Discovering self through teaching in a second language in the multicultural classroom

Teaching at tertiary level is not always an easy task, even if the students are of the same socio-economic and cultural background as ourselves. It is a job that requires a giving of the self in ways that less interactive employments would not require of us. When this job (calling?) of ours is complicated by multicultural groups of students with differing language backgrounds, comprising different learning styles, varied expectations and hopes, our job becomes more taxing. The situation becomes even more complex when one is required to function professionally in a language which is not one’s native tongue. This paper draws on research conducted during an extended period spent living and lecturing in Europe. The original research closely followed seven lecturers (using English as their second language) teaching international undergraduate and master’s degree students for a semester, in Surabaya (Indonesia), Amsterdam, Haarlem (Netherlands) and Brussels (Belgium). In-depth interviews, questionnaires and discussions were used to ascertain in which areas and to what extent lecturers needed training in not only intercultural competence, but also intercultural confidence, to strengthen their abilities as teachers in the multicultural classroom. The study found that the impact of intercultural communication issues, when exacerbated by the challenge of speaking a second language, have profound consequences for the personal sense of self: and this is explored in the professional context of lecturer and student. English is my first tongue, and interestingly, during the research process I discovered that the findings echoed many of my own experiences and insecurities that I had undergone as I had learned to function professionally in a second language myself – namely, Dutch. Trust and confidence – issues which are only tacitly acknowledged in a professional context – are found to be of great importance and can offer great personal reward. Finally, some strategies – both practical and emotive – are suggested to aid anyone faced with teaching and interacting with students from other cultures.