The text is a comedic play depicting the chaotic experiences of a diverse group of foreign students in an English as a foreign language class. A male teacher, Mr. Brown, is unexpectedly hired despite the principal’s preference for a woman, leading to numerous humorous situations. The class is a melting pot of personalities and cultures, resulting in constant misunderstandings and comedic conflicts. Mr. Brown’s unconventional teaching methods and the students’ unique backgrounds fuel the farcical nature of the play. The narrative culminates in the students’ final exams and Mr. Brown’s unexpected dismissal, highlighting the absurdity of the situation.

English as a Foreign Language Study Guide

Quiz

1. What is Ali Nadim’s initial confusion when he arrives for his first English class?
2. Ali Nadim is confused about the word “enrolled,” mishearing it as “unrolled,” and doesn’t understand when and where to wait for class to start, mixing up left and right.
3. Why is Miss Courtney initially unhappy with Jeremy Brown as the new English teacher?
4. Miss Courtney is unhappy because she specifically requested a female teacher and is concerned that a male teacher will be too much for her students after a previous male teacher had a mental breakdown.
5. Describe Mr. Brown’s first encounter with his students when taking roll.
6. Mr. Brown encounters confusion with his students’ names, as they correct his assumption that he is “brown” and struggle with pronouncing their names and/or being understood in English, and their occupations.
7. What prompts Mr. Brown’s student, Ranjeet, to contemplate suicide?
8. Ranjeet is being forced into an arranged marriage to a woman he describes as “looking like an elephant” and feels that suicide is his only escape from the situation because of his religious tradition.
9. How does Mr. Brown deal with the students’ homework issues?
10. Mr. Brown discovers the students have cheated by copying homework, so he assigns extra homework, warning them to do the work themselves.
11. What does Mr. Kenyan (from the education authority) find concerning during his visit?
12. Mr. Kenyan is surprised at the diversity in the class, and is generally aloof, but does not find any issues with the class or teacher.
13. How does Mr. Brown teach the students about rhyming slang?
14. Mr. Brown uses the caretaker, Sid, as an example, explaining how to replace a word with one that rhymes, giving examples like “Uncle Ned” for “head.”
15. Describe Miss Courtney’s reaction to the students’ photograph activity.
16. Miss Courtney expresses disapproval of the photography session, believing it inappropriate for class time and wondering why it was not included in the course curriculum.
17. How do students try to cheat on the mock exam?
18. The students devise ways to copy from each other, such as writing answers on their hands, hats, and handkerchiefs.
19. Why does Mr. Brown get involved in a physical fight with Mr. Jarvis, a woodwork teacher?
20. Mr. Jarvis makes repeated comments about the foreign students, so Mr. Brown must defend the dignity of his students, and a brawl ensues, after much talk and misunderstanding.

Answer Key

1. Ali Nadim is confused about the word “enrolled,” mishearing it as “unrolled,” and doesn’t understand when and where to wait for class to start, mixing up left and right.
2. Miss Courtney is unhappy because she specifically requested a female teacher and is concerned that a male teacher will be too much for her students after a previous male teacher had a mental breakdown.
3. Mr. Brown encounters confusion with his students’ names, as they correct his assumption that he is “brown” and struggle with pronouncing their names and/or being understood in English, and their occupations.
4. Ranjeet is being forced into an arranged marriage to a woman he describes as “looking like an elephant” and feels that suicide is his only escape from the situation because of his religious tradition.
5. Mr. Brown discovers the students have cheated by copying homework, so he assigns extra homework, warning them to do the work themselves.
6. Mr. Kenyan is surprised at the diversity in the class, and is generally aloof, but does not find any issues with the class or teacher.
7. Mr. Brown uses the caretaker, Sid, as an example, explaining how to replace a word with one that rhymes, giving examples like “Uncle Ned” for “head.”
8. Miss Courtney expresses disapproval of the photography session, believing it inappropriate for class time and wondering why it was not included in the course curriculum.
9. The students devise ways to copy from each other, such as writing answers on their hands, hats, and handkerchiefs.
10. Mr. Jarvis makes repeated comments about the foreign students, so Mr. Brown must defend the dignity of his students, and a brawl ensues, after much talk and misunderstanding.

