When students make the decision of traveling abroad to

improve their second language there are plenty of expectations

to fulfill. It is without any doubt a search for the cultural views
intrinsically connected to any language as much as the
proficiency and fluency that can be acquired from the
interaction with native speakers.
I can easily put myself in these shoes. My first language is
Spanish and I came to New Zealand looking for an experience
to improve my proficiency and fluency in the language. I had
high expectations!
No Spanish
Support from your teacher
Learn about the culture
Slang
Practical usage of the language
Whenever I thought about an English speaking country I
imagined No Spanish. A place where I could only see locals
(native speakers) and wherever I went I needed to use English.
I believe most language learners expect this because learning
English in your native country means that you can always
resort to your first language to clarify meaning, when you are in
an English speaking country you must use all your resources to
get the message without the opportunity of using your L1.
Therefore students will expect not to hear their native language
within or outside the classroom.
To be in another country trying to learn the language through
immersion is very challenging, students will expect the support
and motivation from their teachers. Each one of their mistakes
is an opportunity to improve and learn. This is the reason why
language teachers must be sensitive, tolerant and patient.
There will be difficult days for language learners and the
teacher should be an energetic, positive influence for them.
The difficulties when fulfilling the task of acquiring a second
language go beyond learning grammar or new vocabulary,
whenever a person learns a L2 s/he is learning a new view of
the world, another thinking pattern. The structures that exist
in our languages profoundly shape how we construct reality

(Boroditsky, 2010) 1 that is why the process becomes complex

as we want to reach deeper and more complex thoughts. Each
expression, idiom or collocation that comes naturally for native
speakers, for a foreigner comes with a huge WHY? We try to
find the rules and reasons for the use of a given structure and
not another one. Students might expect explanations on the
use of the language that many times are related to history,
tradition or simply usage. That is the reason why the
knowledge of a language teacher must encompass not only
proficiency in grammar, vocabulary or redaction but also
cultural awareness. Teachers should be sensitive to cultural
differences and also should have the ability to analyze
situations from his/her own point of view as much as from their
students.
Teachers should also have the ability to create useful and
meaningful lessons for their students with a syllabus that can
be adapted to their needs and interests as well as based on
function of the language rather than solely in grammar. This
might mean that classes should include genuine tasks trying to
make connections of students previous knowledge and new
information.
All of these expectations can be used to benefit the classroom
atmosphere. Most students feel really excited to be in a foreign
teachers class and will respond more positively to the tasks
you bring to the classroom.

Boroditsky, L. (2010). Lost in Translation. Wall Street Journal. July 24, 2010.