Cultural Sensitivity in the Classroom

Cultural sensitivity in the classroom

In today’s society, it seems as if everyone is concerned with being ?politically correct?. The media is always focusing on someone’s slip of the tongue, whether it is a politician, athlete, or a star in Hollywood. People are offended when a neighbor calls them a name, cuts down a tree, or plays their music too loud. Courtroom calendars are filled with frivolous lawsuits from prisoners who feel their rights have been violated while in prison. If we are so caught up with being politically correct and not offending each other, why isn’t more time spent on teaching cultural sensitivity in the classroom?

Teaching English as a Foreign or Second Language exposes the teacher to cultures they may never have the opportunity to experience in a different career. That teacher should be expected to have some knowledge of the culture they will be dealing with, as well as sensitivity to how things may be done in the country where the students lived. According to Elizabeth Peterson and Bronwyn Coltrane, from the Center for Applied Linguistics, ?cultural information should be presented in a nonjudgmental fashion, in a way that does not place value or judgment distinctions between the students? native culture and the culture explored in the classroom.? Teachers not only have the responsibility to research the culture, but should also have enough integrity to accept the students, for who they are, no matter what culture they represent.

Understanding the culture is more than asking about the holidays observed or what foods they eat. It means knowing what is appropriate to say to whom and how to address a student, as well as knowing what to expect from the student in return. In some cultures, it is inappropriate for females to sit with males and interact. Direct eye contact with a student may be positive, but it may be interpreted as aggressive or humiliating; smiling may be positive, but it may be insolent; touching may be positive, but it may be embarrassing or offensive. Singling a student out for attention of any kind would not be considered a positive teacher response by a number of minority groups even in the United States. Other cultures may have strict dress codes that they adhere to. As a teacher, we could unknowingly offend a student in our manner of dress or action if we are not cognizant of areas of comfort or discomfort. 

Cultural attitudes and values affect the way we teach. Stereotypes also affect our style of teaching, and at times we will develop a different attitude toward, or expectations from, our students based on what we think we know about that particular culture. Similarly, students may be thrown into confusion by facing ridicule or being penalized for continuing behaviors they are accustomed to, or for not participating in an activity due to cultural taboos. 

Upon receiving the Nobel Peace Prize in 2001, Kofi Annan, Secretary- General of the United Nations, stated in his Acceptance Speech, ‘We understand, as never before, that each of us is fully worthy of the respect and dignity essential to our common humanity. We recognize that we are the products of many cultures, traditions and memories; that mutual respect allows us to study and learn from other cultures; and that we gain strength by combining the foreign with the familiar.’

Acquiring sensitivity requires stepping beyond our own comfort zone and exploring areas we dare to go beyond. Being exposed to a new culture is a learning experience, but we must remain open minded and teachable. It is important to remember that cultural sensitivity includes respect. Although we may have differences with or misunderstand another culture’s religion or lifestyle, we are in the classroom to teach, not to judge or condemn. As teachers, we must know the vital questions to ask about cultures and then know how to get the answers, as well as know how to use the cultural information for instructional purposes. 

Cultural Sensitivity in the EFL Classroom

Diversity and cultural sensitivity are important considerations in an EFL classroom. English is an international language and the numbers of English speakers are growing rapidly. It’s important to understand how English translates in each culture and language. There is a growing body of literature addressing cultural differences and the importance of awareness. Our challenge is to meet the demand of student in a manner that incorporates linguistic and cultural competence. 

Language is primarily a communication tool. As language teachers it is paramount to help students take ‘ownership’ of the new language they are learning. H. G. Widdowson,, suggests taking ?ownership? of English as a way of shifting attitudes. After all, English has become an international language. Furthermore, he expressed that you are proficient in a language to the extent that you possess it, make it your own, bend your will, assert through it rather than simply submit to the dictates of its form. (Widdowson Henry G. (1994) "The Ownership of English". TESOL Quarterly 28/2 377- 89).

The manner of proficiency is when you are able to take possession of the language, turn it to your advantage and make it real for you.? The important thing is getting students engaged with the language effectively and personally. Allowing learners to be autonomous (to a point), allows them to culturally and wholly identify and engage on a personal level without the teacher imposing their authority or socio-cultural importance. 

A rudimentary understanding of the history and culture is helpful to interpret behavior and the pedagogical approaches currently used in the education system. Christine Savvidou underscores this in her article. ?Understanding Chinese Names: Cross-Cultural Awareness in the EFL classroom.? She proposes that increased awareness of the Chinese culture is an essential factor in EFL teaching, enabling teachers to interpret behavior, identify learning styles, and help students make the transition to a western model of education.