Essay Questions

1. Discuss the ways in which cultural and linguistic misunderstandings create humor and conflict in the classroom.
2. Analyze the role of stereotypes and prejudice as portrayed in the interactions between characters in the source material.
3. How does the source material explore the challenges and rewards of teaching English to students from diverse backgrounds?
4. Examine the character of Jeremy Brown as a teacher, considering both his strengths and weaknesses.
5. Explore the themes of cultural identity and integration as they are portrayed through the experiences of the various students in the English class.

Glossary of Key Terms

Enrolled: To be officially registered as a member of a course or organization.

Credentials: Qualifications, achievements, personal qualities, or aspects of a person’s background, typically when used to indicate they are suitable for something.

Par: An acceptable standard or average level.

Racialism: The belief that all members of each race possess characteristics, abilities, or qualities specific to that race, especially so as to distinguish it as inferior or superior to another race or races.

Chicanery: The use of trickery to achieve a political, financial, or legal purpose.

Betrothed: Engaged to be married.

Cotney: A person from the East End of London, traditionally associated with a particular dialect and working-class culture.

Rhyming slang: A form of slang in which a word is replaced by a phrase that rhymes with it.

Figure of speech: A word or phrase used in a non-literal sense to add rhetorical force or vividness.

In the pudding club: Pregnant (slang).

Hara Kiri: A Japanese ritual of suicide by disembowelment.

Aspirate: A sound that is accompanied by a puff of breath, typically made when pronouncing the letter “h.”

Defector: A person who has abandoned their country or cause in favor of an opposing one.

Bourgeois: Relating to or characteristic of the middle class, typically with reference to its perceived materialistic values or conventional attitudes.

Syntax: The arrangement of words and phrases to create well-formed sentences in a language.

Foreign Students & EFL Chaos

Okay, here’s a detailed briefing document summarizing the main themes and important ideas from the provided text, which appears to be a transcript of a comedy skit or play:

Briefing Document: “Pasted Text”

Overview:

This text is a comedic exploration of a diverse group of foreign students attending an English as a Foreign Language (EFL) class, and their interactions with their teacher, Mr. Brown, and the school staff, particularly Miss Courtney. The narrative is driven by cultural misunderstandings, language barriers, and the students’ often-humorous attempts to navigate the English language and British customs. The text is rich with situational comedy, wordplay, and running gags.

Main Themes:

