WorldWideScience

Sample records for culturally relevant teaching

  1. Perceptions and Practices of Culturally Relevant Science Teaching in American Indian Classrooms

    Science.gov (United States)

    Nam, Younkyeong; Roehrig, Gillian; Kern, Anne; Reynolds, Bree

    2013-01-01

    This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher…

  2. Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy

    Science.gov (United States)

    Choi, Yoonjung

    2013-01-01

    Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.

  3. Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy

    Science.gov (United States)

    Choi, Yoonjung

    2013-01-01

    Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.

  4. Building Humans and Dances: Exploring Cultural Relevancy as Teaching Artists

    Science.gov (United States)

    Gerdes, Ellen V. P.; VanDenend Sorge, Teresa

    2015-01-01

    As dance educators in Philadelphia's schools and instructors of dance pedagogy at the university level, the authors offer a glimpse into their teaching practices as a resource for others. The co-authors have a collective twenty years of teaching experience in urban environments, from Shanghai to Chicago, and Philadelphia, where they met as…

  5. Building Humans and Dances: Exploring Cultural Relevancy as Teaching Artists

    Science.gov (United States)

    Gerdes, Ellen V. P.; VanDenend Sorge, Teresa

    2015-01-01

    As dance educators in Philadelphia's schools and instructors of dance pedagogy at the university level, the authors offer a glimpse into their teaching practices as a resource for others. The co-authors have a collective twenty years of teaching experience in urban environments, from Shanghai to Chicago, and Philadelphia, where they met as…

  6. Using Culturally Relevant Teaching in a Co-Educational Mathematics Class of a Patriarchal Community

    Science.gov (United States)

    Mogari, David

    2017-01-01

    The paper reports on the use of culturally relevant teaching in a class located in a patriarchal community. The paper is conceptualised around the notion that learners' familiar context provided by the socio-cultural activities can facilitate mathematics learning and make it fun to learn. Data were derived from a lesson activity using…

  7. The Need for Culturally Relevant Dance Education

    Science.gov (United States)

    McCarthy-Brown, Nyama

    2009-01-01

    There is a need for culturally relevant teaching in dance education. Many dance teachers have heard the buzz words "culturally relevant teaching methods." Yet these dance educators acknowledge that the "dance culture" is not always synonymous with "culturally relevant." This paper examines the issue of culturally relevant teaching methods in dance…

  8. Culturally Relevant Teaching: Hip-Hop Pedagogy in Urban Schools. Counterpoints: Studies in the Postmodern Theory of Education. Volume 396

    Science.gov (United States)

    Prier, Darius D.

    2012-01-01

    "Culturally Relevant Teaching" centers hip-hop culture as a culturally relevant form of critical pedagogy in urban pre-service teacher education programs. In this important book, Darius D. Prier explores how hip-hop artists construct a sense of democratic education and pedagogy with transformative possibilities in their schools and communities. In…

  9. Multicultural Children's Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools

    Science.gov (United States)

    Leonard, Jacqueline; Moore, Cara M.; Brooks, Wanda

    2014-01-01

    This article reports on a teacher-research study that used multicultural texts as a context for teaching mathematics for cultural relevance during an elementary mathematics methods course. The results of the study reveal that 28% (5 out of 18) of the teacher candidates (TCs) chose books that were culturally contextual or culturally amenable.…

  10. Teaching science in culturally diverse classrooms: The relevance of multicultural coursework on novice teachers' instructional choice

    Science.gov (United States)

    Cunha, Thais B. P. da

    Science education reform in the United States has been slow to reduce the troubling science achievement gap between students from mainstream and non-mainstream backgrounds. Recent data suggest the gap persists in spite of improved attention to the multicultural education of teachers, and in spite of recent, more culturally inclusive and responsive curricular materials and instructional recommendations. In this study, I examine the cases of two European American male novice science teachers in middle schools with highly diverse populations, exploring their perceptions of the necessity of adapting their instructional approaches and the science curricula in order to meet the needs of their predominantly Native American, Mexican American, and African American students. Two theoretical frameworks inform this study, Rodriguez's (2005) sociotransformative constructivism, and Freire's critical pedagogy. I apply a qualitative case study method, to better understand and analyze the classroom setting and power relations of the context. Data consist of semi-structured interviews with each teacher, classroom observation and other field notes, the science curricular and instructional materials, and teachers' lesson plans. Each teacher acknowledged the ethnicities of students positively and noticed distinctive ethnocultural features (e.g., quinceaneras, Mexican Americans). Yet, their teaching approaches were primarily teacher-centric and monocultural. Each followed the book, usually lecturing, and striving dutifully to "cover" the topics. They did not solicit students' knowledge or engage them in dialog to explore their thinking. Even when the curriculum guide detailed relevant science knowledge students of some cultural groups might have, both teachers declined to use it. These well-meaning teachers did not fully perceive that students whose culture was different from their own might have different and relevant knowledge, experiences, or histories which were resources for

  11. Teaching History to Adolescents: A Quest for Relevance. Adolescent Cultures, School, and Society. Volume 52

    Science.gov (United States)

    Beineke, John A.

    2011-01-01

    "Teaching History to Adolescents: A Quest for Relevance" is an exploration of research, ideas, trends, and practices for educators who teach American history to adolescents from the middle grades through high school. Higher education faculty in history and professional education will also find the book germane to their work. Topics within the…

  12. Teaching Language, Teaching Culture.

    Science.gov (United States)

    Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

    1997-01-01

    Essays and research reports on the relationship between teaching second languages and teaching culture include: "Teaching Culture as an Integrated Part of Language Teaching: An Introduction" (Chantal Crozet, Anthony J. Liddicoat); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted…

  13. Teaching Languages, Teaching Cultures.

    Science.gov (United States)

    Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

    This collection of papers examines what it means to teach culture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "Teaching Cultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching"…

  14. The Relevance of Accent in L2 Pronunciation Instruction: A Matter of Teaching Cultures or Language Ideologies?

    Science.gov (United States)

    Falkert, Anika

    2016-01-01

    The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teaching cultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR…

  15. Using Active Learning to Teach Culturally Relevant Personal Finance to Native American Students

    Science.gov (United States)

    Saboe, Lorna

    2014-01-01

    Active learning is a teaching approach that requires students to do something intellectually with course content. This involves examining, questioning, and relating knowledge gained from previous experiences to new knowledge and skills. Native American students have been found to have low financial literacy skills. Family and consumer sciences…

  16. A Journey with a Refugee Family: Raising Culturally Relevant Teaching Awareness

    Science.gov (United States)

    Berumen, Freyca Calderon; Silva, Cecilia

    2014-01-01

    In a context that is increasingly becoming more diverse, we consider it essential to promote activities to develop linguistic and cultural awareness among preservice teachers. This chapter is based on the narratives of college students who when enrolled in an English as a Second Language class participated in a project where they accompanied newly…

  17. Teaching Culture Through Films

    Institute of Scientific and Technical Information of China (English)

    徐婷

    2016-01-01

    Cultural teaching is an issue which is associated with complexity and paradox and also it is a big challenge for faculty. Teaching culture through films has become an important way of cross-cultural teaching This paper focuses on the reasons for teaching culture through films, the value and how it works. And finally it leads out the prospects of cultural teaching through films.

  18. The Relevance of Anthropology to Language Teaching

    Science.gov (United States)

    McLeod, Beverly

    1976-01-01

    The relevance of anthropological theory, methodology, and literature to language teaching is discussed. It is argued that culture should be taught explicitly in the language classroom, and that the anthropological theory of cultural relativity is useful in creating a judgment-free atmosphere. (Author/RM)

  19. Culturally relevant inquiry-based laboratory module implementations in upper-division genetics and cell biology teaching laboratories.

