In an ESL class, the majority of students are from a cultural background in which strict turn-taking is not observed. The ESL teacher notices that one student who is from a different cultural background is very reticent during whole-class or small-group discussions but participates confidently and easily when called on directly. Which of the following instructional strategies would likely be most effective in facilitating positive intercultural communication in this classroom?
  1. Assigning the reticent student the role of recorder during group activities.
  2. Allocating a specific amount of time to the reticent student for responding in class.
  3. Encouraging the students to discuss their prior school learning experiences.
  4. Having the students role-play polite interruptions and culturally appropriate turn-taking.
Explanation
Correct Response: D. Role playing is an effective strategy for helping students learn how to behave appropriately in a new social and/or cultural context because it provides a safe, controlled situation in which students can practice new behaviors and receive constructive feedback and encouragement from the teacher, as well as from fellow students. A is incorrect because it does not facilitate the student's participation in group interactions but rather relegates the student to a relatively passive role within the group. In addition, it does not help the other students learn how to take turns. B is incorrect because it does not meet the needs of the students in the class, who all need to learn how to participate successfully in cross cultural group situations. C is incorrect because simply discussing students' prior school learning experiences will not provide them with the scaffolds they need to become effective communicators in the new language and cultural setting.
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