Teaching English as a foreign language can be a very new experience for both teacher and student. In almost all cases the students and teacher have different cultural backgrounds which can either lead to tension or an excitingly diverse classroom environment. It is essential to be aware of the necessity of cultural sensitivity in the classroom to lead to the most productive learning experience.

For teachers in a diverse setting it is essential he or she have an empathetic disposition (433 McAllister and Irvine). To be empathetic culturally is to look at any situation from the perspective of a different culture (433 McAllister and Irvine). “Teachers described various attributes that defined empathetic behavior, such as sensitivity, patience, respect, tolerance, acceptance, understanding, flexibility, openness, and humility... (439 McAllister and Irvine).This empathetic feeling can hopefully lad to a more open, attentive, and positive classroom. These students with considerate teachers tend to be more motivated and perform better than others (434 McAllister and Irvine). It is important as a teacher said, “I should try to put myself in their place and wonder how I would really feel (437 McAllister and Irvine).”

One would have to imagine the realities of the difficulty of learning and new language; especially one as complex as difficult as English. The task at hand is complicated enough and making a student feel comfortable in their classroom environment will undoubtedly help the learning process. A student that is intimidated or uncomfortable may not be as wanting or willing to participate in the activities at hand and their learning may therefore be slowed. It is necessary therefore to be understanding of a students’ cultural expectations and needs in order make the learning environment as productive as possible.

Becoming empathetic to cultural realities can be more easily achieved by creating an immersion experience. In one study teachers visited families in their homes (438 McAllister and Irvine). Understanding lifestyle and customs is necessary for a teacher to understand how students will behave in a classroom. Students from different cultures do not share the same expectations for the classroom environment (200 McCargar) which is why it is so necessary to become accustomed to the new culture in which one is teaching. In the case of a multicultural classroom, background research would be prudent in understanding the different cultures that as a teacher one would be exposed to.

“…that the intercultural role of a teacher is one of being aware of, and sensitive to, the cultural background of his or her pupils, which forms and important underpinning to successful schooling. The teacher should be perspicacious and culturally sensitive, and she should try to put this cultural sensitivity into action, making use of the “cross-cultural interfaces” that exist in culturally diverse classrooms… (3 Thanasoulas)”

Through understanding the culture in which one teaches a better learning environment can be created for students. As all cultures have different expectations for teacher-student relationships this perceptiveness is key to a well functioning classroom. It is also a good establishment of rapport with the students if they find the teacher to be aware of their needs and understanding of their different and yet interesting cultural background. With active attention paid to cultural sensitivity the classroom can become an even greater learning environment.

Katy Leonard