sunderstanding that contribute to the student-teacher relationship (Snowman, Biehler, 2000, pp. 142). Verbal communication patterns such as speaking only when called on and interpreting corrective feedback is absent from some cultures. Non-verbal communication such as touching another person with your left hand can be considered offensive by Arzu because Turkish people use their left hand for washing, not toilet paper. Arriving late or early to class may be acceptable to Arzu but inexcusable to the teacher. Turkish people are accustomed to waiting for people or postponing commitments until “Mashallah”, God willing that it be done. Time orientation differs amongst cultures just as social values, instructional formats and learning processes do. Studying privately before public performance conflicts with brainstorming ideas in-group work. Sitting in individual desks in rows headed by the teacher’s table or podium is opposite of how some cultures value huddling together for cooperative learning. For these reasons, the teachers for Arzu’s grade and below rely on hands-on learning, group projects, ‘visuals’ such as pictures and objects, role-playing to bridge the language gap, and other multi-sensory projects. Obstacles begin with enrollment. Often the parents do not speak English and a translator must relay application and requirements information. Obtaining transcripts from prior schools and translating them into English can take several weeks. When grade levels do not correspond between schools, student placement can be tricky. The need for immunizations eludes some families, yet without a TB test students are not permitted in class. After completing the enrollment process, the student’s level of English language comprehension is assessed.In May, Arzu will be tested for advancement to Level Four. Her ESL teacher will conduct and score the Language Assessment Scale (LAS) then forward t...
