The purpose for outlining even a very few of the options in cross - cultural understanding are to make the instructor Surfing to cross - cultural awareness: Using Internet-mediated projects to explore cultural stereotypes. Foreign Language Annals, 35, Freed Ed. The benefits of adopting a team-teaching approach in Peace Corps' TEFL projects are apparent; however, numerous challenges including cross - cultural misunderstandings, issues of leadership within the team and the need for training the Talking yourself into Spanish: Intrapersonal communication and second language learning.
Hispania, 86 1 , Lear, D. Using technology to cross cultural and linguistic borders in Spanish language classrooms. Knutson, E. In: O.
Garcia and R. Berlin: Mouton de Gruyter, pp. Coleman, P. Society and the Language Classroom. Don't Think of an Elephant! White River Junction: Chelsea Green. Skip to content.
The goals of this book for the teacher educator are to expand cultural awareness, to acquire an in-depth understanding of what culture is and its relationship to language, and to comprehend and implement observations of cultural similarities and differences.
Topics discussed in the book include: culture shock nonverbal communication societal roles pragmatics. A great in-service workshop text or teacher training programs. The intent of this book is to make education in cross-cultural awareness accessible to a broad range of teachers working in a variety of educational settings. This book is unique in that it combines theory with a wide range of experiential activities and projects designed to actively engage users in the process of understanding different aspects of cross-cultural awareness.
This section provides opportunities for users of the text to explore in greater depth an area and topic of interest. It also includes even more Critical Incidents--brief descriptions of events that depict some element or elements of cultural differences, miscommunication, or culture clash.
A comprehensive study structured to provide a framework for teaching; each chapter contains a teaching module, highlighting the potential difficulties, dialogues and variations in cross-cultural teaching. Ideal for those teaching Business across borders, this is a uniquely practical guide that features contributions from the leading lights of the field. Effectively bridging the culture gap is critical to success in such scenarios.
Cross-Cultural Interaction: Concepts, Methodologies, Tools, and Applications explores contemporary research and historical perspectives on intercultural competencies and transnational organizations. This three-volume compilation will present a compendium of knowledge on cultural diversity and the impact this has on modern interpersonal interactions.
Within these pages, a variety of researchers, scholars, professionals, and leaders who interact regularly with the global society will find useful insight and fresh perspectives on the field of cross-cultural interaction. Learning a second language proves useful as students navigate the culturally diverse world; however, studying a second language can be difficult for learners who are not immersed in the real and natural environment of the foreign language.
Some features of the site may not work correctly. DOI: Searching the book that you love to read first or find an interesting book that will make you want to read? Everybody has difference with their reason of reading a book. Actuary, reading habit must be from earlier. Many people may be love to read, but not a book. It's not fault.
Someone will be bored to open the thick book with small words to read. In more, this is the real condition. So do happen probably with this… Expand.
View via Publisher. Search form Search. About Us Contact Us. Title: Crossing Cultures in the Language Classroom. Institutional Author: Year: No of pages: p. Knowledge is of course the first cognitive skill for a good reason: without any knowledge none of the other skills can operate above we mentioned how knowledge forms the base of the cognitive skill pyramid , and for that reason Orientation activities are often concerned with reminding students of what they know already.
But already in the second question comprehension is introduced, and the third question knowledge is designed to sow the seeds for activity C of this class. Activity B provides an example of the kind of temporary knowledge we described above. The focus here is initially on synthesis in the form of classification of various pieces of knowledge that students are given and which they need know only for this class.
A later part of the activity is concerned to evaluate the classifications that students come up with, by comparing their different solutions to the problem. As often there is no one correct solution, but at the same time some are more correct than others! Both the synthesis and evaluation are instrumental to the aim that students come up with a hypothesis about why a certain social formation has arisen in a certain place in this case, the social formation is youth culture and the place is Britain.
Activity C is a listening activity that provides yet more temporary knowledge. Listenings will be familiar from EFL, but the difference is that students do not listen simply to understand the surface meaning of the words, but here at least they use the recorded interviews as evidence to test evaluate the hypothesis they themselves formulated in the previous activity. Other classes use listenings in different ways. Activity D is concerned with looking for relevant evidence to support arguments counter to activity B and continuing the conceptual orientation of Activity C comprehension and evaluation.
It is a freer activity than the previous ones: students should by now know what to look for. A final plenary pits the hypotheses of activity B against the hypothesis of activity D, in an attempt to counter the claim of Professor Bonheim that such comparison does not exist in Romania. It asks students to evaluate these two hypotheses and ends by asking students to apply the concepts to Romania and compare the situation in Britain and Romania.
Note that we do not attempt to make each class cover each skill to an equal degree. Such rigidity of structure which was a feature of the piloted materials easily leads to boredom and is anyway impossible in practical terms and even undesirable in theoretical. We think this is most appropriate to bilingual students, who are all — in theory at least —students that perform exceptionally well at school. To highlight how we have placed the skills into discursive formation, we have italicised them or given them in explanatory brackets.
Pupils use their extensive and detailed factual knowledge 10and comprehension of the culture of Britain and Romania drawn from the programme of study, to analyse relationships between a wide range of events, people, ideas and changes and between the features of the two societies Their explanations and analyses of, reasons for, and stated results of events and changes, are well substantiated and set in their wider cultural and historical context.
They analyse links between events and developments that take and took place in the two different countries and in different periods. They make balanced evaluations of differing interpretations of cultural events and developments in relation to their cultural context.
Obviously this set of paragraphs cannot easily be used to formulate assessments. It also suggests a way student performance can be compared one with the other through the use of a 5 point scale for each criterion.
We decided on a 5 point rather than the 10 point scale because it is simply easier to use. It is easy to translate into a final 10 point scale, however by finding the percentage of the total mark out of the maximum total of the criteria used. It is important to point out that not all of the chart will be applicable in all assessments, and we repeat that it is meant only as a suggestion of how a content-based subject like 8 See the Plan-cadru, page 2.
Four assessments, each deliberately of a radically different kind, are found at the end of each section of this book. Three of the assessments give students information thus avoiding concentration on memorisation and ask them to process it in a variety of ways.
In this case you may like to add as a criterion their skill at research. Crossing Cultures is designed so that as many kinds of students in bilingual classes as possible can make a successful contribution. We have taken this mixed-ability situation into account in several ways. More able students may fill in more than three boxes in the time allotted for the task. Similarly activity C of class A. It will also be clear that the teacher should encourage more able students to tackle the more difficult activities while the less able the easier ones so that all can achieve something positive appropriate to their level.
Class C. More able students would be bored by B. The very first introductory class is the most striking example. We have started with very simple and clear listenings in each section — Alex and Gabriel — progressed to rather more difficult ones and finished with longer listenings that are challenging both linguistically and conceptually.
In this way, all kinds of students will successfully be able to do something challenging.
0コメント