Your learner may have had very different experiences while she was in school. Some educational systems emphasize accuracy in a manner with which we may not be accustomed. Law and Eckes discuss an experience where a class of Vietnamese students, who were generally lively and gregarious, became very quiet while their teacher was being observed by her boss. ³ For these learners, the fear of making mistakes while their teacher was being observed was the issue - they thought that answering incorrectly would shame their teacher.

4. Taboos against touching
A hug or a pat on the head may be considered affectionate to you but could make a learner feel uncomfortable. In some cultures it is even considered an affront. It is probably best to avoid physical contact unless your learner indicates otherwise, especially if you are matched with someone of the opposite sex.

Tips on Being an Effective Culture Guide

• Recognize who you are as a culture guide. Culture is not stagnant and there are different perspectives within a culture. Consider how an event will be interpreted differently by people dependent upon age, gender and socio-economic background.
• Avoid potentially uncomfortable situations by avoiding gestures such as the "thumbs up" or the circle "okay" sign. These can be quite offensive in other cultures. Also avoid pointing with a finger; use the entire hand (with the palm up) when you need to point or use a pen.
• Explore the learner's perceptions through questions
  When the learner encounters an unfamiliar situation where she is not sure how to respond, ask the learner what the action means to her. By exploring how the learner interprets the event, it will help bring clarity to the issue.
• Encourage the learner to guess what is or is not appropriate in her new culture (based on what she has experienced).
  Examples: Is it polite to decline food when offered?
  What color should a bride wear to a wedding?
  When should one give a gift?

³ Barbara Law and Mary Eckes, The More- Than-Just- Surviving Handbook:ESL for Every Classroom Teacher. (Winnipeg, Manitoba: Portage & Main Press, 2000), pp.68 - 69. Copyright © 2000 by Barbara Law and Mark Eckes. Used by permission of Portage & Main Press.