    Science.gov (United States)

    Siritunga, Dimuth; Montero-Rojas, María; Carrero, Katherine; Toro, Gladys; Vélez, Ana; Carrero-Martínez, Franklin A

    2011-01-01

    Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students' interest in pursuing a research career. In this paper, we present a model for the implementation of laboratory research in the undergraduate teaching laboratory using a culturally relevant approach to engage students. Laboratory modules were implemented in upper-division genetics and cell biology courses using cassava as the central theme. Students were asked to bring cassava samples from their respective towns, which allowed them to compare their field-collected samples against known lineages from agricultural stations at the end of the implementation. Assessment of content and learning perceptions revealed that our novel approach allowed students to learn while engaged in characterizing Puerto Rican cassava. In two semesters, based on the percentage of students who answered correctly in the premodule assessment for content knowledge, there was an overall improvement of 66% and 55% at the end in the genetics course and 24% and 15% in the cell biology course. Our proposed pedagogical model enhances students' professional competitiveness by providing students with valuable research skills as they work on a problem to which they can relate.

  20. African American History and Culture: A Grassroots Interpretation of Culturally-Relevant Teaching for Academic Achievement and College Access

    Science.gov (United States)

    Cross, Beverly E.

    2008-01-01

    The Achievement, Confidence and Excellence (ACE) Academy in Memphis is a partnership involving the University of Memphis, its Benjamin Hooks Institute for Social Change, and three area school districts. ACE operates as a Saturday Institute, serving three hundred seventh to twelfth grade African American students. Grounded in culturally relevant…

  1. Culture and English Teaching

    Institute of Scientific and Technical Information of China (English)

    李莹

    2008-01-01

    There is a natural relationship between culture and language. Language reflects how the people of a nation form the unique way of life and the way of thinking. Therefore, English teaching necessarily involves cultural education as well. This paper analyzes the influence of social culture in English teaching and tries to set up a principle of teaching English culture.

  2. Teaching Nazi Culture

    Directory of Open Access Journals (Sweden)

    Patty Lee Parmalee

    2014-10-01

    Full Text Available Nazi Culture would seem at first to be a very esoteric subject to teach to the rather practical-minded and not very cosmopolitan students of a northern New Jersey state college. But of course it is really a distancing technique, a Verfremdungseffekt a la Brecht. Teaching fascism is not really teaching fascism per se, but an angle for teaching capitalism and socialism. And teaching Nazi culture is an angle for teaching some of the purposes of capitalist ideology.

  3. Culture Transmission in Language Teaching

    Institute of Scientific and Technical Information of China (English)

    CHEN Li-qun

    2003-01-01

    Culture and language have close relation and are combined together . So teaching language is a process of teaching cultural knowledge . And teaching language is not perfect without teaching the factors of culture.

  4. We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

    Science.gov (United States)

    Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

    2011-10-01

    Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

  5. Developing "Teaching-Specific" Spanish Competencies in Bilingual Teacher Education: Toward a Culturally, Linguistically, and Professionally Relevant Approach

    Science.gov (United States)

    Aquino-Sterling, Cristian R.; Rodríguez-Valls, Fernando

    2016-01-01

    The emergence of K-12 bilingual/dual-language schools in the United States requires bilingual teacher education programs across the nation to continue to "build on the language strengths" of bilingual teacher candidates and provide them with ample opportunities to acquire the language competencies needed for teaching content-area…

  6. Cultural Differences and English Teaching

    Institute of Scientific and Technical Information of China (English)

    李毅

    2009-01-01

    ach culture in English education.This paper expounds the connotation of culture and language, points out the reasons of culture teaching in English education, and raises some suggestions and methods on English culture teaching.

  7. Why Teach Visual Culture?

    Science.gov (United States)

    Passmore, Kaye

    2007-01-01

    Visual culture is a hot topic in art education right now as some teachers are dedicated to teaching it and others are adamant that it has no place in a traditional art class. Visual culture, the author asserts, can include just about anything that is visually represented. Although people often think of visual culture as contemporary visuals such…

  8. Culture and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    程欣

    2008-01-01

    Culture teaching has been considered to be a very important element in foreign language teaching.Since English has become an international language,this paper mainly talks about the relationship between culture and English teaching.There are three parts in this paper: I. The role of culture in English teaching;Ⅱ.Culture teaching methods in the English classroom;Ⅲ.A danger in teaching cultures in English class.

  9. Disabled People as Culturally Relevant Teachers

    Directory of Open Access Journals (Sweden)

    Gail Pritchard

    2010-04-01

    Full Text Available This paper contends that disabled teachers are in such short supply as to be invisible even amongst minority teachers from already vastly marginalised populations. This is not simply because discriminatory practices are embedded within employment policies of educational systems, but deeply held socio-cultural attitudes also prevent disabled people accessing and attaining basic and later, higher levels of academic achievement. The central argument here is a simple one; disabled people as teachers offer a unique knowledge standpoint, challenge the animosity of dominant cultural beliefs around disability as analogous with passivity or non-achieving, and provide a source of resistance, solace and resolution for students they teach. Disabled people as educators enact exemplary pedagogic justice and socially inclusive practice. The aim of this paper is to explore the benefits to students and places of higher education alike of embracing both the person and the role of the teacher with disability as culturally relevant educators. Keywords: minority teachers, marginality, disability, cultural relevance, higher education

  10. Teaching and Learning Culture

    DEFF Research Database (Denmark)

    , including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning......Book description: This book is based on educational research conducted by researchers from the Department of Learning and Philosophy and the Confucius Institute for Innovation and Learning at Aalborg University. Empirically, it reports on different approaches to teaching and learning of culture...... of culture in different educational settings from primary school to university. A central theme in the book is the power of context. The studies illustrate in multiple ways, and from different angles, that “culture is not taught in a vacuum or learned in isolation”, but may be influenced by many factors both...

  11. Teaching and Learning Culture

    DEFF Research Database (Denmark)

    inside and outside the classroom; at the same time, culture also influences the context of the learning. The context may be “invisible” and hide itself as tacit knowledge or embedded values, or it may be very visible and present itself as a fixed curriculum or an established tradition. No matter what......, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning......, but instead, should explore how the context may be integrated into and used constructively in the teaching and learning of culture. This allowance of context in the classroom will allow for teachers, students, subjects and contexts to enter into a dialogue and negotiation of meaning that will enrich each...

  12. Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures

    Science.gov (United States)

    Kustra, Erika; Doci, Florida; Gillard, Kaitlyn; Hondzel, Catharine Dishke; Goff, Lori; Gabay, Danielle; Meadows, Ken N.; Borin, Paola; Wolf, Peter; Ellis, Donna; Eiliat, Hoda; Grose, Jill; Dawson, Debra L.; Hughes, Sandy

    2015-01-01

    An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students' perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support…

  13. Culture in Foreign Language Teaching

    Science.gov (United States)

    Kramsch, Claire

    2013-01-01

    In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners' culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And…

  14. Teaching World Cultures through Artifacts

    Science.gov (United States)

    Hauf, James E.

    2010-01-01

    Teaching world cultures in the middle-level geography classroom presents challenges both because of the complexity of culture and because of the characteristics of students of this age. One effective way to teach about a culture is through the use of cultural artifacts. This article discusses how to collect and use cultural artifacts in the…

  15. Critical Reflectivity and the Development of New Culturally Relevant Teachers

    Science.gov (United States)

    Durden, Tonia R.; Truscott, Diane M.

