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Brown, R. & Gilman, A. (1960). THE PRONOUNS OF POWER AND SOLIDARITY. In J. Fishman (Ed.), Style in Language (pp. 253-276). Cambridge: M.I.T. Press.

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Gu, M. (2014). Chapter One Education and Culture. Cultural Foundations of Chinese Education. Brill.

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Spencer-Oatey, H. and Jiang, W. (2003) Explaining cross-cultural pragmatic findings: moving from politeness maxims to socio-pragmatic interactional principles (SIPs). Journal of Pragmatics, 35(10-11): 1633-50.

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1. Interactional rapport is influenced by the management of three main factors: face, sociality rights and obligations, and interactional goals. Could you narrate one of your personal experience related to the rapport management in the real life?

2. Do you think the role of power in interaction is positive, negative, or neutral? Why?

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As a fundamental concept in social science, power refers to a social relationship between at least two persons’ interactions, which is used to research the politeness (impoliteness) of human behaviors. (Brown& Gilman, 1960; Kallen,1939). However, the interaction between people involves a certain degree of power, sometimes quite institutionalized and predictable, but sometimes shifting and unpredictable(Watts, 2003).

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Sociality rights and obligations in communication

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As the British pupils in Miss Yang’s science class did not show discipline and achieved her expectation, she found it more challenging than teaching Chinese students. That might be because she thought that the teacher‘s obligation was to impart knowledge while the students’ obligation was to stay concentrated and listen carefully in the class. Thus, different roles would have corresponding sociality rights and obligations. The behaviors performed by the British students did not meet the perceived obligation, which would be more likely to threaten the teacher-student rapport (Spencer-Oatey, 2010) .

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In this scenario, Miss Yang directly criticized all the students for their knowledge acquisition was worse than the Chinese students because they could not keep silent and continually interrupted the teacher. That made Sophie astonished and regarded the teacher’s speech as a massive insult. Hence, here Miss Yang failed in building a rapport with Sophie for the reason that Sophie thought her dignity, an important element relevant to face, was wounded by the teacher. Therefore, a nonjudgmental learning context where learners are respected rather than under attack is significant in classroom rapport management (Loo et al., 2018).

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Besides conveying information through language, the manners in which people communicate might develop, maintain, or threaten social relationships. Hence, the strategies that people use in the handling of interpersonal relations are defined as rapport management. It entails three factors: management of face, sociality rights and obligations, as well as interactional goals (Spencer-Oatey & Jiang 2003; Ting-Toomey & Kurogi, 1998).

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Are Our Kids Tough Enough: Chinese School is a BBC Two documentary series on bringing Chinese-style teaching methods to a British classroom by five teachers from China for four weeks, which reflects many cultural differences and conflicts between the Chinese and the British education system. After four weeks teaching period, some British pupils in this class gradually appreciate and adapt to Chinese-style teaching methods. The documentary concludes with a higher score in the final exam of Chinese-style education class than that of the classes which adopt British-style education.

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Power sources; Dynamic; Challenging the roles; Negotiation of power

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Power sources: According to Brown and Levinson (1987), power is an asymmetric social dimension of relative power which means a powerful individual could impose his plan on the powerless person. Power has two sources: one is material control, referring to economic distribution and physical force, and the other is metaphysical control. In this case, the teacher’s power mainly comes from the knowledge she acquired in this field (physics), which grants her to be a powerful individual in the classroom so that she can implement Chinese teaching in Chinese schools, and students must obey. Some students don't follow her instructions so she feels that students are still not disciplined, active, and she warns (speak and ask questions at any time, B-box, whispering).

Giddens (1993) suggests that the power relationship is determined by context while it is dynamic in the interaction, in other words, a powerless individual is capable of acquiring control over the conversation to some extent. Both powerful and powerless roles are challenged, and they may be redefined (Bowe et al., 2014). Sophie kept talking and getting louder until she got the teacher's attention because her opinions were not taken seriously. Hope that their ideas are respected drives the student to constantly challenge the teacher-powerful position. Her actions had three outcomes: being ignored, being asked to leave the classroom, and talk alone.

Sophie's linguistic features also provide evidence about the delicate negotiation of power in the interaction. At first, using 'Excuse me' and repeating 'you can't say that' over and over again implies that she carefully considers the relationship between the teacher and herself and how to communicate her ideas. Then she adopted the strategy that repeated 'That's not cool' to resist and challenge. As for the teacher, she slightly alters her attitudes and speaking styles because her power is challenged, changing from the 'I am still waiting' that initially ignored the students' reaction to talking to Sophie in a relatively equal way.

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As a tool to spread and create culture, education is dependent on culture, which is always conducted in a specific cultural environment (Gu, 2014). Due to cultural differences, there might be a significant distinction in school education between countries, which is reflected in the differences in teachers' teaching methods and strategies, as well as students' learning behaviors and educational values. As international students from China, we are gradually adapting to the western educational style after studying abroad. However, how do western students interact when they are facing the Chinese teaching style? To study the differences between the two educational systems, we analyze a program that inventing Chinese teachers to teach British students and further explore the details in teacher-student interaction.

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BBC Two Documentary Series: Are Our Kids Tough Enough? Chinese School (2015)

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The conflict between the Chinese teacher Miss Yang and the naughty pupil Sophie during the physics class