2. The local teacher's groups on the classroom environment:

Strict boundaries separated the English subject used in Houghton Mifflin course from the other subjects which were mainly similar to any state school in Syria following a kind of communicative approach yet demanding dictation, memorization, exam oriented environment, and other collectionist features. Those course books are obligatory in Syrian schools everywhere and the huge differences between English teaching and Arabic teaching methodologies caused a lot of problems on the sides of the students and the teachers as well. Students were supposed to have ideas about the topics mentioned in their English classes in their L1 at least before actually discussing them inside the class. Some students lacked the information required for the Cooperative Learning approach and didn't integrate with other students within their group which created a "low flow" between the students themselves (as they are supposed to learn from each other) and a "low flow" between me and them. Even as teachers inside the teachers' room Arabic teachers used to sit separately thinking that they are the ones responsible for teaching the main subjects like Math, Arabic, science, social studies, and religion and putting the final marks on the students' final marksheet. Having a variety of teacher groups inside the same school made the students familiar with both of the collectionst and integrationst methodologies in different subjects and made the students prefer the easy way of sitting still while the teacher is explaining and answering all their questions.

4. Reaching Conformity among all the overlapping cultures:

Understanding the "social context of English language education" helps to "achieve appropriate classroom methodologies" as Halliday (1986) suggests. With all the "great deal of research" done in the "English language education", however, there are no "classroom methodologies appropriate for different situations". The teacher should consequently become more of a researcher to find out what suits his classroom environment best. From my experience, within the environment of my classroom, I tried to understand the problems of my students and did my best to overcome them. Having a better connection with my students allowed me to have closer look on their micro cultures and understand their problems so that I can find solutions to their problems even if it means not completely adhering to the school strict methodologies of teaching English.

Guiding the students within their groups and motivating them to participate in research outside classroom helped them a lot within the classroom environment. Motivating them to use the school library and read books or watch videos about the American culture or the topics involved in their book helped them a lot. I tried to skip the topics that are somehow offending to some people as much as I could and focused on things that motivated the students through their learning process. Conforming to all the overlapping major factors influencing the classroom is the best way to deal with classroom culture. It is really a culture where the teacher should be concerned with the "social interaction" happening "within and around classroom language teaching and learning which affects and therefore helps explain what really goes on"