I am curious if other EFL teachers have used specific exercises, games, conversation stimuli, or any other materials to deal with anti-American sentiment from students inside the classroom.
I have had quite a few (mostly) non-threatening anti-American statements made in my EFL classroom, especially since 9/11 2001. I think it's important to deal with these issues and not pretend that we, as Americans, aren't, in some form, embassadors when we teach abroad.
Whether you agree or disagree with that statement, I'd like to know what you do in your classroom to address students questions and concerns having to do with the US, both the people and the government.
Thanks for your time!
Anti-American sentiment & political curiosities in class
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Interesting question. 
My job is to teach the students how to express themselves in English, not police or criticize them politically, morally, or ethically. That, I think, would inhibit the students and ruin my class.
In my travels around Central America, the worst complaints came from my American friends not the locals.
Iain
My job is to teach the students how to express themselves in English, not police or criticize them politically, morally, or ethically. That, I think, would inhibit the students and ruin my class.
In my travels around Central America, the worst complaints came from my American friends not the locals.
Iain
Hi Iain,
Thanks for responding!
I think maybe you misunderstood what I am trying to get at here.
I have had many students make comments and ask questions during class about American policy, American culture and American people. When this happens, there are often anti-American opinions voiced as well.
The students are naturally curious, and I think it is a good thing to spend time discussing it because they seem to have so many questions, and they are, after all, practicing their English at the same time.
So my question is, when this situation arises, what do teachers do? Does anyone have a specific plan that they follow? Or specific material used to create dialogue about political, cultural, etc issues? Or do they prefer to not address these questions at all?
I'm just curious if other teachers experience this, and how they handle the situation.
Thanks for responding!
I think maybe you misunderstood what I am trying to get at here.
I have had many students make comments and ask questions during class about American policy, American culture and American people. When this happens, there are often anti-American opinions voiced as well.
The students are naturally curious, and I think it is a good thing to spend time discussing it because they seem to have so many questions, and they are, after all, practicing their English at the same time.
So my question is, when this situation arises, what do teachers do? Does anyone have a specific plan that they follow? Or specific material used to create dialogue about political, cultural, etc issues? Or do they prefer to not address these questions at all?
I'm just curious if other teachers experience this, and how they handle the situation.
Hi Espita
I'm interested to know what you mean by "deal with"? Do you mean combat?
I have experienced a fair bit of anti-American sentiment from students here in Taiwan, but I think you need to distinguish between complaints directed at the American people on the one hand, and criticisms directed at individuals or institutions such as the American government and Hollywood on the other, and not lump them together. The former smacks of racism, but I don't see why the latter should be "dealt with" in any special way; after all, people who are learning English are still people and are entitled to their opinions. If they want to criticise, for example, Bush's policy on evironmental issues, then what is there to deal with? Discuss it just like you would discuss any other topic.
I'm interested to know what you mean by "deal with"? Do you mean combat?
I have experienced a fair bit of anti-American sentiment from students here in Taiwan, but I think you need to distinguish between complaints directed at the American people on the one hand, and criticisms directed at individuals or institutions such as the American government and Hollywood on the other, and not lump them together. The former smacks of racism, but I don't see why the latter should be "dealt with" in any special way; after all, people who are learning English are still people and are entitled to their opinions. If they want to criticise, for example, Bush's policy on evironmental issues, then what is there to deal with? Discuss it just like you would discuss any other topic.
Hi Neil,
Wow! My seemingly straightforward question has gotten quite complicated.
I see that the 2 of you that have responded have a different take on the matter than I intended, so I would like to give an example, and hopefully make the issue clearer.
First of all, my classes are large, about 15 to 20 adult university students of ages ranging from 20-40. They sincerely want to know the answers to such different questions as, "Why is the American government going it alone?" referring to the war with Iraq. Or "Why do Americans live together before they get married?" Other very common questions have been, "Why does every American own a gun?" or "I thought you were a democratic country until I watched what happened during the last elections; how can Americans say they have a democracy, when the popular vote doesn't really count?" or "Why are Americans so patriotic?" And the list goes on.....They aren't complaints per se, but real critical thinking, in my opinion.
Along with these questions, come other students' opinions. Some enjoy probing 'the real live American' for her responses, while others have their own unwavering opinions, which are sometimes anti-American. They are entitled to those opinions, as you say, but if they are misconceptions, I really like to talk it over. I would want the same thing if I were in their shoes.
Anyhow, I encourage dialogue about these questions, since my classes are conversation classes, and I really want to know what other teachers would do if those questions were posed to them. They are difficult to answer, but I really want to answer them for my students without dominating the entire conversation myself. I do look at myself as probably one of their few links to the US. And I want to shed at least some light on their concerns, questions and, sometimes, misconceptions.