    2013-01-01

    Three case studies present how preservice teachers use reflections while learning to teach. Interviews and document analysis reveal that critical reflections evidence greater understanding of culturally relevant pedagogy and offer a platform for critical consciousness. Using critical reflectivity to develop teachers' understandings of culturally…

  16. Teaching Science from Cultural Points of Intersection

    Science.gov (United States)

    Grimberg, Bruna Irene; Gummer, Edith

    2013-01-01

    This study focuses on a professional development program for science teachers near or on American Indian reservations in Montana. This program was framed by culturally relevant pedagogy premises and was characterized by instructional strategies and content foci resulting from the intersection between three cultures: tribal, science teaching, and…

  17. Teaching Japanese Popular Culture

    Directory of Open Access Journals (Sweden)

    Deborah Shamoon

    2010-04-01

    Full Text Available Japanese popular culture has arrived on American college campuses as never before. Student interest in Japanese manga (comic books, anime (animated films and television shows, and video games drives much of the enrollment in Japanese courses and Japanese majors and minors. In response to student interest, as well as the establishment of popular culture as a topic of serious academic scholarship, the demand for courses on Japanese popular culture has never been higher. Yet the number of scholars specializing in the study of popular culture is still relatively small. This can potentially create problems, as faculty teach outside their expertise, and perhaps face an uncomfortable situation in which the students know more about the topic than the professor. In this article, I will offer some suggestions and advice for faculty creating a popular culture course for the first time, based on my experiences teaching undergraduates at the University of Notre Dame. The course I developed reflects my background in Japanese literature and film, and is but one example of many possible approaches to the topic. The sample syllabus and list of resources at the end of this article provide citations for all text and media sources mentioned.

  18. Culture Teaching in Senior English

    Institute of Scientific and Technical Information of China (English)

    徐晓飞

    2015-01-01

    The goal of English teaching is to have students master the English language as well as foster their cultural awareness,which will serve the communicative goal of language.However,many teachers of English now ignore the goal of the new curriculum and pay much attention to the language points and grammar while neglecting culture teaching.This essay concerns the problem of lacking culture teaching and the im-portance of cultural knowledge or information input in English teaching in senior school,in order to improve and perfect English teaching.

  19. ON CULTURE TEACHING IN ELT

    Institute of Scientific and Technical Information of China (English)

    RenQiang

    2004-01-01

    The research of culture teaching in ELT refers mainly tothree aspects: the necessity to teach, what to teach and how toteach. This article reviews briefly the process of development ofcultural studies and introduces the relation between culture andELT, indicating the importance of culture teaching in ELT inChina. It also states the contents of cultural communicationinformation, analyses some pragmatic errors that may appear,and further expounds that the final objective is to achieve thelanguage acquisition of English-learners through cultureteaching. In the early stage of language teaching, under theinfluence of formalism and structuralism, cultural studies wererestricted to the edge of English language teaching, and theresearch of linguistics and literature developed respectively intwo relatively parallel lines. Later, anthropology and sociologybegan to influence linguistic theory and language teaching.Since the 1990s, cultural studies have been discussed morefrequently, and there is regained interest and understanding inEnglish language teaching and research. Our English languagecurriculum has especially accepted culture teaching as one of theobjectives in language teaching.

  20. Clinical embryology teaching: is it relevant anymore?

    Science.gov (United States)

    Scott, Karen M; Charles, Antony Robert; Holland, Andrew J A

    2013-10-01

    Embryology finds itself jostling for precious space in the crowded medical curriculum, yet remains important for helping students understand birth defects. It has been suggested that teaching embryology through clinical scenarios can increase its relevance and interest. The aim of this research was to determine the attitudes of final-year medical students to learning embryology and whether clinical scenarios aid understanding. Final-year medical students undertaking their paediatric rotation in 2009 and 2010 were invited to attend an optional lecture on clinical embryology and participate in the research. In the lecture, three clinical scenarios were presented, in which the lecturer traced the normal development of a foetus and the abnormal development that resulted in a birth defect. Outcomes were assessed quantitatively using a paper-based survey. The vast majority of students who valued embryology teaching in their medical programme thought it would assist them with clinical management, and believed learning through case scenarios helped their understanding. Students were divided in their beliefs about when embryology should be taught in the medical programme and whether it would increase their workload. Embryology teaching appears to be a valuable part of the medical curriculum. Embryology teaching was valued when taught in the clinical environment in later years of the medical programme. Students, clinicians and medical educators should be proactive in finding clinical learning opportunities for embryology teaching. © 2013 Royal Australasian College of Surgeons.

  1. Culturally relevant physical education in urban schools: reflecting cultural knowledge.

    Science.gov (United States)

    Flory, Sara B; McCaughtry, Nate

    2011-03-01

    Using a three-part theoretical framework, the cultural relevance cycle-which consists of (a) knowing community dynamics, (b) knowing how community dynamics influence educational processes, and (c) implementing strategies that reflect cultural knowledge of the community--we examined teachers' and students' perspectives on culturally relevant physical education in urban settings. We observed and interviewed 53 physical education teachers and 183 students in urban districts over 4 years. We identified themes of care, respect, language and communication, and curricular content that explained how these teachers enacted the cultural relevance cycle. Within these themes, teachers and students specified global and discipline-specific components of care, the rflattening of social hierarchies among students and between students and teachers, accommodation of English as a second language and urban communication, and relevant curricular content as necessary for achieving cultural relevance. Enacting the cycle of cultural relevance resulted in respectful learning environments in which students were highly engaged; however very few teachers enacted all three steps of the cycle.

  2. Where's the Race in Culturally Relevant Pedagogy?

    Science.gov (United States)

    Milner, H. Richard, IV

    2017-01-01

    Background/Context: When Ladson-Billings described the pedagogical practices of successful teachers of African American children and consequently conceptualized culturally relevant pedagogy as an analytic resource to describe and make sense of pedagogical practices of teachers, her discussion was situated in a frame that examined instructional…

  3. Culture Teaching in English Language Classes

    Institute of Scientific and Technical Information of China (English)

    Wu Qixuan; Zhao Shuncai

    2007-01-01

    Language is closely related to culture. Language expresses and embodies cultural reality, in the meantime, culture exerts enormous influences on language. Therefore, language learning is often culture learning. The author, based on the negligence of culture teaching in English language classes, illustrates the influences of cultural knowledge on reading, translating and intercultural communicating, and proposes suggestions on culture teaching in English language teaching (ELT).

  4. Culture and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    Lu Xuhong

    2009-01-01

    This paper argues that cross -cultural communication between Chinese and Foreigners often runs into trouble. Some factors which block communication lie in culture - governed structures of language. In view of the fact that the cultural messages are reflected in people' s daily use of language, culture dements should not be overlooked in FLT. This paper attempts to explore the ways of including culture teaching in the language classroom.

  5. Culturally Relevant Texts and Reading Assessment for English Language Learners

    Science.gov (United States)

    Ebe, Ann E.

    2010-01-01

    This article reports on a study that explored the relationship between reading proficiency and cultural relevance of text for third-grade English Language Learners (ELLs). The author presents the Cultural Relevance Rubric that helps define and determine cultural relevance of texts. Participants used the rubric to rate the cultural relevance of two…

  6. Culture Influences on English Language Teaching

    Science.gov (United States)

    Zhang, Xue-wei; Yan, Ying-jun

    2006-01-01

    It's obvious that the teaching situation and teaching methods used in English Language Teaching (ELT) in China need to be changed to involve culture instead of language knowledge only. To further explain the importance of culture teaching, teachers need to know to what extent cultural background knowledge influences language learning and teaching,…

  7. Enhancing Cultural Creativity in College English Teaching

    Institute of Scientific and Technical Information of China (English)

    徐天舒

    2014-01-01

    The goal of language teaching is to enable students to communicate in target cultural context, so improving their cultural creativity becomes essential. Culture teaching in college English teaching serves not only to develop students’ linguistic ability, but also to increase their cultural creativity. College teaching must provide students with the opportunities to learn to know, learn to do and learn to interact.

  8. Culture in foreign language teaching

    Directory of Open Access Journals (Sweden)

    Claire Kramsch

    2013-01-01

    Full Text Available In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004 and to the concept of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010. Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow.

  9. Culture and Language Teaching

    Institute of Scientific and Technical Information of China (English)

    李琳

    2008-01-01

    @@ Ⅰ.What Is Culture In 1871,in his classic book Primitive Culture,British anthropologist Edward Tylor first gave the definition of culture which is widely quoted: "Culture…is that complex whole which includes knowledge,beliefs,arts,morals,law,custom and any other capacities and habits acquired by man as a member of society".

