Interactions in English Second Language Classrooms: How Does Cultural Background Influence Classroom Participation and Interaction Styles?

In my ethnographic research, I observed the interaction between students in English language acquisition classes at the Boise State Intensive English Program. Classroom interaction and participation is an essential part in language acquisition in an intensive environment. This study focuses on analyzing classroom observations/teacher and student interviews to explore how cultural background influences class engagement. Many students struggle with different cultural normatives in a multicultural environment that follows American practices, in regards to social practices, authority, expression, and group activities. Many students have a reluctance to work in groups, ask questions, and work outside of their gender, age, and ethnic ties. It examines participation among students from collectivist and individualist cultures and how teacher intervention affects interactions. Understanding how cultural roles play a part in students' attitude towards classroom participation, educators can create more inclusive and effective learning environments. Based on students' nationality, some are more inclined to participate, while others naturally are more reserved and stick together in groups. Through teacher encouragement, pedagogy significantly improves interaction. Recognizing cultural influences, ESL educators foster a more inclusive classroom, improving students confidence and language development.