She also poignantly points out the importance of being aware of ones own judgments or preconceptions. This is necessary if students are to bridge the gap between language and culture. It is then suggested that successful bilinguals should serve as pedagogical models (instead of monolingual and monocultural native English-speaking teachers) and that local and international contexts which are familiar and relevant to students’ lives should be used (instead of unfamiliar and irrelevant contexts from the English-speaking world) (Cem and Margaret Alptekin).

Our identity is largely defined by our culture and history. History and culture will affect how language is processed and produced. Language is contextual owning to the culture in which it is used. For example, there is evidence to prove there are differences in same gender versus co-ed classrooms. This expressed difference exist throughout various cultural associations, macro and micro; country, gender, workplace, school and so forth. Within each subculture there are cultural parameters that dictate language and the ways of acceptable and effective communication. The following example is an excerpt taken from research conducted at Cambridge University: "We don’t just do war poems and Macbeth, we do Wordsworth too. It’s a challenge, in a way, which Mr J sets us to show the girls we’re capable of doing it, but I couldn’t talk about these things if there were girls there!" (p. 85). ( NASSPE: Research > Single-Sex vs. Coed: The Evidence) It makes a great point about gender sensitivity and differences experienced in an all male environment. 

We must be sensitive to the differences and similarities among students and between cultures and the educators. This can be as simple as adjusting lesson plans to make them relative or formal education to learn about the history and culture where you will teach. Encourage student to be a resource or provide resources. Diversity is strength.

Culture Sensitivity in the Classroom in China

Probably one of the most important areas of consideration in teaching is to be aware of cultural differences. As an American teaching in China, it is important that the teacher be a bridge between the two cultures. As foreign teachers our responsibilities must go beyond just being ‘the teacher’ by setting the standard for moral and ethical conduct through our being sensitive, caring, responsible, and respectful to the students and the culture they come from.

Losing Face

In China, it is culturally unacceptable to make a mistake in front of others. I literally have had students leave the classroom because they made a pronunciation mistake or incorrectly answered a question. I tell the students that learning (especially oral English) is a process. A baby learns how to walk by falling down over and over until they learn how. A baby learns through making mistakes. The baby is not a ‘good’ baby or a ‘bad’ baby because of how their progress is going, in fact, ‘good’ or ‘bad’ has nothing to do with it! I tell them they only have a lack of experience in speaking English just as a baby has a lack of experience in walking. When they understand this it helps them not to worry about mistakes. When the students know that you will help protect them from embarrassment they soon begin to open up and to start wanting to practice without fear of rejection. 

Political Issues

There are some political issues that are very sensitive and should not be addressed in the classroom. The issue Mainland China has with Taiwan should not be used as a topic. Mainland China feels that Taiwan is a renegade province and should be reigned back in. This is an extremely emotional topic that leaves little room for debatable alternatives with one-sided and emotional responses from the students. 

The Chinese invasion by the Japanese in World War II is still a sore subject in China today. Any discussions of this topic only lead to some very negative and sometimes hurtful comments. 

Be sensitive about present and past political figures as well as famous writers, singers, and artists. Let the students know that you appreciate the cultural achievements of their country. China is proud of their five thousand year history. They were the inventors of the compass, paper, ink, and many other items that the rest of the world uses every day. In today’s society they are one of the fastest growing economies in the world along with being host of the 2008 Olympics.

Clothing

When you think of Chinese clothing you probably think of the traditional Chinese dress with its mandarin collar and cap sleeves. This is because traditionally Chinese are very modest. A girl wearing a tank top will be considered ?bold? by most. If you are to teach in China any good resource will tell you that you too should dress modestly in respect of their culture.

A person of Irish descent may be excited about St. Patrick’s Day and want to celebrate with their students by giving them green hats to wear. The boys absolutely will not wear a green hat. Their first comment is that a man who wears a green hat is a fool. (Only a man whose wife has been unfaithful wears a green hat.)

Gifts Perhaps a student will give you a gift. In China it is the custom to not open the gift until after the person giving it has left. This has started to change with the younger generation. Still, it is a good idea to set aside the gift and wait to open it unless the giver prompts you to open it in front of them. There is a list of taboos of items to give as gifts as well, so be sure to do your research before giving anything.

In conclusion, you may be wondering how you will ever learn all of the different customs. Your best resource is your students. As an assignment have them tell you the different customs regarding holidays, gifts, weddings, eating, and so on. They are a wealth of knowledge on that subject.