So, because of the frequency with which these questions arise in my classes, I have designed some specific stimulus material that brings up issues similar to these because I know the students enjoy arguing their points of view. That way, we look at political and cultural topics while the students do most of the talking.
So I'm still wondering if other teachers have some special materials that they use in their classrooms for the purpose of bridging the cultural, political, etc. gap that can sometimes occur, taking into consideration the fact that students do sometimes want to get their anti-American frustrations off their chest.
Wow! My seemingly straightforward question has gotten quite complicated.
I see that the 2 of you that have responded have a different take on the matter than I intended, so I would like to give an example, and hopefully make the issue clearer.
First of all, my classes are large, about 15 to 20 adult university students of ages ranging from 20-40. They sincerely want to know the answers to such different questions as, "Why is the American government going it alone?" referring to the war with Iraq. Or "Why do Americans live together before they get married?" Other very common questions have been, "Why does every American own a gun?" or "I thought you were a democratic country until I watched what happened during the last elections; how can Americans say they have a democracy, when the popular vote doesn't really count?" or "Why are Americans so patriotic?" And the list goes on.....They aren't complaints per se, but real critical thinking, in my opinion.
Along with these questions, come other students' opinions. Some enjoy probing 'the real live American' for her responses, while others have their own unwavering opinions, which are sometimes anti-American. They are entitled to those opinions, as you say, but if they are misconceptions, I really like to talk it over. I would want the same thing if I were in their shoes.
Anyhow, I encourage dialogue about these questions, since my classes are conversation classes, and I really want to know what other teachers would do if those questions were posed to them. They are difficult to answer, but I really want to answer them for my students without dominating the entire conversation myself. I do look at myself as probably one of their few links to the US. And I want to shed at least some light on their concerns, questions and, sometimes, misconceptions.
So, because of the frequency with which these questions arise in my classes, I have designed some specific stimulus material that brings up issues similar to these because I know the students enjoy arguing their points of view. That way, we look at political and cultural topics while the students do most of the talking.
So I'm still wondering if other teachers have some special materials that they use in their classrooms for the purpose of bridging the cultural, political, etc. gap that can sometimes occur, taking into consideration the fact that students do sometimes want to get their anti-American frustrations off their chest.
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Adam Simpson
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I'm usually happy enough that they have an opinion about something.Here's another go.espita wrote:Along with these questions, come other students' opinions. Some enjoy probing 'the real live American' for her responses, while others have their own unwavering opinions, which are sometimes anti-American. They are entitled to those opinions, as you say, but if they are misconceptions, I really like to talk it over. I would want the same thing if I were in their shoes.
For me, it's too ambitious to attempt to remove your students misconceptions. I don't have a degree in psychology!
Instead, I'd offer them two (or more) constrating perspectives on the subject material and ask them to discuss their respective merits. Sometimes, the students' opinion will swing round your way and sometimes it'll swing the opposite way. It's not something anyone can control. My goal would be to teach the students how to argue issues effectively (by actually listening, for example), rather than try to manipulate their individual opinions.Iain
Hi Iain,
You're getting warm.....to the type of response I was expecting!!!
I'm not quite sure where you read "manipulate" into what I've written, but to clear that one up, manipulation of the students' opinions is certainly not my goal. I'm not trying to get their opinion to "swing around" to mine. My goal is to make them think of things they may not have thought of before and encourage critical thinking.
Anyhow, I am hoping now that you can give me an example of what you've written below as related to one of the questions I have been asked (for ex., about American democracy or why the large number of gun owners, etc.):
"Instead, I'd offer them two (or more) constrating perspectives on the subject material and ask them to discuss their respective merits."
I would just like to see an example of what you mean.
Thanks!
You're getting warm.....to the type of response I was expecting!!!
I'm not quite sure where you read "manipulate" into what I've written, but to clear that one up, manipulation of the students' opinions is certainly not my goal. I'm not trying to get their opinion to "swing around" to mine. My goal is to make them think of things they may not have thought of before and encourage critical thinking.
Anyhow, I am hoping now that you can give me an example of what you've written below as related to one of the questions I have been asked (for ex., about American democracy or why the large number of gun owners, etc.):
"Instead, I'd offer them two (or more) constrating perspectives on the subject material and ask them to discuss their respective merits."
I would just like to see an example of what you mean.
Thanks!
Hi Espita
I'm still not sure what you're getting at. Can you see how your posts might be misconstrued?
I know some of my students have MAs, PHDs, etc - I wouldn't presume to think I could give them guidance in critical thinking, although perhaps your students are younger learners. Nevertheless, as an English teacher I think your goal should be to try to advance their English - anything else and you're getting into dangerous territory.