  10. Native Culture Issues in Cross-cultural Teaching

    Institute of Scientific and Technical Information of China (English)

    万欣

    2012-01-01

      The bi-direction of cross-cultural communication determines culture teaching should include both target culture and native culture. Currently, however, mere emphasis of target culture with ignoring native culture has resulted in“two-skin”phenomenon and“aphasia of Chinese culture”. Therefore, this paper aims to underline native culture teaching, to explore proper techniques for native culture teaching, to achieve integration of target culture and native culture, to enhance students’expressive competence in native culture and finally to carry out effective cross-cultural communication.

  11. The Teaching of Culture in English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴月娥

    2012-01-01

      Language is not only part of culture, but also the carrier. The relationship between them decides the important role of culture teaching in language teaching. However, some problems still exist in college English teaching. For example, classroom English teaching time is not enough for culture teaching; English learners’native language thinking has negative transfer in the target language learning, etc.. In order to solve these problems, this paper tends to discuss whether English teaching should put an emphasis on Big-C Culture or Little-c Culture.

  12. Culturally Relevant Education: Extending the Conversation to Religious Diversity

    Science.gov (United States)

    Aronson, Brittany; Amatullah, Tasneem; Laughter, Judson

    2016-01-01

    Culturally relevant education represents a wide collection of pedagogies of opposition to social injustice and holds a commitment to collective empowerment and social justice. By using culturally relevant education as a framework, we make the case to include religious diversity as a part of culturally relevant education intentionally. We believe…

  13. On the Cultural Difference in the Teaching

    Institute of Scientific and Technical Information of China (English)

    YIN Zhao-rong

    2003-01-01

    This paper makes an analysis on the Cultural difference in the teaching. Culturaldifference can be reflected in many aspects in the teaching, so the foreign language teachersshould fill their course with cultural factors.

  14. Introducing Culture in Secondary School English Teaching

    Institute of Scientific and Technical Information of China (English)

    张庆月

    2015-01-01

    <正>The status of cultural teaching and the relationship between language teaching and cultural teaching have been an issue of supreme significance.In the past half century,an increasing number of well qualified teachers of foreign languages realized that the culture which is closely related to the target language should be an integrated part of language teaching.Scholars and teachers have reached a consensus that inclusion of culture

  15. The Cultural Introduction in College English Teaching

    Institute of Scientific and Technical Information of China (English)

    汤瑷宁

    2015-01-01

    Language is closely connected to culture, which is a presentation of culture. College English teaching is not just the language teaching, the cultural introduction is also essential. The paper puts forward the concrete application of culture introduction in college English class through analyzing the importance of culture introduction. It is helpful to change students’ lower cultural quality and poor communicative competence. It is conducive to have a clear understanding of English culture and improve students’ English integrated applied abilities and communication skills.

  16. Cross-cultural Communication and English Teaching

    Institute of Scientific and Technical Information of China (English)

    刘爽

    2014-01-01

    Language is the carrier of culture .Culture is the essence of language .However , most Chinese English teaching seriously lacksthe diverse English culture acquisition .The main topic of this essay is to point out the lexicon differences between English and Chinese languagesand then is about the application of cross -cultural knowledge in English teaching .

  17. Relevance Theory and Its Implications to Second Language Teaching

    Institute of Scientific and Technical Information of China (English)

    张琪

    2014-01-01

    Relevance Theory Regards human communication as an intentional activity, and as an ostensive-inferential cognitive process. Based on the three key concepts of RT, the present paper shows the implications of this theory in second language teaching.

  18. Culture-Introduction in the English Teaching

    Institute of Scientific and Technical Information of China (English)

    李婕

    2007-01-01

    Learning a language is much more than learning its vocabulary and grammar rules, but also culture, and every culture in each nation has distinct characteristics that made it different from every other culture. This thesis begins with the relationship of language and culture, then analyses the present situation of culture-introduction in the English teaching, explains and points out its necessity and great significance, further puts forward some effective ways of culture-introduction in the English teaching.

  19. Should We Teach Culture along with English?

    Institute of Scientific and Technical Information of China (English)

    黄一帆

    2009-01-01

    Language is an important carrier of culture while culture is embodied by language.These two factors correlate with each other closely.The question"Should we teach culture Mong with English"is what we are focused on here.This essay attempts to define the notion of culture,to explore the relationship between language and culture,and to aim at leading to the conclusion that we should teach culture Mong with language in the EFL classroom.

  20. Operations Management Teaching: Establishing Content and Relevance to Practitioners

    Science.gov (United States)

    Doran, Desmond; Hill, Alex; Brown, Steve; Aktas, Emel; Kuula, Markku

    2013-01-01

    This paper explores the relevance to industry's needs of operations management (OM) teaching in higher education, by researching the content of OM modules delivered by UK academics and comparing the results of this research with the views of business practitioners having had first-hand experience of OM teaching on MBA programmes. To determine…

  1. Cultural Awareness in Language Teaching

    Institute of Scientific and Technical Information of China (English)

    王延

    2004-01-01

    语言是文化的载体,是文化的一面镜子,二者是相互依存的关系,学习语言离不开文化环境.许多教师在英语教学中,没有充分意识到不同的语言代表不同的文化,在很多情况下,只重视语言技能的训练,而忽略了文化意识的渗透.实际上,学习一门语言,不仅仅是掌握一套语法规则,积累大量词汇,通过各种级别的考试,而是以语言为桥梁,获得交际能力,以吸取不同文化背景的知识及信息.这样才能实现以提高学生交际能力为最终目的的教学;所以作为高校英语教师,我们应该提高文化意识,同时利用多样的教学手段和方法培养学生的文化意识,使其获得跨文化交际的语言能力.%Language is a part of culture and plays a very important role in it. On the other hand, language is influenced and shaped by culture; it reflects culture. Language learning can't be separated from cultural situation. In language teaching, a lot of teachers can't realize that different languages stand for different cultures, they often focus on the"usage"of language and ignore the"use"of language. In fact, their teaching has become a kind of training of linguistic skills. Thus the cross-cultural communication ability as the ultimate teaching objective will be difficult to be realized. As foreign language teachers, we should raise cultural awareness and as well facilitate students' cultural awareness by various strategies and methods and improve their communicative ability.

  2. Tasks for Integrating Language and Culture Teaching

    Science.gov (United States)

    Neff, Peter; Rucynski, John, Jr.

    2013-01-01

    This article discusses the role of culture in language teaching and provides activities for introducing culture in the classroom, focusing on teaching context and methodology to integrate culture. The authors outline five activities that can be adapted to the language level and interests of students. Instructions for each activity include language…

  3. Foreign Language Teaching and Cultural Identity.

    Science.gov (United States)

    Nasr, Raja T., Ed.; And Others

    A collection of works on the role of cultural identity in second language learning and teaching includes: "Linguas estrangeiras e ideologia" (Roberto Ballalai); "Cultural Identity and Bilinguality" (Josiane F. Hamers, Michel Blanc); "Foreign Language Teaching and Cultural Identity" (Lakshmie K. Cumaranatunge);…

  4. Cultural Knowledge in College English teaching

    Institute of Scientific and Technical Information of China (English)

    闵丹

    2015-01-01

    Language is the carrier for spreading culture. Only after understanding the cultural connotation in language, can students master a foreign language to great extent. However, in our English teaching, teacher only focuses on linguistic forms rather than English countries' society or culture. Due to this kind of English teaching, students may misunderstand the connotative meaning of the whole sentence and fail to communicate with people from different culture in real communication situation. Based on the relationship between culture and language teaching, the paper discusses the problems caused by ignoring the impacts of culture in English teaching and continues to present some practical methods of inputting cultural background knowledge in English teaching so as to foster students' communicative competence.

