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9.6 Cross-Cultural Aspects in the Classroom We touched on cross-cultural aspects previously. We stated that: Students’ learning preferences may differ from yours. Your previous learning experiences may have influenced the way you think students should learn, but your students may have different expectations of how they can best learn. Some students may expect to use a coursebook every day, but your approach may be entirely different. What you think the students need may be much different from what some students want. An awareness of cross-cultural aspects in your classroom is vital. So, let’s explore this. 9.6.1 Cross-Cultural Aspects Here are some practical guidelines to ensure you get the cross-cultural aspects right: Cross-cultural aspects play a crucial part in classroom dynamics. Handle these aspects right, and the class will be on fire. Get any critical cross-cultural aspect wrong, and the learning may well be disrupted. You will need to be sensitive to cultural differences and cultural elements at all times, particularly as they pertain to the host culture since they can influence overall student learning behaviour. You must be fully aware of the environment in which you are working and mustn’t judge the students based on your cultural background and educational experiences. If you are not aware of cultural nuances, it can prove to be detrimental to your success. You cannot assume that your expectations of the classroom will be the same as the learners’ expectations. Remember: The comments below are general – every single student from a particular culture won’t necessarily display the same behaviours. Examples of cultural differences Here are some cultural differences that can come up in class. We have mentioned a few of these already, but we must include them here again. It will all depend on where you are teaching and the cultural background and educational experiences of your students. This information will serve you well, so reflect on this regularly. Learners’ Expectations Learners from more traditional educational systems may expect you to behave in a more formal and authoritarian fashion during classes. They may also want you to engage in the extensive correction of grammatical form or pronunciation during all activities rather than at specified points in a lesson, or not at all. In some cultures, e.g. Brazil, Norway and Spain, students are expected to be vocal and pro-active in the learning process; in other cultures, such as Japan and Korea, learners are expected to be silent, passive recipients of knowledge. In some cultures, silence is viewed as a sign of respect and a willingness to learn; in other cultures, it is seen as boredom and a refusal to participate. In some cultures, students asking a question is seen as disrespectful, challenging and inappropriate; in others, asking a question is seen as a significant sign of students taking responsibility for their learning, and something to be welcomed. Teachers’ Expectations Similarly, you bring to the classroom your expectations regarding teacher behaviour. This includes your views on appropriate learner behaviour within your culture in general, as well as in the classroom. You may unconsciously attribute these same expectations to your students, which can heighten the potential for conflicting expectations and evaluations of behaviour between you and your learners. Gender, Age And Status-Related Issues Find out whether your learners have ever experienced mixed educational groupings; whether they expect male and female teachers to behave differently; and how different classroom activities, including various group configurations or activity types, such as role-plays, might affect learners due to native cultural constraints. Research this before starting. You may encounter reluctance from both men and women from cultures in which women have historically been constrained by social roles that do not promote active participation in mixed-sex settings, e.g. Afghanistan and Saudi Arabia In some cultures, if some students think that women (especially younger or other lower-status women in their eyes) are lower in the ranking, that will exaggerate any adverse reactions they have to being interrupted, corrected, told to do things in the classroom that are unfamiliar, etc. Some students might feel they cannot interrupt or correct students who are older, in a high-status job, are male, etc. or may be shocked when you (or another student) do not pay attention to such distinctions.