a lack of consideration of variations in cultures of learning can lead to frustration and subsequent failure in language classrooms

These ‘cultures of learning’ (ibid.) into which children are socialized, are outcomes of the educational and
cultural traditions of a community or society. Scholars have pointed out how a lack of consideration of variations in cultures of learning can lead to frustration and subsequent failure in language classrooms (Li 1998, Holliday 1994).

As a result, teachers and program developers are now asked (Coleman 1996, Holliday 1994, McKay 2002) to take the learners’ sociocultural backgrounds into consideration in choosing materials and pedagogical approaches for particular contexts of teaching becauseignoring the students’ norms and expectations—that is, what students bring to the classroom—is denying the learners’ experiences.