  5. Cultural Contents Taught in English Teaching

    Institute of Scientific and Technical Information of China (English)

    涂孝春

    2007-01-01

    Language and culture are closely related to each other. From the aspect of language as the semiotic system, language is the carrier of culture and culture is the entailment of language .The language of any nation bears the deep content of its culture .It can be said that language is the reflection of a nation's culture .Therefore the learning of a language must be connected with the acquisition of the corresponding culture. In the English classrooms English teacher should teach the language and the culture as well. This paper deals with both the cultural contents to be taught and the principles of teaching them in the English classrooms.

  6. Target Cultural Issues in College English Teaching

    Institute of Scientific and Technical Information of China (English)

    WAN Xin

    2016-01-01

    With the passage time, China has been playing a increasingly important role in world stage, so what a current college English classroom needs is not a mere mastery of English language, but an overall understanding of target culture. In order to at-tain this goal, analysis concerning the current situation of target cultural teaching in college English teaching classroom should be done, and suggestions about target cultural teaching in college English teaching classroom should be put forward. By doing so, students will not only improve their linguistic competence, but also will enhance their inter-cultural performance.

  7. Culturally Relevant Management Education: Insights from Experience in Nunavut

    Science.gov (United States)

    Wihak, Christine

    2005-01-01

    The author's experience with a Nunavut business management education program illustrates how to develop culturally relevant organizational behavior curriculum. The process initially involved interviews with Inuit Elders about culturally appropriate responses to scenarios of cultural conflicts in the workplace identified by Inuit managers. The…

  8. Some Aspects of Culture Teaching in Foreign Language and ESP Classes: Cultural Scripts and Small Talk

    Directory of Open Access Journals (Sweden)

    Ivona Baranovskaja

    2011-12-01

    Full Text Available The present paper deals with the problem of teaching culture in the foreign language classes at all levels of education. Cultural studies should not be separated from the language syllabus and foreign language learning should not be limited to formal learning of systems of sounds, words, and syntactic structures, but should also include learning the culture of the target language. Success in intercultural communication depends greatly on the understanding of a number of cultural features. The article emphasizes the importance of teaching and learning target culture, as well as introduces the analysis of cultural scripts and small talk in English, Russian and Polish languages. Understanding the cultural differences will benefit and facilitate cross-cultural communication under diverse circumstances. Thereby, this issue is relevant to foreign language and ESP classes focusing on the improvement of both students’ language and cultural skills.

  9. Culturally Responsive Teaching: Understanding Disability Culture

    Science.gov (United States)

    Darrow, Alice-Ann

    2013-01-01

    To be culturally responsive teachers, we must first have an understanding of other cultures and how students from these cultures differ from one another. As we consider the many cultures represented in our classrooms, we might also consider students with disabilities as a cultural group. Within any main culture are subgroups differentiated by…

  10. Cultural Education in English Language teaching

    Institute of Scientific and Technical Information of China (English)

    易虹

    2008-01-01

    The cultural education has various influences for the English language teaching, Therefore, the teachers should pay much attention to the dissemination of cultural knowledge to the students. This thesis starts with the definition of culture. And then it analyzes the cause from the cultural education. We can have a thorough understanding of the cultural education from different angles to interpret the cultural education. The conclusion part of the paper, it illustrates explicitly the relationship between English. It starts with the function of English on the science technology, at last, the paper has a general conclusion of the content, focusing on the cultural education in English language teaching.

  11. The Cultural Introduction in College English Teaching

    Institute of Scientific and Technical Information of China (English)

    汤瑷宁

    2015-01-01

    Language is closely connected to culture,which is a presentation of culture.College English teaching is not just the language teaching,the cultural introduction is also essential.The paper puts forward the concrete application of culture introduction in college English class through analyzing the importance of culture introduction.It is helpful to change students’lower cultural quality and poor communicative competence.It is conducive to have a clear understanding of English culture and improve students’English integrated applied abilities and communication skills.

  12. The Application of Relevance Theory in NCEⅡTeaching

    Institute of Scientific and Technical Information of China (English)

    曹盼盼

    2014-01-01

    New Concept EnglishⅡwith the accurate pronunciation, strong practicality, and many short and interesting stories as its content,has gained a global reputation as the most enduring and the most classic English teaching materials, which has been fairly popular among a great majority of English learners, especially the beginners. At present there are few researches on NCEⅡteaching, let alone any study from the pragmatics perspective. To have more effective learning and teaching of this book, the rele-vance theory of cognitive pragmatic plays an essential role.

  13. Cultural Connotation in English Vocabulary Teaching

    Institute of Scientific and Technical Information of China (English)

    ZhangJiying

    2004-01-01

    As an English language teacher with years of teaching experience, I have gradually recognized this fact that foreign language instruction and its vocabulary learn/rig should be closely combined with learning the knowledge of cultural contents of target language. Unfortunately, only a small number of teachers realize that teaching culture is very

  14. Teaching Culture. Strategies for Intercultural Communication.

    Science.gov (United States)

    Seelye, H. Ned

    Based on the assertion that language and culture study are best brought together when the teacher is effective in the affective as well as cognitive and skills domains, teaching strategies and activities are presented that combine specific teaching techniques and ideas with other human and cultural resources in and out of the classroom. Chapters…

  15. On the Development of Cultural Awareness in Business English Teaching

    Institute of Scientific and Technical Information of China (English)

    张楹

    2008-01-01

    Business English teaching is inseparable from culture teaching. Cultural awareness is of great importance in English teaching and learning. In order to improve students' communicative ability in business, we should attach importance to develop students' cultural awareness.

  16. Culture Input in Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    胡晶

    2009-01-01

    Language and culture are highly interrelated, that is to say, language is not only the carrier of culture but it is also restricted by culture. Therefore, foreign language teaching aiming at cultivate students' intercultural communication should take culture differences into consideration. In this paper, the relationship between language and culture will be discussed. Then I will illustrate the importance of intercultural communication. Finally, according to the present situation of foreign language teaching in China, several strategies for cultural input in and out of class will be suggested.

  17. Teaching NHCE with Cross-Cultural Simulations

    Institute of Scientific and Technical Information of China (English)

    杨非

    2008-01-01

    Cross-cultural communication competence is very important for the students who study English as a second language. In order to teach effectively.the teachers may try to teach with cross-cultural simulations.The au- thor Of the article uses 5 simulations in the course of New Horizon College English.Although the sample size in this research is small,the author shows the ideas that cross-cultural awareness is related to communication competence and teaching with cross-cultural simulations helps understanding.

  18. The Communicative Approaches Revisited and the Relevance of Teaching Grammar

    Science.gov (United States)

    Ahmed, Sawsan; Alamin, Abdulamir

    2012-01-01

    The field of English as a second language has gone through a number of changes in the last decades and has seen extreme adjustments throughout the methods of teaching and curriculum planning. This article finds the relevance of the old methods to the new methods. After providing the background it becomes apparent that almost all the older methods…

  19. Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

    Science.gov (United States)

    Durden, Tonia R.; Escalante, Elsita; Blitch, Kimberly

    2015-01-01

    Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children's socio-cultural development and awareness. Data sources included questionnaires, interview…

  20. Cultural Differences and English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴卞

    2011-01-01

    With the development of the cross-cultural communication,more and more people have recognized the interaction between language and culture.Each culture has its own characteristic and is different from one another.Because of cultural differences,difficulties often arise in communication between different people.In China,English is taught as a foreign language.Both teachers and students should be aware of the differences between eastern and western culture in their teaching and study.

  1. Culture Differences and English Teaching

    Science.gov (United States)

    Wang, Jin

    2011-01-01

    Language is a part of culture, and plays a very important role in the development of the culture. Some sociologists consider it as the keystone of culture. They believe, without language, culture would not be available. At the same time, language is influenced and shaped by culture, it reflects culture. Therefore, culture plays a very important…

  2. On Culture Teaching in the English Language

    Institute of Scientific and Technical Information of China (English)

    谢飞翔

    2011-01-01

    @@ Language is a part of culture and plays a very important role in it.Some social scientists consider it the keystone of culture.Language and culture evolved together and have been mutually development through their history.The rise of civilization and the development of writing exhibit the same kind of mutual dependenee.Much of the recent work has revealed that language is related to cognition,and cognition in turn is related tO the cultural setting.1 would like to put forwards three principles to teach culture in English language teaching.Now I gladly have the opportunity to exchange my view with you.