• Cultural Misunderstandings and Stereotypes: A core theme is the comedic clash of cultures. The students’ diverse backgrounds (Greek, German, Italian, Japanese, Indian, Spanish, Chinese, etc.) lead to numerous misunderstandings stemming from differing cultural norms, linguistic habits, and stereotypical expectations.
• Example: Max initially thinks Mr. Brown’s name is a statement about his skin color: “You are not brown, we are brown, you are white”.
• Example: The students’ varying ideas about concepts such as the “true faith” and the meaning of a “figure of speech” highlight their diverse cultural perspectives.
• Example: The comical interactions around jokes reveals the challenges of translating humor across cultures.
• Language Barriers and the Learning Process: The students’ struggles with English grammar, pronunciation, and idioms form a significant source of comedy. Their literal interpretations of phrases and mispronunciations are constant running gags.
• Example: Ali’s frequent use of the word “squeeze me” when meaning “excuse me.”
• Example: The consistent confusion of the R and L sounds
• Example: The students’ misinterpretations of rhyming slang used by the caretaker, Sid.
• The Absurdity of Bureaucracy and Rules: Miss Courtney’s strict adherence to rules, her concerns about maintaining decorum, and her often-baffled reactions to the students’ antics add to the comedic effect.
• Example: Her initial request for a female teacher and her fear of male teachers having “no stamina” after a prior incident.
• Example: Her frustration over collecting registration fees in multiple foreign currencies and her meticulous accounting.
• Classroom Dynamics and Teacher-Student Relationships: Mr. Brown tries his best to manage a chaotic class and his own personal life. He is often flustered, but also demonstrates a surprising amount of patience and compassion for his students. The students, in turn, develop a strange mix of affection, frustration, and respect for him.
• Example: Mr. Brown’s attempts to introduce new vocabulary, such as “catalyst” and “indisposition”
• Example: Mr. Brown’s struggle to correct the homework assignments which he suspects are all written by one person.
• Example: The students showing their teacher appreciation by buying him a pen, a salami, and a card.
• Identity and Integration: Beyond the comedy, there are subtle explorations of identity as the students try to adapt to a new culture while retaining their own. The text touches on topics such as arranged marriages, immigration, and the complexities of cultural and religious backgrounds.
• Example: Ranjit’s struggle with his arranged marriage to a woman he has not seen in many years and his culture’s emphasis on duty.
• Example: Boris, the Russian sailor, seeking political asylum and starting a new life
• The Power of Community: Despite their differences, the students form a kind of community, supporting each other and sharing in their chaotic experiences. They celebrate each other’s milestones (e.g., Suly’s wedding) and find humor in their common struggles.
• Example: The students’ willingness to help Max with his homework, even if they did it for a small price.
• Example: The students helping Mr. Brown with his health.
• Situational and Running Gags: The text relies heavily on recurring jokes and comical situations to create humor.
• Example: The ongoing confusion between rhyming slang
• Example: The repeated misunderstandings between Ally and Mr Brown with phrases such as “squeeze me”
• Example: The various characters’ obsession with sex and their consistent misinterpretations.
• Example: The chaotic tea breaks, during which students try to conduct business or solicit money.

Key Ideas and Facts:

• The EFL class is a melting pot of nationalities: This is a constant source of comedy and cultural clashes.
• Mr. Brown is a flawed but well-meaning teacher: He is frequently overwhelmed and sometimes exasperated by his class. He is generally quite well-liked and appreciated by the students despite this.
• Miss Courtney embodies strict rules and order: Her interactions with the chaotic class create much of the humor.
• Sid, the caretaker, provides the perspective of a working-class Londoner: His rhyming slang is an obstacle for the students, but he also offers some genuine insight into British culture.
• The students’ English improves throughout the text while still being humorous in its flawed execution.
• The impending exams cause considerable anxiety and scheming amongst the students. This leads to comical attempts to cheat and get ahead.
• The characters have complex personal lives beyond their roles in the classroom. The text touches on topics such as impending marriages, financial struggles, and homesickness.
• The narrative is episodic, moving through various classroom activities, tea breaks, and personal interactions between the characters.

Notable Quotes:

• Mrs. Courtney: “I distinctly requested the local authority to send me a woman teacher especially in view of what happened with Mr wton.” (Highlights her fear of male teachers and the absurdity of the school’s bureaucracy).
• Mr. Brown: “Apart from one attempted murder and a possible race riot I seem to be coping reasonably well.” (A self-deprecating comment reflecting his chaotic classroom management)
• Max: “You are not brown, we are brown, you are white” (Illustrates the cultural misunderstandings from the get-go)
• Ranjit: “According to the seik tradition I was betro when I was 12 to surinder the 10-year-old daughter of the best friend of my father…“. (Illustrates the complex cultural norms.)
• Sid: “I went home and I had a bull in a cow with a travel and strip you see it was all over the Dustbin LDS so I went down the Frog and Tow into the rabber da and I met an old China plate it looked a bit ankle dick so I got him rejected Dy and I had that thing led to the other we both got bres and list I stagged on took all the dicky dirt and the daisy roots and fell backwards on the apples and pear”(This quote is a perfect example of Sid’s almost indecipherable rhyming slang and his chaotic narrative style)
• Ali: “squeeze me please” (A recurring comedic misunderstanding)

Conclusion:

The provided text is a comedic exploration of cultural diversity, the challenges of language learning, and the absurdity of bureaucracy. It uses situational comedy, wordplay, and character interactions to create a lighthearted narrative that highlights the challenges and rewards of cross-cultural exchange. It also emphasizes the universal themes of community, friendship, and the humor found in everyday misunderstandings. The characters’ quirks, struggles, and unexpected moments of camaraderie make it an engaging and humorous piece.