In my opinion, if your students, as a class, have misconceptions about the US, you are the only one who can correct them if you are the only one aware of the pertinent facts. Eg, if your students all believe that the US went it alone in Iraq, you could remind them that a lot of British soldiers died in Iraq. If someone has got their facts wrong, then put them straight by all means.
If, however, it's a matter of opinion about, say, Bush's environmental policies, then I don't see how your position as the "real live American" changes anything, unless you happen to be an environmental scientist or a die-hard Republican intent on defending your government's actions no matter what (I'm sure you're not). As I mentioned before, treat it like any other topic, get the students reading and talking about it, have a debate, do some roleplay etc. If you want a concrete example, well, say for example a student attacked Hollywood's glorification of all things American, then you could get the students to read an article such as this one
http://www.guardian.co.uk/uk_news/story ... 36,00.html
and then get them to debate the issues, get them to roleplay (one of them could be a Hollywood producer and another one an ex-serviceman who fought in the war for example) make some lists, play a language game, etc.
Hope this helps, and apologies in advance if I'm still missing something.
I'm still not sure what you're getting at. Can you see how your posts might be misconstrued?
I know some of my students have MAs, PHDs, etc - I wouldn't presume to think I could give them guidance in critical thinking, although perhaps your students are younger learners. Nevertheless, as an English teacher I think your goal should be to try to advance their English - anything else and you're getting into dangerous territory.
In my opinion, if your students, as a class, have misconceptions about the US, you are the only one who can correct them if you are the only one aware of the pertinent facts. Eg, if your students all believe that the US went it alone in Iraq, you could remind them that a lot of British soldiers died in Iraq. If someone has got their facts wrong, then put them straight by all means.
If, however, it's a matter of opinion about, say, Bush's environmental policies, then I don't see how your position as the "real live American" changes anything, unless you happen to be an environmental scientist or a die-hard Republican intent on defending your government's actions no matter what (I'm sure you're not). As I mentioned before, treat it like any other topic, get the students reading and talking about it, have a debate, do some roleplay etc. If you want a concrete example, well, say for example a student attacked Hollywood's glorification of all things American, then you could get the students to read an article such as this one
http://www.guardian.co.uk/uk_news/story ... 36,00.html
and then get them to debate the issues, get them to roleplay (one of them could be a Hollywood producer and another one an ex-serviceman who fought in the war for example) make some lists, play a language game, etc.
Hope this helps, and apologies in advance if I'm still missing something.
I think Neil's provided some good examples of how to handle the subject in class.
Furthermore, I think it's easy to get sucked into this subject more and more, so it's vitally important to remember that the focus of the class should be the students! At some point, they may lose interest in American (i.e. foreign) culture and want to look at some other topical area. It might happen! I think it's useful, from time to time, to ask them want they want out of their English class.
Iain
Furthermore, I think it's easy to get sucked into this subject more and more, so it's vitally important to remember that the focus of the class should be the students! At some point, they may lose interest in American (i.e. foreign) culture and want to look at some other topical area. It might happen!
I think it's useful, from time to time, to ask them want they want out of their English class.Iain
If your classes are meant to teach English grammar, then let those adult students know it, and avoid talking about the subjects because you will waste the time that non-interested students pay for.
If your classes are actually designed for such discussions, then there are a lot of ways to handle these opinions.
1. Create a debate. Even if someone has an opposing view to the topic, giving him/her that view to defend is great.
2. Have students bring in news articles. Pick them apart (is the source trustworthy? are the statistics believable? what are some of the buzzwords? etc.)
3. If they really want your opinions, give them a taste, but remind them that the class is for their benefit to speak English, not yours. Encourage them to ask questions, but also to explain them or to give their own opinions (as far as their culture will allow them).
4. If the class is a real good one for an equal exchange of opinions and such, you may have to do some real research. For example, how many Americans really do have guns? Where are those Americans? What kind of guns are they? etc. Alternatively, let the students dig up this info, and go back to 2.
If they are trying to get a rise out of you, assume your role of teacher and class overlord and stop it.
If your classes are actually designed for such discussions, then there are a lot of ways to handle these opinions.
1. Create a debate. Even if someone has an opposing view to the topic, giving him/her that view to defend is great.
2. Have students bring in news articles. Pick them apart (is the source trustworthy? are the statistics believable? what are some of the buzzwords? etc.)
3. If they really want your opinions, give them a taste, but remind them that the class is for their benefit to speak English, not yours. Encourage them to ask questions, but also to explain them or to give their own opinions (as far as their culture will allow them).
4. If the class is a real good one for an equal exchange of opinions and such, you may have to do some real research. For example, how many Americans really do have guns? Where are those Americans? What kind of guns are they? etc. Alternatively, let the students dig up this info, and go back to 2.
If they are trying to get a rise out of you, assume your role of teacher and class overlord and stop it.