  3. Developing Cultural Awareness in Foreign Language Teaching

    Science.gov (United States)

    Shemshadsara, Zahra Ghorbani

    2012-01-01

    Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…

  4. Cumulative cultural evolution: the role of teaching.

    Science.gov (United States)

    Castro, Laureano; Toro, Miguel A

    2014-04-21

    In humans, cultural transmission occurs usually by cumulative inheritance, generating complex adaptive behavioral features. Cumulative culture requires key psychological processes (fundamentally imitation and teaching) that are absent or impoverished in non-human primates. In this paper we analyze the role that teaching has played in human cumulative cultural evolution. We assume that a system of cumulative culture generates increasingly adaptive behaviors, that are also more complex and difficult to imitate. Our thesis is that, as cultural traits become more complex, cumulative cultural transmission requires teaching to ensure accurate transmission from one generation to the next. In an increasingly complex cultural environment, we consider that individuals commit errors in imitation. We develop a model of cumulative cultural evolution in a changing environment and show that these errors hamper the process of cultural accumulation. We also show that a system of teaching between parents and offspring that increases the fidelity of imitation unblocks the accumulation and becomes adaptive whenever the gain in fitness compensates the cost of teaching.

  5. Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

    Science.gov (United States)

    Goldston, M. Jenice; Nichols, Sharon

    2009-04-01

    This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces.

  6. Interactive Teaching Across Culture and Technology

    OpenAIRE

    Chumbo, Isabel; Silva, Elisabete Mendes

    2015-01-01

    Remember the time when you had a teacher in front of a blackboard endlessly talking, sometimes in a rambling way to students? Those days are gone. This project is a proof of that and aims at palliating students’ boredom. Interactive Teaching Materials across Culture and Technology (INTACT) intends to present an alternative way in the teaching paradigm as it intends to be a resourceful tool in the teaching/learning process. Both teachers and students can work together coopera...

  7. The Cultural Component of Language Teaching.

    Science.gov (United States)

    Kramsch, Claire

    1995-01-01

    This article proposes a theoretical framework for teaching culture through language that suspends the traditional dichotomy between the universal and the particular in language teaching and embraces the particular as a platform for dialogue and as a common struggle to realign differences. (30 references) (Author/CK)

  8. Teaching Culture: Questioning Perspectives on Our Practices

    Science.gov (United States)

    Met, Myriam

    2010-01-01

    Despite years of training, teaching experience, reading professional literature, attending conferences, and learning from expert colleagues, when it comes to the teaching of culture, the author wishes she knew more answers to many critical questions. Her questions are framed by the basic questions that all curricula seek to answer: WHAT is the…

  9. Developing Cultural Awareness In Foreign Language Teaching

    OpenAIRE

    2006-01-01

    Regardless of different points of view, culture has taken an important place in foreign language teaching and learning studies. It has been widely recognized that culture and language is used as a main medium through which culture is expressed. However, “pure information” is useful but does not necessarily lead learners’ insight; whereas the development of people’s cultural awareness leads them to more critical thinking. Most frequently confronted that students to a great extend know the rul...

  10. Study of the Relationship between Cultural differences and Language teaching

    Institute of Scientific and Technical Information of China (English)

    孟庆瑜

    2014-01-01

    Language is an important part of culture,each language belong to a certain culture.Language and culture are interdependent from each other.So,language teaching must be concerned with teaching the culture which it belongs to.Language teaching should pay more attention to the cultural differences.

  11. On The Introduction of Cultural Awareness In College English Teaching

    Institute of Scientific and Technical Information of China (English)

    刘星

    2009-01-01

    The new curriculum lays emphasis on the cultivation of students" cultural awareness in the College English teaching. Language and culture are closely related to each other. Language is a part of culture and is shaped by culture; language teaching and culture teaching are inseparable.

  12. Action Methods for Teaching Cultural Diversity Awareness.

    Science.gov (United States)

    Tomasulo, Dan

    This paper is devoted to the description of action methods that can be used to provide a practical understanding and awareness of culturally diverse material. It draws from such varied disciplines as cross-cultural psychology, international business, and sociodrama, with the goal of suggesting a methodology for using role playing to teach ethnic,…

  13. Culture and Language Teaching through Media

    Science.gov (United States)

    Tanriverdi, Belgin; Apak, Ozlem

    2008-01-01

    The topic of teaching and learning culture has been a matter of considerable interest to language educators and much has been written about the role of culture in foreign language instruction over the past two decades. ESL students whose success in a new environment is conditioned not only by their mastery of the new language, but also, and…

  14. Teaching and Learning Language as Culture

    Institute of Scientific and Technical Information of China (English)

    刘朝晖

    2007-01-01

    It's important to master a foreign language, English in particular.But the problem is how students should learn in order to communicate well with the native speakers and even become members of the target language community.The author narrates two incidents related to the Chinese study and English study experiences, pointing out that language study can't be separated from culture study.In line with the research results by some language experts about culture, language is the carrier of culture as literature is accomplished through languages,therefore language learning and teaching in isolation from culture is impossible.The author argues that language should be taught and learnt in a cultural approach.But as a sword with double blades, cultural approach may lead to culture invasion, culture inequality and the loss of culture diversity.

  15. Culturally and linguistically responsive teaching: part I.

    Science.gov (United States)

    Billings, Diane M

    2015-02-01

    As increasing numbers of culturally and linguistically diverse learners are enrolled in nursing programs and employed in nursing service agencies, nurse educators must be aware of their own culture and how it influences their teaching and understand the learning needs of a diverse group of learners. This article offers strategies for nurse educators for being culturally and linguistically responsive while also establishing an inclusive learning environment.

  16. Suggestions for English Culture Teaching in High School

    Institute of Scientific and Technical Information of China (English)

    Cai Hongjuan

    2016-01-01

    With the implementation of the new High School English Curriculum Standards, more and more people have realized the importance of English culture teaching. To realize the goals of English teaching, teachers should cultivate students' culture awareness and develop their intercultural communicative competence. But in the actual teaching, culture teaching did not get real implementation. So the author puts forwards some suggestions for English culture teaching in high school.

  17. Using Popular Culture To Teach Nursing Leadership.

    Science.gov (United States)

    Kirkpatrick, Mary; Brown, Sylvia T.; Atkins, Anthony; Vance, Anna

    2001-01-01

    A nursing leadership course used analysis of films depicting cultural diversity, leadership and management styles, power, and teamwork. The experience promoted critical and reflective thinking and provided relevant and engaging examples of leadership. (SK)

  18. On the Importance of Cultural Input in English Teaching

    Institute of Scientific and Technical Information of China (English)

    张丽娜

    2014-01-01

    English as a foreign language has been a subject in middle school of China for years. Teachers and educators generation by generation have been trying to find an optimal method of teaching foreign language to help students master it better. After unceasing explor-ing, traditional teaching pattern has been im-proved and new teaching approaches appear such as Task-based language teaching and com-municative language teaching. However, what-ever teaching methods English teachers use in the class, they should not ignore the cultural in-put in English teaching. The successful and effi-cient English teaching should transform the sin-gle language teaching into the combination of language teaching and cultural teaching. The thesis is concerned with the significance of cul-ture in English teaching. More specifical y, some consideration wil be given to the reasons and ways of teaching culture.

  19. Culture in Second Language Teaching

    Institute of Scientific and Technical Information of China (English)

    WU Qing-yu

    2004-01-01

    @@ The linguist Robert Lado defines the goal of learning a foreign language as " the ability to use it, understanding its meanings and connotations in terms of the target language and culture, and the ability to understand the speech and writing of natives of the target culture in terms of their meanings as well as their great ideas and achievements" (Lado, 1964: 25).

