Assignment 6, 272.701

1. Teacher-student
relationship styles in L2
classes
Assignment 6 272.701
October, 2012

2. A personal case-study on…
• how the teacher-student relationship
style is manifested in teaching English as
a second language to Chinese students,
and teaching French to NZ students; and
• how this changes, giving way to a more
effective teacher-student relationship
style when the culture factor is
considered

3. Sources:
 Oxford, R., Massey, R. & Anand, S. (2005). Transforming teacher-student
student relationships: Toward a more welcoming and diverse classroom
discourse. In J. Frodensen & C. Holten (Eds), The power of context in
language teaching and learning (pp. 249-266). Heinle: Boston
 Sally Chan, (1999), “The Chinese learner – a question of style”, Education
+ Training, Vol. 41 Iss: 6 pp. 294 – 305
 REVIEW AND EVALUATION OF INTERNATIONAL LITERATURE ON MANAGING
CULTURAL DIVERSITY IN THE CLASSROOM Prepared for the Ministry of Education
and Education New Zealand
http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/InternationalEdu
cation/ProvidersOfIntEd/InternationalismClassRoomStrategies.pdf
 Clive McGee, Richard Ward, Joan Gibbons, Ann Harlow TRANSITION TO SECONDARY
SCHOOL: A LITERATURE REVIEW Report to the Ministry of Education University of
Waikato

4. Types of teacher-student
relationships styles
 As indicated by Oxford et al (2005), as a result of a number of
studies and particularly the two regarded most
comprehensive (Oxford, 2001b; Oxford et al., 1998) on the
critical analysis of power and intimacy in teacher-student
style relationships there have been identified three teaching
modes:
 autocratic or authoritarian (teacher holding the power, distant
from students, dictatorial),
 laisser-faire (classroom chaos, teacher characterised by lack of
power, disorganised, unengaged) and
 democratic-participatory (teacher involved, power is shared by
both the teacher and the students) teaching.

5. The Clash of Styles
 “…teacher-student style conflicts arose
when the instructor’s teaching style and
the student’s learning style were severely
mismatched…” Oxford et al (2005)
 When the instructor’s teaching style and
the student’s learning style do not coincide
a serious clash, especially across cultures
can occur according to Oxford et al (2005).

6. Case-study 1: Teaching ESL to Chinese
students
As a result of a teacher-student democratic-participatory relationship
style was exercised in teaching a small group of Chinese students, aged 14-
15, studying English as a second language at the intermediate level, the
following has been noted:
 Students felt uncomfortable to express their opinions on the given
situation
 Silence was mostly predominant in the classroom
 Students needed a lot of encouragement, guidance
 The discussion was mostly led by the teacher, with very little student
participation
 Students found it hard to engage in the open-discourse approach

7. Why?
Short answers:
 The teacher-student relationship style
mismatched
 Cultural factor was not fully considered

8. Findings
 The results appeared to be not so favourable for either the teacher,
who tried to impose the teaching methods based on student-
centred approach, nor the students, who showed resistance to
these techniques, until the authoritarian style was increased.
 Consider the following:
 “Typically, Chinese classroom activities are dominated by lectures
with limited questioning or discussions since students prefer not to
express their opinions in public. …so as not to embarrass or offend
others. ... … In the classroom this may be manifested as students
‘losing face’ for poor performance… The concept of ‘chi’ih’ or shame
comes hand-in-hand with ‘lien’ [confidence] and its existence is
fundamental to the concept of face for the Chinese.”
 “The typical [Chinese] classroom would therefore appear to be
highly authoritarian to maintain control…(Biggs, 1994)”
Sally Chan (1999)

9. Case-study 2: Teaching French to NZ
students
And when applying the authoritative teacher-student style to
NZ students learning French the following results occur:
 Students were non-responsive and were not fully engaged
 Students were losing interest
 Students found it hard to relate to the tasks and found them
insipid.
 The authoritarian style, though, was beneficial in eliminating
disciplinary issues.

10. Why?
The same answers:
 The teacher-student relationship style mismatched
 Cultural factor was not fully considered

11. Findings
 Again, the results were not pleasing. Although it eliminated the
disciplinary issue and the students were more submissive, it failed to
achieve the desired result, because the teacher was trying to
“homogenize all voices into a single “right way” of speaking and
writing.” (Oxford et al, 2005)
 Consider these:
 “As per some studies the individualistic approach is common in NZ schools,
where students’ individualities are highly considered and their individual
learning styles are counted for.”
 “A relationship of working together and interacting as learners and
teachers”
REVIEW AND EVALUATION OF INTERNATIONAL LITERATURE ON MANAGING CULTURAL DIVERSITY IN THE CLASSROOM Prepared for
the Ministry of Education and Education New Zealand
 “Preferred learning styles such as small group work, active learning and oral
learning may be better accommodated”
TRANSITION TO SECONDARY SCHOOL: A LITERATURE REVIEW Report to the Ministry of Education University of Waikato
Clive McGee, Richard Ward, Joan Gibbons, Ann Harlow

12. To find harmony
 Case-study 1:
 The approach described in Oxford et al (2005), as a result of one of
the studies seems to have relevance to this case: “…it is important
to respect students’ centralising desires in order to gradually guide
students toward more flexible, communicative tasks.” (Oxford et al,
2005)
 Case-study 2:
 The cultural factor had to be considered, as according to the
findings on slide 11 it would have facilitated the teacher-student
relationship and added some balance to the asymmetrical
discourse, which in turn would evolve into a more democratic-
participatory style that seemed to be more favoured by NZ
students.

13. In conclusion
 Oxford et al (2005) suggest some recommendations for
“transforming Style Conflicts and Promoting Style Harmony”:
1. “Pay attention to the directions of power, interaction, and discourse
in the classroom
2. Know ourselves well
3. Look at styles much more dynamically
4. Stretch that style – and simultaneously promote style harmony
5. Consider cultural and personal differences and the possibility of
developing new voices.”
Oxford et al (2005)