The Chaos of ESL

Frequently Asked Questions:

1. Why does the English teacher, Mr. Brown, face such unusual challenges in his new job?
2. Mr. Brown’s challenges stem from the diverse backgrounds and personalities of his adult students, who are all learning English as a foreign language. The clash of cultures, misunderstandings due to language barriers, and differing expectations lead to chaotic situations. Additionally, Mr. Brown faces the initial skepticism of his supervisor, Miss Courtney, and a general lack of preparation for the unique issues that arise from teaching such a diverse group of students. He also faces scrutiny from inspectors and the need to adapt to their individual learning needs and cultural backgrounds.
3. What are some of the main cultural differences and humorous misunderstandings that occur in the classroom?
4. Numerous cultural and linguistic misunderstandings arise, many of which are played for comedic effect. These include literal interpretations of English phrases (“unrolled” instead of “enrolled”), differing views on race and efficiency (Germans vs. Japanese), and confusion about names and occupations. Additionally, there are conflicts arising from cultural and religious beliefs, like the discussion of what is “right” or “wrong” in various cultures. Finally, the use of slang, accents and colloquialisms from the teacher and other staff are often completely lost on the students.
5. How do the students’ diverse backgrounds and experiences influence their learning of English?
6. The students’ backgrounds greatly influence their learning. Their various occupations, nationalities, and cultural norms lead to different learning styles, common mistakes, and personal biases. Some students struggle with pronunciation, some with grammar, and some with concepts that are unfamiliar to them. Their personal experiences, like one student’s betrothal, also spill into the classroom creating humorous or awkward situations. Furthermore, some students try to apply their previous knowledge of other languages to English, creating interesting results.
7. How does the series explore the theme of cultural exchange and integration, and are there challenges with this?
8. The series demonstrates the complexities of cultural exchange. The students attempt to integrate into English society while simultaneously maintaining aspects of their own identities. This process is filled with comical misunderstandings, as well as genuine attempts at connection. However, conflicts related to cultural differences also arise, sometimes in the form of attempted violence or public displays of prejudice. The challenges underscore the difficulty of truly understanding other cultures and beliefs, as well as the need for empathy and humor in bridging such gaps.
9. What role does humor play in the series?

Humor is central to the series, stemming from language barriers, cultural clashes, and absurd situations. It serves as a way to navigate the potential tensions arising from diversity, highlighting the ridiculousness of misunderstandings and the universality of human experience. The comedy also functions as a tool for breaking down cultural barriers, creating moments of shared laughter that unite the students despite their differences. It also is used as a way to get at serious subjects without becoming overly didactic.

1. How do the students try to “game” the system or get out of difficult situations?
2. Several students try to find ways to get around the rules of the class or tests. These attempts at cheating or avoiding work add another layer to the comedic chaos. There are examples of copied homework, attempts to steal test answers, and misunderstandings about what is expected. These antics often backfire, but the students’ creativity is on display. There are also many situations in which the students attempt to manipulate each other or the teachers to get their way, or as a form of social manipulation, with varying degrees of success.
3. What are some of the recurring themes about relationships and social dynamics amongst the students and staff?
4. The series explores the dynamics of various relationships, both platonic and romantic, some of which are also tinged with sexism and/or racism. There is a sense of camaraderie among the students, as they go through the shared experience of learning a new language, as well as developing friendships. There are also several romantic entanglements, often complicated by cultural or personal circumstances. The dynamic between the teachers and students is portrayed as both comical and at times, genuinely caring. Finally, there is a strong suggestion of a possible attraction between two of the staff, as well.
5. What is the overall message or takeaway from the sources?
6. The series conveys the complexities of language learning, cultural adaptation, and personal growth. It uses comedy to address themes of cross-cultural understanding, personal identity, and the struggle for connection. While the situations are often comical, there are underlying messages about the importance of empathy, patience, and humor in navigating diverse and sometimes chaotic social situations. The conclusion of the series also seems to suggest that personal growth and lasting connections are more important than passing tests or learning perfect grammar.

