Bridging Difference through Classroom Misunderstandings
Journal Title: English Studies at NBU - Year 2018, Vol 4, Issue 1
Abstract
Cultural misunderstandings often arise because of the unstated assumptions or “background books” that each of us has. In the classroom, such misunderstandings can make for uncomfortable moments, but they can also lead to fruitful teaching experiences for teacher and student alike. Using a variety of examples that arose while teaching a module called “Canadian Culture” at a Slovenian university, I argue that such moments – such as when students seem not to have heard what I think was a clear message or bit of information – the resulting cultural misunderstanding can be educationally rewarding. They force us to break out of the question-and-answer routine that is often a part of the teaching process.
Authors and Affiliations
Jason Blake
Keywords
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- EP ID EP375053
- DOI 10.33919/esnbu.18.1.1
- Views 78
- Downloads 0
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