Introduction
In this report the discussion will attempt to portray the school in the eyes of a European student. For this reason it is important to note that reports indicate that while Arabs know European culture very well, whereas Europeans often possess a stereotypical image of the Arabic culture (Ama 24). This is because a large number of Arabs currently know and speak English thus allowing them to listen to and watch western media.
On the contrary few Europeans can speak Arabic and therefore do not get a glimpse into Arabic culture through media (Ama 24). Based on this position it is very likely for a European student in the Emirates to find some difficulty adjusting to the new learning environment.
First Impression
Whereas Arabic culture has been reported to be fairly open to new cultures, it is also reported that western cultures are fairly egocentric (Ama 25). The universal nature of the Arabic culture allows an instructor to embrace foreign students with ease. However, coming from an egocentric culture that has been influenced by negative reports in the media, it is likely that the student will exhibit mistrust in relation to the instructor.
In addition to the above point it is also likely that the deep religious attachment that is characteristic of Arabs may contribute to building mistrust. It has been observed that Arabs place a lot of value in family, religion, esteem and friendship (Ama 25).
Based on this position an individual from an egocentric culture may initially be uncomfortable with the warmth of Arabic culture. In the next section the discussion will highlight some approaches that may be used to develop a relationship that supports learning.
Relationship with the Student
Since it is crucial for the student to become comfortable with their new learning environment, it may be crucial to adapt the use of body language to build confidence. One way of achieving this is through the use of handshakes. In Arabic culture handshakes between members of the opposite sex are not common. However, to help build a relationship the instructor can encourage other students to shake hands.
Handshakes are an acceptable western greeting which can be used to help indicate to the student that fellow students accept their presence (Sharma 93). The student is likely to become better acquainted with the instructor if the instructor can assist in building relationships with peers.
In addition to that, it has been observed in language learning that use of text drawn from the learners culture tends to be more involving for a learner (Mishan 29). This approach can be used during teaching to increase the involvement of the student in exercises while teaching the rest of the class something about other cultures.
This fosters a positive socio cultural attitude which will be displayed in willingness to become more involved in the classroom exercises (Mishan 29). It is believed that these among other approaches can be useful in building a better relationship with the student.
How to engage all students
Whereas Western culture is relatively more egocentric, the westerners tend to be more vocal when compared to Arabs (Ama 33). As a result of this diversity in culture there is an opportunity to engage all students in classroom exercises. One approach to engage all students could be to increase the number of tasks that require sociability (Mishan 30).
This presents an opportunity for the student to excel based on a more sociable cultural background. In addition to that it is noted that dealing with ideas is useful in building spontaneity (Mishan 30).
The inclusion of tasks that require all students to deal with ideas would appear useful in increasing engagement of all students in such a classroom. This is due to the fact that the exercise will allow students to step out of social norms and interact. These are among some of the options available to increase interaction and develop relationships in a culturally diverse setting.
Works Cited
Ama, Carlos. Toward a New World Order. Central Milton Keynes: AuthorHouse UK Ltd., 2007. Print.
Mishan, Freda. Designing Authenticity into Language Learning Materials. Bristol: Intellect Books, 2005. Print.
Sharma, Kaulacharya Jagdish. Body Language. New Delhi: Fusion Books, 2006. Print.