This document discusses culture, communication, and customs of learning in the classroom. It addresses 3 main themes: culture, communication, and customs of learning. For example, culture influences communication patterns and approaches to learning. Communication needs to be viewed within its cultural context as patterns differ across countries and institutions. There are also cultural differences in assumptions about appropriate language, conversational norms, approaches to teaching methods, and perceptions of roles like teachers and students. Overall, the document stresses recognizing different cultural experiences to develop culturally appropriate learning practices.

1. Culture and Communication in the Classroom

2. Aim Understand the broader context of debates on culture Develop culturally appropriate learning and teaching practices

3. Underpinning Themes 3 themes are inextricably linked discussion on culture in the classroom - Culture - Communication - Customs of Learning For example culture is transformed through customs of learning Enables us to understand approaches to learning

4. Communication Needs to be viewed within its context Language/communication patterns can be dependent upon context e.g. acronyms can be specific to an institution Communication patterns differ even more radically across countries Communication patterns can make you feel like an outsider

5. Reflect upon a teaching context Are there certain forms of language that are appropriate and others that are not? Are there expectations about what the student and teacher bring to the classroom? How might the rules of ‘politeness’ (linguistically) apply to the classroom? How is ‘silence’ perceived in the classroom?

6. Assumptions Different perceptions of the role of the teacher? - to control the environment/learning - facilitate/guide learning Different perceptions of silence? - a sign of non-engagement? - a sign of reflection?

7. Appropriate Language:Communication + miscommunication Taboo language is sometimes culturally situated Communicative competence is based in culture Communicative competence is more important than linguistic ability There is a social etiquette about how we use language in different contexts

8. Conversation Cultural and social etiquettes exist around beginnings, middles and ends of conversations Differences in how we address people in different contexts Differences in conversational norms can be on the grounds of ethnicity, social class, gender, age etc

9. Approaches to learning Cultural background can determine views on different teaching methods and the value placed on them Collaborative learning may not be considered meaningful if the student perceives the teacher as the holding wisdom in the classroom Teaching methods need to be discussed

10. Finally Need to build on the experience of students Must recognise that the different experiences will shape approaches to learning