  20. Breast cancer education for Navajo women: a pilot study evaluating a culturally relevant video.

    Science.gov (United States)

    Sanderson, Priscilla R; Teufel-Shone, Nicolette I; Baldwin, Julie A; Sandoval, Nellie; Robinson, Frances

    2010-06-01

    This pilot study evaluated a culturally specific video designed to teach Navajo women about breast cancer treatment options. Fourteen Navajo women diagnosed with breast cancer and 26 healthcare providers participated in a mixed-method evaluation that documented their perceptions immediately and 6 months after viewing the video. After initial viewing, women reported reduced anxiety about treatment and interest in support groups. Six months later, women said the video prompted them to seek more information from printed sources and their provider. Younger Navajo women who were 44 to 51 years old were more likely to attend support groups than women who were 55-67 years. Providers corroborated the positive effects of the video. The providers believed the video encouraged patients to seek information about breast cancer and to ask questions about treatment plans and side effects. A culturally relevant video for Navajo women can be an effective teaching tool and can enhance patient-provider communication.

  1. Developing Cultural Awareness In Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Ismail CAKIR

    2006-07-01

    Full Text Available Regardless of different points of view, culture has taken an important place in foreign language teaching and learning studies. It has been widely recognized that culture and language is used as a main medium through which culture is expressed. However, “pure information” is useful but does not necessarily lead learners’ insight; whereas the development of people’s cultural awareness leads them to more critical thinking. Most frequently confronted that students to a great extend know the rules of language, but are not always able to use the language adequately as it requires since they are not knowledgeable enough about the target culture. Bearing all this in mind, the aim of this article has been to provide necessary information for the foreign language teachers and learners so that they can establish a good connection with the target language and its culture.

  2. Using Pop Culture to Teach Biomechanics

    Science.gov (United States)

    Ludwig, Kathryn

    2012-01-01

    The self-referential effect uses what students know and have experienced to help them learn. This method of teaching involves engaging students in the learning process by encouraging them to relate information to aspects of themselves. Several scholarly works by teachers and academics promote the use of students' interests in popular culture to…

  3. Teaching the Psychology of Food and Culture

    Science.gov (United States)

    Cargill, Kima

    2007-01-01

    Increasingly, psychologists practicing as clinicians, researchers, and educators are concerned about nutrition, obesity, dieting, and body image. This article describes the development and teaching of an interdisciplinary undergraduate class on the Psychology of Food and Culture. I describe the course philosophy and curriculum as well as make…

  4. Using Pop Culture to Teach Biomechanics

    Science.gov (United States)

    Ludwig, Kathryn

    2012-01-01

    The self-referential effect uses what students know and have experienced to help them learn. This method of teaching involves engaging students in the learning process by encouraging them to relate information to aspects of themselves. Several scholarly works by teachers and academics promote the use of students' interests in popular culture to…

  5. Teaching the Psychology of Food and Culture

    Science.gov (United States)

    Cargill, Kima

    2007-01-01

    Increasingly, psychologists practicing as clinicians, researchers, and educators are concerned about nutrition, obesity, dieting, and body image. This article describes the development and teaching of an interdisciplinary undergraduate class on the Psychology of Food and Culture. I describe the course philosophy and curriculum as well as make…

  6. A Brief Talk on Cultural Input in English Teaching

    Institute of Scientific and Technical Information of China (English)

    王敏

    2007-01-01

    Different countries have different languages and cultures. My paper starts from the differentiation between western culture and Chinese culture to point out the importance and necessity of cultural input in English teaching and puts forward some approaches to enforce the cultural input in language teaching.

  7. Toward a Theory of Culturally Relevant Leadership for School-Community Culture

    Science.gov (United States)

    Fraise, Nicole Jaenee; Brooks, Jeffrey S.

    2015-01-01

    The purpose of this article is to explore concepts related to culturally relevant pedagogy and connect them to nascent theoretical work in the field of educational leadership. The article begins with a review of literature on educational leadership and culture and then suggests shortcomings in the way these concepts are currently conceptualized.…

  8. Improve Results of English Teaching Through Fostering Students' Cultural Competence

    Institute of Scientific and Technical Information of China (English)

    郭秀梅

    2004-01-01

    This paper, based on recent overseas and home research findings and the author's teaching experiences,discusses the close relationship between culture background knowledge and English teaching, analyses the possible reasons for students' deficiency of culture background Knowledge, especially proposes several practical approaches of English teaching to help English teachers develop students' culture background knowledge so as to foster students' cultural competence and then improve the results of English teaching.

  9. The Importance of Culture Teaching and Learning in TCFL

    Institute of Scientific and Technical Information of China (English)

    徐冰洁

    2014-01-01

    As the learning and teaching Chinese become more and more popular, there are more people from different parts of the world coming to China to learn Chinese.Since culture and language are interconnected, language learning should combine with culture study during the whole process of Chinese learning and teaching.This paper disscusses the relationships between language learning and culture and then points out the importance of culture learning and teaching in TCFL(Teach Chinese as Foreign Language).

  10. Teaching Religion and Material Culture

    Science.gov (United States)

    Carp, Richard M.

    2007-01-01

    Because religions discipline and interpret bodies; create and define sacred spaces; generate, adore and study images in all media; regulate the intake of food; structure temporal experience; and in general interpenetrate and are permeated by the cultural landscapes in which they exist, religious studies must engage material religion and religious…

  11. Teaching Religion and Material Culture

    Science.gov (United States)

    Carp, Richard M.

    2007-01-01

    Because religions discipline and interpret bodies; create and define sacred spaces; generate, adore and study images in all media; regulate the intake of food; structure temporal experience; and in general interpenetrate and are permeated by the cultural landscapes in which they exist, religious studies must engage material religion and religious…

  12. Developing Curriculum to Help Students Explore the Geosciences' Cultural Relevance

    Science.gov (United States)

    Miller, G.; Schoof, J. T.; Therrell, M. D.

    2011-12-01

    Even though climate change and an unhealthy environment have a disproportionate affect on persons of color, there is a poor record of diversity in geoscience-related fields where researchers are investigating ways to improve the quality of the environment and human health. This low percentage of representation in the geosciences is equally troubling at the university where we are beginning the third and final year of a project funded through the National Science Foundation's (NSF) Opportunities to Enhance Diversity in the Geosciences (OEDG). The purpose of this project is to explore a novel approach to using the social sciences to help students, specifically underrepresented minorities, discover the geosciences' cultural relevance and consider a career in the earth, atmospheric, and ocean sciences. To date, over 800 college freshmen have participated in a design study to evaluate the curriculum efficacy of a geoscience reader. Over half of these participants are students of color. The reader we designed allows students to analyze multiple, and sometimes conflicting, sources such as peer-reviewed journal articles, political cartoons, and newspaper articles. The topic for investigation in the reader is the 1995 Chicago Heat Wave, a tragic event that killed over 700 residents. Students use this reader in a core university course required for entering freshmen with low reading comprehension scores on standardized tests. To support students' comprehension, evaluation, and corroboration of these sources, we incorporated instructional supports aligned with the principles of Universal Design for Learning (UDL), reciprocal teaching, historical reasoning, media literacy, and quantitative reasoning. Using a digital format allows students to access multiple versions of the sources they are analyzing and definitions of challenging vocabulary and scientific concepts. Qualitative and quantitative data collected from participating students and their instructors included focus

  13. Culturally relevant science: An approach to math science education for Hispanics

    Energy Technology Data Exchange (ETDEWEB)

    Montellano, B.O. de

    1996-11-14

    This report describes later stages of a program to develop culturally relevant science and math programs for Hispanic students. Part of this effort was follow-up with 17 teachers who participated in early stages of the program. Response was not very good. Included with the report is a first draft effort for curriculum materials which could be used as is in such a teaching effort. Several of the participating teachers were invited to a writing workshop, where lesson plans were drafted, and critiqued and following rework are listed in this publication. Further work needs to be completed and is ongoing.

