Case 2 In the following case, an American ESL teacher describes a situation where he expected Mexican and Korean students to ask questions in class when they needed clarification. I was frustrated with a low-English-level Korean student who never asked questions in class. My goal was to equalize classroom participation, and one aspect of it was to have students ask questions when they didn't understand something during class. I taught techniques of how to ask a question, which the students from Mexico readily adopted, but not the Korean student. At the end of the course, I interviewed the Korean student (with a translator) and learned, in her culture, that asking questions in class is an insult to the teacher. Furthermore, She reported, “To learn English one must listen very carefully to the teacher and study hard after class. Through interviewing her, I realized that she was being a good student by not asking the teacher a lot of questions. She could work hard with the homework to grasp a concept she couldn't get in class. Numerous questions would show a disrespect for the teacher. Listening to the teacher is a sign of a good student. There is also the concept of losing face if one is seen as not knowing something the teacher is talking about. It reflects on the student, who must not have studied enough. I realized that I hadn’t addressed the underlying values of her culture or mine. and that Just teaching techniques wouldn’t produce the behavior I was hoping for. 1. What do you think of the Korean student's behavior in class? If you were in the same situation, what would you do? 2.Why did the students from Mexico readily adopt the techniques of asking questions in class?