Cultural misunderstandings often arise because of the unstated assumptions or “background books” that each of us has. In the classroom, such misunderstandings can make for uncomfortable moments, but they can also lead to fruitful teaching experiences for teacher and student alike. Using a variety of examples that arose while teaching a module called “Canadian Culture” at a Slovenian university, I argue that such moments – such as when students seem not to have heard what I think was a clear message or bit of information – the resulting cultural misunderstanding can be educationally rewarding. They force us to break out of the question-and-answer routine that is often a part of the teaching process.

中文翻译：

---

通过课堂误解弥合差异

由于我们每个人都有未阐明的假设或“背景书”，经常会引起文化误解。在课堂上，这种误解可能会使您感到不舒服，但也会给老师和学生带来丰硕的教学经验。我使用在斯洛文尼亚大学讲授“加拿大文化”模块时出现的各种例子，我认为这样的时刻（例如，当学生似乎没有听到我认为清晰的信息或少量信息时）文化上的误解在教育上可能是有益的。他们迫使我们脱离通常是教学过程一部分的问答程序。