Address cross-cultural issues in the language classroom

我想详细说明的一个关键事件是，我所在社区的ESL班的学生年龄在18岁到50岁之间。一些年纪大的学生告诉我，他们认为他们应该去上更高的班，因为他们年纪大了，不喜欢和这么小的学生一起工作。与此同时，一些年轻的学生告诉我，他们觉得和年长的学生一起上课不舒服。我注意到学生们在课堂上变得越来越有敌意。

The specific key event I want to elaborate on is that the students in the ESL class in my community range in age from 18 to 50. Some older students told me that they thought they should go to a higher class because they were older and didn't like working with such young students. At the same time, some young students told me that they felt uncomfortable in class with older students. I noticed that the students became more and more hostile in class.

The root of the above cultural criticism events is that people of different ages often have different world views and may be a little difficult to understand each other. Because members of different cultures have different world views, they have different understandings of obligations, social relations, social roles, communication and social behavior (decapua & wintergerst, 2016, P. 60), which indicates that there may be significant differences in the understanding of obligations, social relations, social roles, communication and social behavior among people of different age groups. In this case, there is no doubt that the older students and the younger students may not understand each other in the language classroom.

At the same time, when analyzing the incidence of this cultural crisis, the psychology of older students and younger students in the class is a very important consideration. Psychology studies cognition, evaluation, human perception and personality, including many branches (decapua & wintergerst, 2016, P. 13). There is only one difference between the branches of psychology, which is enough to lead to the conflict between older students and young students, not to mention the differences between several or more branches of psychology.

In addition, these students in the language classroom seem to be self-centered, so they only look at problems from their own perspective, not the whole class. Due to the self-centered effect, older students only think they are older and they should be in a higher class, regardless of what young students think. Therefore, they are unwilling to work with these young students. At the same time, the young students only think about themselves. They don't think about the older students at all. Therefore, they feel uncomfortable having classes with older students. Based on this, we can draw a fair understanding that neither older nor younger students have handled the relationship between individualism and collectivism well. The relative importance between cultures is different, and its members depend on the concept of individual independence and success rather than the concept of interdependence and success of one or more groups (decapua & wintergerst, 2016, P. 61), Both young and older students in this class tend to see themselves as independent individuals from one or more groups. In this sense, the whole class is composed of students aged 18 to 50 and can be regarded as a collective.

These students consider themselves independent people with very personal wishes, aspirations, goals, interests and rights, but do not consider themselves members of a complex chain of relationships (decapua & wintergerst, 2016, P. 61). Obviously, these students believe that their personal interests are more important than group interests. They do not see the value of the whole group, which is why the conflict occurs between older and younger students. We can assume that if the students in the class can put the collective interest first, they will inevitably sacrifice their similarities or dislikes in front of the collective interest.

In addition, the face factor can also explain why this cultural criticism event occurs in the language classroom. Those older students think they are older and should be arranged in more advanced classes, which is actually because they pay too much attention to face. In the eyes of these older students, they deserve more dignity, honor and pride than those young students. Because of this idea, it is obvious that these older students may be dissatisfied with staying in the same class as those younger students. But in fact, face is related to a person's influence, prestige and social status. It is realized and maintained through everyone's interaction with other members of the culture (decapua & wintergerst, 2016, P. 69), which shows that face is related to all aspects, not age. Therefore, older students should not think that they should get more honors and be more advanced just because they are older.

Cultural shock is used to describe how individuals feel when they experience different social beliefs, values, norms and behavior styles (decapua & wintergerst, 2016, P. 121). Just as people must overcome cultural shock, they must also overcome different social beliefs, values, norms and behavior patterns of different age groups. Although older students and younger students are more or less different in social beliefs, values, norms and behavior, they must strive to adjust themselves in order to integrate into the whole group. Like those who are experiencing cultural shock, they eventually have to adjust themselves to the new environment. Only in this way can they find a new balance in the new environment.

Based on the above, the first solution I want to provide for this cultural criticism event is that both older students and young students must change their self-centered, and they must put themselves in the shoes of others. We should properly handle the relationship between individualism and collectivism and put collective interests first. In other words, they must see themselves as members of the collective, not as independent individuals. In addition, it would be better if older students could get rid of the influence of face, rather than continue to think that they are more advanced than younger students just because they are older.

The reason why I think these solutions are the best way to solve the specific cross-cultural problems that may arise in the language classroom is that they help reduce the psychological differences between young students and young students. In addition, these solutions are effective because they can make older and younger students realize the importance of collective and personal interests. When they stand in front of collective interests, their thoughts may be sacrificed.

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