The Context and the Challenge:
Challenging situations in ESL classrooms can often arise due to cultural misunderstandings and differences. These require delicate, yet direct, questioning to understand the problem and work towards a solution. Here is an example of one such situation told to me by an experienced and very competent ESL teacher. The class is a beginner level (CLB 1/2) Language Instruction for Newcomers (LINC) class in Winnipeg with a diverse cultural mix.
The school usually does not place spouses/partners in the same class, but because of the large influx of new students and limited space, they had some spouses in the same class. The teacher was also very aware of some cultures not wanting to be grouped or paired with the opposite sex in activities, and tried to avoid this as well. However, the teacher had found that usually as classes proceeded students became more comfortable with one another, and most often were accepting of opposite sex groupings.
A problem arose when a male student vocally objected to his wife being paired with another man for an activity. The teacher then quietly suggested that they work on opposite sides of the table. At this point he became angry, so the teacher separated the wife and partner. The teacher was very surprised by his anger because this man was usually a very polite and accommodating person. Although he was of a culture (Muslim Syrian) that sometimes does not allow men and women to readily mix, she had had no indication that this was previously a problem.
The teacher knew that it was important to have a discussion with the man in his first language for the teacher to understand what his objections were, and also for the man to understand that discrimination based on sex is not acceptable in Canada. So at the first availability, a settlement work who spoke the man’s first language was asked to interpret and help explain and also ask questions. The man explained that he was very jealous of his wife talking to this man, who was also from his culture. The teacher said she understood but asked what he thought could happen with them just doing an activity. He said he still did not like it, but after the conversation and the explanation of Canadian standards, the man decided it was OK if they were on opposite sides of the table.
Cause, Solution and Effects:
Many cultures have codes of conduct for members of the opposite sex and as teachers it is important to understand this culture. Many people in English language classes are recently arrived and are still undergoing culture shock (Schellenberg and Maheux 2008) and may have many other problems such as dealing with war and torture (CCVT). They are far from their extended families and usual supports and are dealing with many changes in their lives, so it is important that they consider English language classes as safe and accepting places. Therefore, understanding learners’ culture is one of the aspects of providing a comfortable learning environment (Li et al, 2012 pp. 35).
Other than the cultural reason, the husband did not suggest there was any other reason for his anger, and the teacher did not ask for any other details of a possible cause. But it is possible that the husband may have had other reasons or probable cause for his jealousy that he did not want to share.
The solution sought by the teacher, by separating the wife and man to avoid further confrontation or escalation in the class, I believe was the correct one. De-escalation and a request to discuss the matter privately (at another time, or sometimes immediately) allows the class to continue, but also lets the person know that you are willing to listen and to understand their reasons. It is very important to respect the dignity of each student and try and find the true source of the problem in order to solve it (Brown and Lee 2015, pp. 302). The solution the teacher suggested allowed the man to ‘not lose face’ in front of his classmates, but also allowed the teacher to pursue a long term solution at a more appropriate time, and in the learner’s own language so that he could fully express himself and understand the teacher’s reasoning. Also, having the discussion at a different time and place, allowed the man to ‘cool down’, and be less emotional. The teacher also accessed institutional support (a settlement worker) to help resolve the problem, which is suggested by Brown and Lee (2015, pp. 302). It was also important that Canadian expectations of male/female interactions was discussed, to allow the husband to understand and help to adjust to acceptable standards of equality in Canada (Li et al, 2012 pp. 38-39). However, there may have been an additional reason that the husband did not disclose. The two men did know each other outside the classroom, and therefore may have had some other disagreement, or another reason he did not want his wife to interact with the man. This could also have been discretely asked by the settlement worker to ensure that this was not the situation.
In this case, the teacher demonstrated a respectful solution to the problem, resulting in a good outcome for all involved, by responding to the husbands immediate requests and ensuring the class was not interrupted, but also by generating a long term solution with good communication and understanding of cultural differences.
References:
Brown, D. & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed). White Plains, NY: Pearson Education.
Canadian Center for Victims of Torture (n.d.). CCVT Strategies for Promoting a Positive Atmosphere in the Language and Skills Training Classroom. Retrievon March 29, 2019 at http://www.teslwindsor.com/uploads/7/8/1/7/7817983/ccvt_strategies_f or_promoting_a_positive_atmosphere.docx_pdf_2_windsor_apr_15_2016.pdf
Li, X., Myles, J., and Robinson, P. (2012). Teaching ESL in Canada.Don Miles, ON, Canada. Oxford University Press.
Schellenberg, G. and Maheux, H. (2008)Immigrants’ perspectives on their first four years in Canada: Highlights from three waves of the Longitudinal Survey of Immigrants to Canada. Retrieved from https://www150.statcan.gc.ca/n1/pub/11-008-x/2007000/9627- eng.htm#tphp