Teaching English as a Foreign Language

The sources depict an English as a Foreign Language class and the various interactions between the teacher, Mr. Brown, and his students, as well as the school’s principal, Miss Courtney, and other staff. The class is comprised of a diverse group of students from various countries, each with their own unique personalities and challenges in learning English.

Here are some of the key aspects of the English class, as portrayed in the sources:

• Student Diversity: The class includes students from Greece, Germany, Italy, Japan, Spain, China, Pakistan, and India, among other places. Each student brings their own cultural background and language to the classroom, creating a rich and sometimes chaotic learning environment.
• Language Barriers: The students have varying levels of English proficiency, which leads to misunderstandings, miscommunications, and humorous situations. Some students struggle with pronunciation, grammar, and vocabulary. The teacher often has to repeat himself, use gestures, and try different approaches to get his point across.
• Teaching Methods: Mr. Brown uses a variety of teaching methods, including vocabulary lessons, verb conjugations, reading exercises, and group discussions. He also tries to make the class fun and engaging, sometimes using humor and games. However, his methods are sometimes unconventional and not always appreciated by the school administration.
• Classroom Dynamics: The classroom is often lively and chaotic, with students talking over each other, arguing, and getting into trouble. There are also instances of students displaying prejudices and making insensitive comments towards each other. Mr. Brown often struggles to maintain control and keep the students focused on their lessons.
• Cultural Differences: The sources highlight the cultural differences between the students and between the students and the teacher, which sometimes lead to misunderstandings or misinterpretations. For example, some students have difficulty understanding English figures of speech.
• Challenges for the Teacher: Mr. Brown faces numerous challenges in his role as a teacher, including dealing with disruptive students, language barriers, cultural differences, and the school administration’s disapproval. He also has to deal with personal problems, including being mistakenly accused of being a school inspector and having a fight arranged in the school’s gymnasium after a misunderstanding.
• Importance of Textbooks: Textbooks are mentioned as an important tool for learning, and homework is assigned and reviewed. The teacher also uses newspapers to help students learn vocabulary and understand the world around them.
• Focus on Practical English: The teacher tries to focus on teaching practical English skills, such as how to order a meal, find accommodation, and engage in conversations about daily life, although the students do still focus on more formal grammar.
• Student Progress: Despite the challenges, the students do make progress in their English skills throughout the course, learning new vocabulary and practicing their pronunciation and grammar. They also learn how to communicate with each other and participate in group discussions.
• Examinations: The students are preparing for their lower Cambridge certificate exam, and a mock exam is given to help them prepare. The students’ level of preparedness is not ideal, and some are even caught trying to cheat.
• Social Interactions: Outside of class, there is an effort for socialization with an end-of-term pub visit.

Overall, the sources portray a dynamic and often chaotic classroom environment where students from different backgrounds come together to learn English, and the teacher tries his best to help them navigate the challenges of learning a new language while also managing the chaos of a diverse classroom.

Mr. Brown’s Trials

Mr. Brown faces numerous challenges as an English teacher in the sources, stemming from the diverse student body, the school administration, and his own personal circumstances.

