Teaching Bosnian Students. A Focus on Intercultural Sensitivity

Abstract

Effective teaching is founded on an understanding of the learner. Research (MacIntyre & Charos, 1996, McGroarty, 1993, Norton, 2000) has shown that one of the most important constituents of learner-personality is a learner's cultural background. In the attempt to get to know their learners best, teachers collect a range of diverse data including information on cultural background (national and ethnic self-perception and identification) and language spoken at home. However, there are students who originate from ethnically mixed homes and cannot determine their cultural background or do not wish to do so. In this paper, the cases of three Bosnian students are discussed in terms of their cultural identity perceptions and attitudes towards their host country and its culture. An example of miscommunication is analysed between a teacher and a student and the type of information that could have assisted in improving the intercultural exchange is presented. The author attempts through this presentation to provide relevant Bosnia-specific information that might contribute to the enhancement of intercultural sensitivity or increased cultural awareness of teachers, social workers and other people who deal with Bosnians.