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Trainees on the Cambridge CELTA certificate course are taught to routinely elicit responses and answers from students. It’s part of an effective and communicative class style. But what if your students habitually shut down or panic when called upon? Intercultural communication literature confirms that there are significant cultural propensities and expectations to overcome, and identifies many that we need to consider when teaching Japanese university students.
In this presentation, I will demonstrate and explain some strategies I’ve developed that are proving effective in raising consciousness and increasing communicability in class.