LEARNING ENVIRONMENT AND CULTURE IN EMI

Abstract

The article deals with the issues of inter-cultural communication in EMI classroom. There have been retraced cultural dimensions as crucial components of natural programming, which distinguish the possible behavioral patterns of the learners of different cultural background in EMI classroom. It has been proved that the parameters of culture, such as distance of power, individualism – collectivism, masculinity – femininity, acceptance – non-acceptance of uncertainty, pragmatism, restraint (distance, control) predetermine the type of communication style within both academic and social communities. It has been stressed that gender domination as a crucial cultural aspect predetermine social situation and distinguish certain behavioral patterns, which should be taken into account when applying English as a medium of instruction within different gender-core communities. The investigation has been based on the cultural scales, suggested by Edward T. Hall, Geert Hofstede, Richard D. Lewis. It has been highlighted that teacher-learner interaction, task distribution and the modes of interaction in the classroom must be based on cultural types and consider the parameters of cultural dimensions. In the multicultural classroom sensitive language should dominate as well as the cross-cultural bridges should be used. The adequate interaction strategies according to the models of behavior and communication style within multicultural environment have been singled out. The effective intercultural facilitator has to be able to: communicate clearly to speakers from different linguacultural background; facilitate multicultural groups; show flexibility of the “code shift” from one communication style to another; paraphrase circular or indirect statements for linear and direct group members; recognize culture-specific risk factors for trainees; develop multiple frames of reference for interpreting intercultural situations.