In this world of plurality and polivocality, it has become a challenge for both educators and learners to negotiate their voices and opinions on a number of things the way that they should move forward and hence give the pedagogy a go, keeping the tunnel open for any sort of heightened understanding between parties concerned. I, like others, in the same boat, feel the exigency of this orchestration, as I encounter the problems of differences in opinions between my students and me both inside and outside the classroom. Negotiating these differences between students and their teachers and also among themselves bring forth a practical challenge for both parties. The study in progress has actually grown out of my personal observations and interactions with my students inside and outside the classrooms. It also zooms in on my continual effort to find the middle ground to deal with these practical concerns. It also takes how my interactions with students have transformed the way I have been teaching for a long time. By the way, it would be apposite to mention that my purpose is here just to exploit the parameter of 'contact zone' to show how it helps me to resolve the crisis I experienced while teaching and interacting with my students. .
Culture has become a vehemently significant issue in connection with teaching English in a country where English is not the mother tongue. Voices are as many as the students in the class in terms of differences in their likes and dislikes, and opinions about a number of things being culturally bound and oriented. Negotiating these differences between students and their teachers and also among themselves put forth a practical challenge both for teachers and students. The current study that follows has actually grown out of my personal observations and interactions with my students inside and outside the classrooms and also out of my continual effort to find the middle ground to deal with these practical concerns.
