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The use of contemporary English language teaching methods and the use of British and American textbooks are affecting classroom culture and student behavior in ways unexpected by the educational systems which have adopted them. While this has sometimes been analyzed solely in terms of cultural or linguistic imperialism, the changes can also be seen by local observers as positive and in keeping with behaviors valued by the local culture.
In educational systems which have traditionally stressed recitation and a teacher-centered classroom, the language development activities of communicatively based classes are producing not only increased fluency but also increased student confidence in forming and expressing opinions in their first language. From simple (and amusing) examples such as the eight-year-old picky eater trying a new food “because Jack in my English textbook eats it” to high school seniors with clearly increased critical thinking skills, the cultural influence of the English class extends beyond the ability to communicate in a new language.