sesotho language
and literature. It is included in this study because the researchers take it to be reflect ing
Basotho perception of Chinese-Basotho communication modes.
Extracts from Re li bona tjena playscript by L.S. Phafoli
(C stands for Chinese emplo yer, L stands for Lineo who acted as an interpreter between
Basotho emplo yees and their Chinese emplo yers, B stands for Basotho emplo yees)
Extract: 1
1 C: Ausi why uena no come me cheka uena? (Sister why you no come me check
you ?)
2 Uena u bua lekane why la? Me (1) tsamaea. Ntate X come. (You you speak
enough why la? Mrs. go. Mr. X come.)
3
Ausi, co me! where la? (Sister, come! Where la?)
4 L: Here I am.
5 C: Why uena no (2) tsamaea go home? (Why you no go, go home?
6 L: Ntate o re na ha le ee hae keng? (Mr. is asking you why are you not going?)
7 Bo-ausi bona ba bua uena answer ntate X oa bua why? (Sisters them talk
You answer Mr.X talk why?
8 C: Me no oa bua ntate kong-kong la. (Mrs. No talk Mr. kong-kong)
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9 L: O re ha a na ho bua le motho eo oa lona ea se nang kelello. (He is saying he will

not talk to that person of yours who has no brains)
10 C: (3) Tsamaea la, go home. No sing la. (Go la, go home. No sing la.)
11
Ausi, co me la. Why t is kong-kong no worka la? (Sister, come la. Why
This kong-kong no work la?
12 L: Me dont know.
13 C: Ua bua uena no ua tseba. Ask la. (You talk you no you know. Ask la.)
14 L: Ho thoe na ha le sebetse keng? (He is asking why are you not working.)
15 B: Re mo joetsitse maobane. (We told him yesterday.)
16 L: Bo-ausi bona ba bua bona tella uena yesterday. (Sisters them they talk them tell
you yesterday.)
17 C: Ba bua me talka kong-kong abut i? (They talk Mrs. Talk kong-kong brother?)
18 Tell bona me no talka kong-kong abut i. Tell ausi no mosebetsi no money.
(Tell them me no talk kong-kong brother. Tell sister no work no money.)
19 L: Bo-ausi ba bua okay. (Sisters they talk okay.)
20 C: Ba bua okay. Tell ausi me cutha bona. Okay? (They talk okay. Tell sister cutha
them. Okay?)
21 L: O re o tla le tebela. (He says he will fire you.)
22
Ba bua uena tell ntate X. (They talk you tell Mr.X)
23 C: No ntate la. Me kea bua t is mosebetsi na. Ntate eena kong-kong no mosebetsi.
(No Mr. la. Mrs. I talk this work me. Mr. him kong-kong no work.)
24 Tell bona me kea bua no cutha bona. Bona worka good. Na talka bona, no
ntate.
(Tell them mrs I talk no cutha them. Them work good. Me talk them, no mr.)
25 L: Ba bua bona work good uena give bona mo ney. (They talk them work good
you give them money.)
26 C: Tell bona me give bona mo ney May next year (Tell them me give them
money May next year)
27 L: Ba bua no. (They talk no.)
28 C: Ba bua no, (4) tsamaea go home (They talk no, go go home)
Extract 2
29 C: Me calla uena bo ausi no worka. (Mrs call you sisters no work)
30 L: Bo-ntate ba bua bo-ausi no tsotsi. Oa bua why? (Sirs they talk sisters no
criminal. You talk why?)
31 C: Tell ntate me oa give bona mo ney toto necka bona talka good. (Tell mr
mrs will give them money bottle neck them talk good.)
32 L: O re ke le bo lelle hore ha le ka buiseha o tla le fa chelete le likipa tsa bottle neck.
(He is saying if you can negotiate he will give you money and bottle neck
shirts.)
33 Bo- ntate ba bua no take toto necka and money. Ba bua bo-ausi no worka
why?
(Sirs they talk no take bottleneck shirts and money. They talk sisters no work
why?)
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34 C: Give bona tea. (Give them tea.)

