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===Nonverbal communication as a learning tool===
In terms of the cultural variation between traditional Indigenous American and European-American middle class, the prevalence of nonverbal communication can be viewed as being dependent on each culture's definition of achievement. Often in mainstream middle-class culture, success in school and work settings is gained through practicing competitiveness and working for personal gain.<ref>Wynia, E. A. (2000). Teach the way the student learns: Culturally relevant teaching strategies appropriate to the Native American student in the speech communication classroom. North Dakota Journal of Speech and Theatre, 14.</ref> The learning and teaching practices of traditional Indigenous Americans generally prioritize harmony and cooperation over personal gain. In order to achieve mutual respect in teachings, what is often relied on in Indigenous American culture is nonverbal communication.<ref>Hwang, C. Philip, Michael E. Lamb, and Irving E. Siegel. "Learning Respect for Everything: Navajo Images of Development." Images of Childhood. Mahwah, NJ: Lawrence Erlbaum Associates, 1996. 167-83.</ref>
Nonverbal communication in Indigenous communities creates pathways of knowledge by watching and then doing.<ref>{{Cite journal|jstor = 3195944|title = Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to be Separate-but-Together|journal = Anthropology & Education Quarterly|volume = 25|issue = 2|pages = 156–172|last1 = Paradise|first1 = Ruth|year = 1994|doi=10.1525/aeq.1994.25.2.05x0907w}}</ref> An example where nonverbal behavior can be used as a learning tool can be seen in Chillihuani culture. Children in this community learn about growing crops by observing the actions and respect adults have for the land. They learn that caring for their crops is vital for them to grow and in turn for the community to thrive. Similarly, when children participate in rituals, they learn the importance of being part of the community by watching how everyone interacts. This again needs no explicit verbal communication, it relies solely on observing the world around. Chillihuani culture does not explicitly verbalize expectations. Their knowledge is experienced rather than explained through modeled behavior for community benefit.<ref>{{cite journal | last1 = Ennew | first1 = J | year = 2010 | title = Growing up in a culture of respect: child rearing in highland Peru – By Bolin, Inge | url = | journal = Journal of the Royal Anthropological Institute | volume = 16 | issue = | pages = 168–169 | doi = 10.1111/j.1467-9655.2009.01604_5.x }}</ref>
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