I Have a Voice: Silence in the Classroom

Abstract

Within the context of intercultural learning, silence as a concept has multiple meanings. Notions of ‘thinking out loud’, juxtaposed with ‘silence is golden’ can be a source of confusion, particularly when the learning objective is active conversation and the sharing of ideas. My experience of silence from a teacher’s and a learner’s perspective are contradictory. As an English for Academic Purposes (EAP) teacher at UAL, experience has taught me to embrace silence and recognise it as a valuable learning opportunity. However, as a Master’s student at Central Saint Martins, the deafening silence that often inhabits the space critical dialogue supposedly occupies, absolutely infuriates me. It is the tension between both experiences that prompted me to explore the concept of silence in more detail. Presenting my dilemma to 30 students from Confucian-heritage cultures (CHC) at the London College of Communication in July 2016, I simply ended my short presentation, with the following statement:

“Chinese students never speak” (UAL teachers).

I then followed up with the question, ‘So, are you silent?’ and waited for their response. Unsurprisingly, they disagreed with my question and general stance. ‘I have a voice’ began to symbolise their desire to engage in this conversation and co-research this area.