• Student Diversity and Language Barriers: Mr. Brown’s class includes students from a wide array of countries, each with varying levels of English proficiency. This creates communication challenges and misunderstandings. He often has to repeat himself, use gestures, and try different approaches to get his points across.
• Classroom Management: The classroom is often chaotic, with students talking over each other, arguing, and engaging in disruptive behavior. Mr. Brown frequently struggles to maintain control and keep the students focused on their lessons. He has to navigate cultural differences, prejudices, and insensitive comments made by the students.
• Unconventional Teaching Methods: Mr. Brown’s teaching methods are sometimes unconventional, which leads to disapproval from the school principal, Miss Courtney. While he tries to make the class fun and engaging, his methods are not always appreciated by the school administration, who prefer more traditional approaches. He is told to use more figures of speech in his teaching. He’s also told that they need to learn more practical English.
• Conflicts with School Administration: Miss Courtney, the school principal, is a source of conflict for Mr. Brown, as she has a strong preference for female teachers, especially after a previous male teacher had a breakdown. This preference leads to Mr. Brown being put on a month’s trial. She often criticizes his teaching methods and threatens to fire him. She also interferes with his class, making unhelpful remarks and showing skepticism about the students’ progress.
• Accusations and Misunderstandings: Mr. Brown is mistakenly accused of being a school inspector. He is also involved in a misunderstanding with a student, Danielle, who tells another teacher that she is engaged to Mr. Brown, which then reaches Miss Courtney, making things awkward for him.
• Personal Problems: Mr. Brown also has to deal with personal problems such as being challenged to a fight in the school gym and dealing with a student, Ranit, who was planning to kill himself rather than be forced into an arranged marriage. He must also navigate the various social events that the students involve him in, as well as the gossip and rumors that circulate through the school.
• Student Cheating: The students are caught trying to cheat on a mock exam. Mr. Brown is also told that previous teachers had given students answers. He then finds himself in a moral dilemma of needing to get the students through their final exam, while knowing that they are very unprepared.
• Threat of Job Loss: Due to Miss Courtney’s disapproval and the students’ academic performance, Mr. Brown is constantly under threat of being fired. He is eventually dismissed from his job but is later rehired after Miss Hardaker is unable to manage the class.
• Exam stress: The students’ impending final exam and the pressure to get them to pass is a significant challenge for Mr. Brown. He must balance his time teaching the class with making sure that they have the resources and information they need to pass. This pressure is compounded by Miss Courtney’s suggestion that the course may be canceled if the students don’t pass their exam.

In summary, Mr. Brown’s challenges encompass managing a diverse and often unruly group of students, navigating conflicts with school administration, dealing with misunderstandings and personal problems, and overcoming systemic issues in the school environment. These factors make his role as a teacher extremely demanding and complex.

Mr. Brown’s Class: Chaos and Culture Clashes

The students in Mr. Brown’s English class are frequently involved in mishaps, stemming from language barriers, cultural misunderstandings, and their own unique personalities. These incidents often disrupt the class and create challenges for Mr. Brown. Here are some of the student mishaps described in the sources:

• Misunderstandings and Miscommunications:
• Students frequently misunderstand instructions or questions due to their varying levels of English proficiency.
• There are many instances of students misinterpreting figures of speech and idioms, which leads to confusion and sometimes humor.
• Students sometimes use words incorrectly, causing confusion and laughter, such as when a student confuses “unrolled” with “enrolled”.
• Classroom Disruptions:
• Students often talk over each other, interrupt the teacher, and engage in side conversations, making it difficult for Mr. Brown to maintain control.
• Some students argue with each other, sometimes using insulting language or stereotypes.
• Students squabble over seating arrangements, leading to a physical confrontation.
• There are instances of students being late to class, and giving strange excuses.
• Students are frequently distracted, and not focused on their lessons, often thinking about other topics and having side conversations.
• Some students engage in disruptive behavior, such as making noises, or not sitting still.
• Cultural and Social Missteps:
• Students make culturally insensitive comments towards each other, such as those relating to race and religion.
• Some students have difficulty understanding the cultural norms of England, which sometimes leads to awkward or humorous situations.
• There are instances of students displaying prejudices and making insensitive remarks towards each other.
• A student, Ranit, plans to kill himself rather than be forced into an arranged marriage.
• Students also engage in romantic pursuits, sometimes disrupting the class with their behavior.
• Cheating and Dishonesty:
• Students are caught attempting to cheat on a mock examination.
• Some students write answers on their hands, handkerchiefs and hats in an effort to cheat on the final exam.
• A student is caught shoplifting, leading to further disruption of the class and school.
• Other Incidents:
• A student is mistaken for a school inspector.
• Some students get into trouble outside of class, such as a student who is speeding on the motorway.
• Students get locked in a classroom and have to be rescued.
• There is also a major incident when they are all sent home for giving silly answers.
• The students are also involved in a number of drinking incidents.
• Exam mishaps
• During a mock exam, one student answers “a sentence is what you get when you are sent to prison”.
• During the mock exam, a student answers the question about the past participle of “I write” with “I have WR Ren”.
• One student was writing backwards during the mock exam.
• Students arrive for the final exam with crib notes written on their clothing, hats, and hands, and some are even using ink to write on their skin during the exam.

