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Teaching Engllish as a Foreign Language (TEFL) involves dynamic, cross-cultural English language instruction, requiring a level of intentional, service-oriented cultural sensitivity and awareness with new English learners that may not be so readily understood or relevent with native speakers from the United States of America. Beyond the memorization of rote grammar, language proficiency, public speaking, reading comprehension and other elements of linguistic aptitude, there must first be a deliberare recognition of the unique challenges of a non-native speaker of the English language. While our units do not suggest that instructors allow learners to speak in their native tongue on a regular basis, its use does not necessarily suggest an avoidance or abdication of their responsibility to learn English. Whether the English language learner is a newcomer or a tested language veteran, the English teacher should exercise due diligence and thoughtful deliberation in the way that they present their instruction. From hand gestures to physical proximity, cultural sensitivity requires that the instructor be cognizant of the verbal and non-verbal cues that their lesson plans might be received. For instance, if a group of femal foreign students with minimal exposure to your Wesern cultural customs entered a class and was confronted with drect communicaation with male strangers, it may create undue anxiety. Cultural sensitivity in the classroom must also be exercised among fellow learners. Often times, an English course may be multilingual and multicultural in its demographic composition, requiring that each student respect the cultural traditins and mannerisms of their peers as well. Also, as we learned from a brief synopsis of the relevent content revealed in Unit 9 that lesson planning requires thoughtful deliberation, strategic vision, and tactical precision throughout the process, which would be especially true in a dynamic, yet captive, multicultural environmnt of non-native speakers. I learned that lesson plans should not be overly rigid, but more responsive to the circumstances and abilities of the learners a a given time. It is that ongoing adaptability, flexibility, and compassion that will result in improved results with non-native speakers. A brief review of the content from our units also outlined how clear interpersonal distinctions between teacher and learner, along with a synopsis of relevant characteristics to improve reading comprehension and pronunciation among students at different skill levels, can be impacted by the cross-cultural engagement found in Enfglish as a Foreign Language programs. Having learned more about the European Framework, along with effective strategies to improve the teacher-learner dynamic, the role of international approaches to English instruction can be beneficial in markets around the world. I was surprised to learn that non-native English speakers are able to evaluate language skills at an even younger age than I anticipated. With the propoer guidance and empathy, cultural sensitiviy in the classroom can impact English proficiency for not only the individual learner, but for generations in their respective families and countries for years to come. Moreover, I recognized the different teaching styles should be applied to different students based on their ability. Ultimately, beyond a dedicated focus on both terminology and pronunciation, cultural sensitivity exercised in the classroom will ensure English proficiency and interest around the world.