35 L: Bo-ntate ba bua uena give how much? (Sirs they talk you give how much?)
36 C: Na give bona five taosand ha. Bona no kong-kong. (Me give them five
thousand ha. Them no kong-kong.)
37 Go talka bona. (Go talk them.)
The study confirms Mohan and Kales view that Chinese emplo yers do litt le to
integrate with local communit ies:
Chinese co mmunit ies in Africa have generally remained relat ively self-contained. One
important upshot of this for integrat ion and business is that language remains a problem.
Very few recent migrants speak any local languages and have rudimentary English or
Portuguese at best (Mohan and Kale 2007, p. 15).
In their limited interact ion wit h Basotho emplo yees and customers who have at least
acquired high school educat ion, they pick up a litt le of English which enables them to
code switch between Sesotho and English.
It is further observed that the communication is loaded wit h more content words than
funct ion words. It does not observe grammar rules. This makes their language to be
limited because they do not know a lot of words; they ensure that they acquire words that
address specific items. Chinese emplo yers are thus satisfied wit h a limited funct iona l
mode of co mmunicat ion. They tend to over generalize the litt le Sesotho they have
acquired, as in the case of tsamaea used to mean walking, go or whereabouts, bua
used to mean talk and tell, uena used for both you and they.
Double ment ion of words such as tsamaea, go home also feature in Chinese
communicat ion. It may be concluded that they use such a strategy as an emphasis of what
the speaker wants to convey. Further examples are sisters them and bona, uena.
For the sake o f co mmunicat ion, it is observed that Chinese create their own words as in
the fo llowing examples: kong-kong (nonsense), cutha (tebela), toto (bottle). In cases like
that, the speaker will also use gestures to reinforce what he/she is saying. This results in
their language featuring overuse o f po inters/demonstrative pronouns such as uena, bona.
Chinese emplo yers displa y socio linguist ic sensit ivit y hence the use of ausi for workers,
me for interpreter. By using these address terms, they show that they are aware of the
different status between the workers and the interpreter; workers are junior while
interpreter is senior.
4. Conclusion
Based on the interview data, one is likely to conclude that Basotho emplo yees and their
Chinese emplo yers use language for specific purposes, hence all co mmunicat ion strategies
reflected in their workplace co mmunicat ion.
About the Author:
Maboleba Kolobe is MA in English Language and Linguist ics and has been teaching at
tertiary level as a lecturer in the Service Depart ment at Lerotholi Polytechnic for the past 6
years. She is current ly pursuing her PhD in English Language and Linguist ics in the
National Universit y o f Lesotho, Lesotho. Her areas of research interest are Discourse
Analys is, Pragmat ics, Morphology, and Co mmunication Skills. She has also published in
various accredited refereed journals.
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Works Cited:
Hudson, R.A. (1980). Sociolinguistics. Cambridge: Cambridge Universit y Press.
Lesotho Times. (28 April 2011). New Chinese Ambassador Arrives in Lesotho. Mohan,
D. & Kale G.
Development Policy and Practice Department. (2007). The invisible hand of South-South
globalization: Chinese migrants in Africa. The Open Universit y: Kate, D.
Wardaugh, R. (2006). An Introduction to Sociolinguistics (5th ed.). Oxford: Blackwell.
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Table of Contents
Sr.
No
Paper Title / Author(s) / Country
Pages
1
2
Editorial
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-Arezoo Molavi Vardanjani, Iran
Adaptable Analyt ical Vistas Illumine a Touchstone: Langston Hughes
as Minor Author/Poet
-Mzenga A. Wanyama, USA
An Explorat ion of English Language Teaching Pedagogy in
Secondary Yemeni Educat ion: A Case Study
-Yehia Ahmed Y. Al-Sohbani, Yemen
Applied ELT: A Paradigm Just ifying Co mplex Adaptive System of
Language Teaching?
-Masoud Mahmoodzadeh, Iran
Brit ishness and Co mmunit y Cohesio n in Muslim News Online
-Hassen ZRIBA, Tunisia
Building an EFL Curriculum for Young Learners: A Brazilian
experience
-Telma Gimenez & Juliana Reichert Assuno Tonelli, Brazil
Communicat ion Strategies between Chinese Employers and their
Basotho Emplo yees
-Ko lobe Mabo leba, Lesotho
Cross-cultural Co mparison of Non-native Speakers' Refusal Strategies
in English
-Mehmet ASMALI, Turkey
Cross-Linguist ic Influence in Third Language Acquisit io n:
Acquis it ion of syntactic structures by students Bilingual in PersianAzerbaijani, Persian-Armenia, and Persian-Gilaki
-Farzaneh Khodabandeh, Iran
Invest igat ing the Difficult ies and Problems Faced by the English
Language Students of Al Quds Open Universit y in Legal Translation
Process
-Ahmed Maher Mahmoud Al-Nakhalah, Palestine
Teaching English Accept ing Mult iple Intelligence Types through Arts
Ivana CIMERMANOV, Slovakia
The Poet as Translator: The Poetic Vision of John Betjeman
-Wisam Khalid Abdul Jabbar, Canada
The Socio linguist ic Status of Islamic English: A Register Approach
-Zaidan Ali Jassem, Kingdom of Saudi Arabia
Tragic Richness in the Major Novels of Tho mas Hardy
-V. Sudhakar Naidu, Libya
03
04- 19
6
7
10
11
12
13
14
15
www.eltsjournal.org
20- 39
40- 55
56- 71
72- 87
88- 97
98- 105
106- 128
129- 156
157- 175
176- 183
184- 194
195- 205
206- 216

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