These mishaps highlight the challenges of teaching a diverse group of students who are all at different stages of learning a new language and adapting to a new culture. The mishaps also contribute to the overall chaos and humor of the English class, and demonstrate the challenges that Mr. Brown faces as a teacher.

Cultural Clashes in the English Classroom

The sources reveal several instances of cultural clashes within the English class, arising from the diverse backgrounds of the students and their varying perspectives. These clashes manifest in several ways:

• Religious Intolerance: A significant cultural clash occurs when a student, Ranit, a Sikh, expresses his disapproval of Islam, calling Muslims “unbelievers”. This leads to a heated exchange with Ali, a Muslim student, who is deeply offended by the remarks, and pulls a knife. This incident highlights the religious tensions and prejudices that exist within the classroom, requiring the teacher’s intervention to prevent violence.
• Stereotyping and Prejudice: Students often resort to stereotyping and making prejudiced comments about each other’s cultures. For example, Terumi, a Japanese student, makes derogatory remarks about Chinese people, referring to them as “peasants,” while a Chinese student makes derogatory comments about Japanese. There are also several instances where students are described by their nationality as a way of insult such as “big Spanish omelette” or “you brown of chapati”. These comments reveal the underlying prejudices and biases that some students harbor towards others, which lead to conflicts and misunderstandings in the class.
• Misunderstandings of Cultural Norms: Students often struggle with understanding English cultural norms and customs. For instance, some students have difficulty grasping English figures of speech and idioms, leading to confusion and sometimes humor. This misunderstanding is apparent when some students interpret the phrase “sold a pup” literally. There are also instances of students misinterpreting social cues, such as when a student makes a comment that is sexually suggestive and culturally inappropriate.
• Differing views on marriage: When Ranit is discussing his arranged marriage, his culture’s tradition where only women can change their minds is presented as a point of conflict. The concept of arranged marriage is also presented as a challenge to the understanding of other students, and those from other cultural backgrounds, particularly when Ali reveals that he is planning to marry Su, even though he is already married.
• Contrasting Political Ideologies: Su, a Chinese student, expresses strong support for communism and frequently criticizes Western capitalism and imperialism. This leads to clashes with other students who hold different political views. Her comments are seen by a Japanese student as “a load of copos” which further demonstrates the divide within the class. Her support for Chairman Mao and his teachings are seen by other students as being strange and confusing.
• Language as a Source of Conflict: Language itself becomes a site of conflict, as students struggle to express themselves in English, often leading to misunderstandings or misinterpretations. When students make errors in English, such as using the wrong verb tense, it becomes an opportunity for other students to ridicule them. In one example, a student is mocked when he says that the plural of “thief” is “thiefs”. This is further complicated when a student reveals his rhyming slang, which completely confuses his classmates.
• Clash of values: There are instances of students mocking others for their religious beliefs, such as when one student refers to the Catholic religion with disrespect, and another student refers to Muslims and Sikhs with disdain. There are many instances of students being called names or mocked for their national origin.
• Disagreement over personal life: There are also many disagreements between students about what is acceptable in their personal lives. For instance, some students have strong opinions on sexual matters and express them in a way that clashes with the views of other students.

