The American Way of Teaching
Or How Expensive Is Good Education?
M. Anissa Strommer

As an instructor of German as a Foreign Language, I have taught in very different contexts and educational systems and repeatedly asked myself the question, “How does tuition change the value of knowledge and education in a community?” Is it seen as a privilege or taken for granted? In this article, I would like to reflect on this matter based on my experiences as a student and as an instructor in Austria and in the US.

When I graduated from High School in 1999, there was no tuition at Austrian public universities, only administrative fees of about EUR 15. As of Fall 2001, tuition of ATS 5,000 (now EUR 363.36) per semester was introduced at all Austrian public universities by the then new center-right government. The results were demonstrations, complaints, and other signs of disapproval, especially but not only by left-wing students. In a 2001 survey, 84% of Austrian students stated that they were against tuition in general and 94% were against the kind and amount of tuition introduced that same year. The main reason was that tuition symbolized social injustice for 85% of students and that 76% believed it was the state’s responsibility to provide free education.

At the same time, the requirements to receive scholarships became more lenient (currently, approximately 20% of Austrian university students receive state subventions) and student loans were available. Still, the student body was in rage. Why do we have to pay for what was free last semester? Will the system improve? Will the gap between those who can afford higher education and those who cannot become larger? What happened to democracy?

The parliamentary elections 2006 announced a political change in Austria and repealing tuition was an important factor for negotiations between political parties. At the time of writing, the amount of tuition had not been changed, but the students now have the option of completing 60 hours of social work instead. The students are still protesting in the streets of Vienna, because they feel betrayed by the social-democratic party. Compared to free education, EUR 363.36 seems a lot; compared to the tens of thousands of dollars Americans have to spend for college, it is a ridiculously small amount.

Compared to other countries, the US is very customer-oriented – and when US students pay high amounts of money for their education, they expect to be served and entertained. I have heard international and American instructors alike complaining about very demanding students who argued that the instructor has to be available at all times because they pay for it. That all their questions have to be answered because they pay for it. That they deserve more attention because they pay for it.

This is where the parents come in: often paying for their children’s college education and highly interested in their success, they sometimes call in or write notes and emails – something that would be unacceptable (and useless) at Austrian universities. Many international instructors I knew where tempted to perceive this behavior as overprotective and motherish, while I tried to appreciate the close family ties. Or are the parents just making sure that they get what they paid for?

The American style of presenting, teaching, even preaching is, in my opinion, more enthusiastic and lively than in many other regions of the world: whereas it is more important elsewhere that the speaker is perceived as serious, professional, and credible, American presenters want their audience to have a good time. On the other hand, the instructor in an educational environment is expected to be fully in charge. Compared to the instruction I received in Europe, I found these expectations almost contradictory: you are supposed to entertain them, but be authoritative at the same time – once you compromise or give them opportunities to be part of the decision-making process (such as negotiating deadlines, suggesting new topics), American college students might perceive you as weak and could be tempted to take advantage of this.

Personally, I found the whole process of communicating and exchanging knowledge with my students very different from what I had experienced in other countries. Although many will disagree, I perceive the US communication style as low-context*: like other societies with prevailing individualism**, Americans do not tend to rely on context sensitive language but to clarify and mention every detail. They would, for example, use less deictic and situational expressions like here or there but rather spell out what they mean. Therefore, Americans can seem to deliver more quantity than quality to people using other communication styles. For my teaching, this meant that I had to consciously get used to repeating information over and over again. As a result, I soon discovered that in the US, there is more pressure on the sender of an academic message than on the receiver. In an Austrian classroom, most professors simply lecture: if the students take notes, if they understand what has just been said, if they pass the exam, is only of little concern to most of them – the responsibility for a successful exchange of information lies with the receiver. In contrast, instructors in an American setting have to make sure that their message has reached the students: especially in a language classroom, this assessment can be difficult because of the limited communication skills on lower levels. Consequently, a positive classroom atmosphere and motivating the students are key. Otherwise, the instructor might end up with routinely delivering a product to paying customers.

Returning to my native Austria after two years in the US, many ask me which educational system I believe is better. Although I usually try to avoid the answer to this question, I think that both systems have their advantages and disadvantages, and the social values causing them still fascinate me. Thinking of the amounts of money Americans have to spend for their higher education, it seems like a miracle that Austrian students get away with paying “only” EUR 363.36.

In conclusion, comparing universities in the US and Austria makes clear how unlike the respective attitudes towards money and education are. And being aware of these differences as a European instructor at an American school can make your day a lot less frustrating!

* cf. Hall, Edward T (1959): The Silent Language. New York, Fawcett.
** cf. http://www.geert-hofstede.com and Hofstede, Geert (2004): Software of the Mind. New York: McGraw-Hill.

M. Anissa Strommer
Linguist
M. Anissa Strommer is a linguist (Mag.phil. University of Salzburg, Austria) currently based at the University of Connecticut, USA (M.A. German Studies). She has also studied and taught in schools in several countries on four continents, including completing a Certificate in International Studies at the University of British Columbia, Canada. The Young SIETAR member is interested in any form of language contact, including migration, Second Language Acquisition, Postcolonial Theory and Intercultural Communication, especially Conflict Resolution.