2.4. Contextual cues to identify cultural differences. Readings

Seating, Silence, and Cultural Traditions

Seating and speaking behaviour also reflect cultural comfort. Gao et al. (2021) found that students who selected closer seating and actively participated showed higher engagement, as evidenced by both physiological signals and classroom involvement. Students from hierarchical cultures may remain silent or defer to authority, especially early in the term (Niu, 2025). Low participation, such as frequent silence or avoiding questions, can indicate discomfort or cultural difference, especially in high power-distance contexts. Observing seating patterns: who sits in front of or engages in group tasks can reveal engagement dynamics.

Also, acknowledging cultural events or holidays strengthens trust and signals cultural awareness. Use either a random or a structured participation system to ensure that all students are invited to speak. Provide written or anonymous ways for students to contribute, ensuring the voices of quieter students are heard. Compared to spoken words alone, non-verbal cues offer essential insights. Scherr (2007) highlights that students’ gestures often reveal understanding or confusion alongside their verbal responses, enriching comprehension of their learning process.

Encourage students to sketch ideas, use gestures during explanations, or point to relevant content–observing these behaviours can help you gauge their confidence and cultural comfort in participation.