These cultural clashes highlight the challenges of creating a harmonious learning environment when students come from vastly different backgrounds. They also underscore the teacher’s role in navigating these differences and promoting understanding and respect among the students. These tensions are a recurring theme throughout the sources, and present a continuous challenge for Mr Brown to manage in the classroom.

Exam Anxiety: Students and Teacher Under Pressure

The sources reveal that both the students and Mr. Brown experience significant exam anxieties, stemming from different concerns and pressures.

Student Anxieties:

• Fear of Failure: The students express a clear fear of not passing their upcoming lower Cambridge certificate exam. They are aware that their English skills are not perfect, and this creates a sense of apprehension and worry. Mr. Brown even says that he doubts whether they will pass.
• Pressure to Perform: The students feel the pressure to succeed, not just for themselves, but also for Mr. Brown. They feel that they must not let Mr. Brown down, and that their performance is a reflection of his teaching. The pressure is made worse by Miss Courtney’s suggestion that the course may be canceled if the students do not pass the exam.
• Lack of Confidence: Many students lack confidence in their ability to do well on the exam. This is shown by their reliance on cheating, and their concerns about their performance during practice sessions. They express doubts about their chances of success, revealing a deep-seated anxiety about the exam itself.
• Concerns about specific exam components: Students express concern about the dictation part of the exam, and are worried they will not understand the person who will be reading aloud.
• Desire to please the teacher: There is a sense that the students want to pass the exam to show Mr. Brown that his work has not been in vain. They express their wish to show him they have learned from him, and that they do not want to disappoint him.
• Cheating as a Coping Mechanism: The students turn to cheating as a way of coping with their anxiety. They try to obtain the answers in advance, and write notes on their clothing, hands, and hats, which shows the desperation they feel about the exam.
• Nervousness: The students express their nervousness about taking the exam in many ways. Some students are so nervous that they cannot even shake Mr. Brown’s hand. Others talk about feeling “petrified”.

Mr. Brown’s Anxieties:

• Pressure to Get Students to Pass: Mr. Brown is under immense pressure to ensure that his students pass their exams. He knows that their performance will reflect on his abilities as a teacher, and he is concerned that a bad result will lead to his dismissal. He feels that his job depends on their success.
• Concerns About Student Preparation: Mr. Brown is aware that his students are not fully prepared for the exam, and that their chances of passing are low. He has tried many different ways to help the class pass, but he knows that it may not be enough.
• Moral Dilemma: Mr. Brown is faced with a moral dilemma, as he knows that the students are likely to fail their exam. This has him consider leaving the answers lying around for the students to see.
• Threat of Course Cancellation: Mr. Brown is anxious about the possibility that the course will be canceled if his students fail their exams. This adds to the pressure he feels to get the students through the exam.
• Self-Doubt: Despite his unconventional teaching methods, Mr. Brown questions whether his teaching has been effective. He expresses self-doubt about his methods and effectiveness as a teacher, and wonders whether his students will be able to pass the exam.
• Desire to Help Students: Mr. Brown feels a strong desire to help his students succeed and does what he can to prepare them. He knows that they want to do well, and he is concerned about letting them down.
• Personal anxiety: Mr. Brown also faces some personal anxieties, including his fight with Mr. Jarvis, and his uncertainty about his future. These anxieties make it more challenging for him to focus on the exam.

In summary, both Mr. Brown and his students experience significant anxiety related to their upcoming exams. The students are worried about their performance and whether they will pass, and Mr. Brown is worried about the success of his students, as well as his future employment. These anxieties highlight the high stakes that are involved in the exams, and the pressure that both parties are under.

By Amjad Izhar
Contact: amjad.izhar@gmail.com
https://amjadizhar.blog

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