  14. Teaching methods and an outcome tool for measuring cultural sensitivity in undergraduate nursing students.

    Science.gov (United States)

    Hughes, Kathleen H; Hood, Lucy J

    2007-01-01

    A major challenge facing the nursing profession is to educate and assist nurses to develop the skills to provide culturally relevant care. This article describes one school's multicultural curriculum for baccalaureate nursing students and a tool to measure changes in behaviors and attitudes. The article presents the psychometric properties of the Cross-Cultural Evaluation Tool that yields a cross-cultural interaction score. Successful teaching strategies are presented that are substantiated by increased student cross-cultural interaction score scores.

  15. Culturally Responsive Physics Teaching: Content or Conveyance?

    Science.gov (United States)

    Stewart, Taquan Seth

    2011-12-01

    This study, in response to the achievement gap in science and the lack of significant numbers of ethnic minorities in science fields, examined the effects of a Cultural Responsiveness Workshop and intervention on teacher practice, teacher discourse, and student perceptions and connectedness to physics. The sample was comprised of three high school physics teachers---2 teaching five 12th grade sections and one teaching five 9th grade sections of physics---in two separate urban schools in the same section of South Los Angeles. My research design was qualitative and examined eight culturally responsive indicators that, when applied, may increase student engagement and level of connectedness in urban high school physics classrooms: (1) proximity to students, (2) the ways in which they encouraged students, (3) positive reinforcement techniques, (4) modifications for individual learning types, (5) use of children's strengths, (6) scaffolding, (7) displaying an understanding of diverse cultures, and (8) displaying a personal regard for students of diverse cultures. When the study was completed and data was collected, I identified trends in the change in teacher discourse, behaviors, instructional practice, and perceptions of student engagement. My findings, discovered through classroom observations and focus groups, indicated a positive shift in each. Accompanying these shifts were positive shifts in level of student engagement and level of connectedness. There were also the unexpected findings of the need for teachers to receive feedback in a safe collaborative space and the use of culturally responsive teaching as a tool for behavioral management. My study found that there is a definite relationship between the use of the culturally responsive indicators observed, student engagement and student level of connectedness to physics when implemented in urban high school science classrooms.

  16. On English Teaching and Cross-cultural Communication

    Institute of Scientific and Technical Information of China (English)

    王琪

    2016-01-01

    Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we known little about cross-cultural communication, there will be many conflicts. Some experts suggest that today's English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. This paper mainly talks about cross-cultural communication in foreign language teaching in China. In the first part, we talk about the importance of learn cross-culture and discuss the relationship between language teaching and cultural teaching. Next part is talk about the problems of culture teaching nowadays. According to these problems, we explore some culture teaching methods to improve culture teaching. The aim of this paper is to emphasize the importance of culture teaching during foreign language teaching. Culture teaching is necessary for all of us, it can make it possible for learners to prevent miscommunication from occurring in intercultural communications.

  17. How to introduce Chinese culture in English Teaching

    Institute of Scientific and Technical Information of China (English)

    李解人

    2014-01-01

    Chinese traditional culture is the root and soul of our nation,in the process of English learning,teachers and students should try to do something for the spread of Chinese culture.If we can realize the importance of introducing native culture in English teaching,revise syllabus,reform the examination system,improve the quality of teachers and teaching methods,we can combine Chinese traditional culture with university English teaching better.

  18. Causes for Ineffective College English Teaching and Relevant Countermeasures

    Science.gov (United States)

    Li, Changyu; Li, Lijuan

    2009-01-01

    Through a questionnaire and a survey, the paper analyses the present College English teaching and the contributing factors for the ineffective College English teaching. Based on the analysis, the paper suggests four countermeasures to improve College English teaching quality. According to this paper, only when teachers and educational workers…

  19. On Cultural Identity of Teachers in Teaching English

    Institute of Scientific and Technical Information of China (English)

    徐丽月

    2013-01-01

    English teaching is a big project in China, whenever we teach English, we transmit western cultures ,when taking in the essence of western culture, students also receive the bad things of western culture. Besides, because of learning English, many students know less and less about their own culture and are not interested in learning it. So there is a clash between Chinese cul-ture and western culture. So English teachers face a problem:what is their cultural identity in English teaching? Based on the anal-ysis of the necessity, demerits and clash of English language and culture teaching, this paper attempts to discuss about teachers ’ cultural identity in teaching English.

  20. Supporting the Reading Development of Middle School English Language Learners through Culturally Relevant Texts

    Science.gov (United States)

    Ebe, Ann E.

    2012-01-01

    This article reports on a study that explored the relationship between reading proficiency and the cultural relevance of text for adolescent English language learners. The author presents a rubric that was used to help determine cultural relevance. Participants used this rubric to rate the cultural relevance of 2 stories. Although the stories were…

  1. Educational Environment and Cultural Transmission in Foreign Language Teaching

    Science.gov (United States)

    Memis, Muhammet Rasit

    2016-01-01

    Foreign language teaching is not to teach grammar and vocabulary of the target language and to gain basic language skills only. Foreign language teaching is teaching of the language's culture at the same time. Because of language and community develop and shape together, learning, understanding and speaking a foreign language literally requires…

  2. Cultural Speak: Culturally Relevant Pedagogy and Experiential Learning in a Public Speaking Classroom

    Science.gov (United States)

    Colvin, Janet; Tobler, Nancy

    2013-01-01

    This study describes the efficacy of modifications made to a higher education Latina/o public speaking course to enhance student growth and understanding. The changes included the addition of a service-learning component and the incorporation of culturally relevant pedagogy. Selected research, particularly related to college students, on…

  3. Time-Quality Tradeoff of Waiting Strategies for Tutors to Retrieve Relevant Teaching Methods

    Science.gov (United States)

    Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Che-Ching; Liang, Tyne

    2011-01-01

    As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a supporting environment to facilitate adaptive instruction. Among others, a teaching method retrieval system is intended to help tutors find relevant teaching methods for teaching a particular concept. However, teaching…

  4. Time-Quality Tradeoff of Waiting Strategies for Tutors to Retrieve Relevant Teaching Methods

    Science.gov (United States)

    Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Che-Ching; Liang, Tyne

    2011-01-01

    As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a supporting environment to facilitate adaptive instruction. Among others, a teaching method retrieval system is intended to help tutors find relevant teaching methods for teaching a particular concept. However, teaching…

  5. The Effects of Cultural Context on Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    王清华

    2013-01-01

      As is known, Language is an integral component of culture. This paper attempts to explain the importance and necessity of cultural context and suggest a frame work on integrating cultural context into English teaching so as to cultivate students ’cul⁃ture awareness and improve the quality of English teaching and learning.

  6. Cultural Diversity in English Language Teaching: Learners' Voices

    Science.gov (United States)

    Chinh, Nguyen Duc

    2013-01-01

    The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker…

  7. How Vietnamese Culture Influence on Learning and Teaching English

    Science.gov (United States)

    Huong, Phan Thi Thu

    2008-01-01

    Vietnamese has to face a cross-culture issue with the teaching and learning of English as Vietnamese culture is "villagers' culture" which considers relationships in village as family relations and an emphasis "on hierarchical, social order in their dealings with one another" (Ellis, 1995: 9) with a traditional teaching method…

  8. The Culturally Responsive Teacher in Class-teaching

    Institute of Scientific and Technical Information of China (English)

    谢桂梅

    2008-01-01

    <正>Successfully teaching students from culturally and linguistically diverse backgrounds requires a new way of looking at teaching that is grounded in an understanding of the role of culture and language in learning.Teachers need to be familiar with constructivist views of learning,develop socio-cultural consciousnessuse instructional strategies.

  9. The cultural differences in teaching between Chinese and western

    Institute of Scientific and Technical Information of China (English)

    周颖

    2013-01-01

    Language and culture are interacting. Learning a language must understand the culture. The lack of cultural knowledge will lead to students’mistakes in daily English,therefore,in English teaching,the cultural differences between Chinese and Western as an important question is put forward. Then,from the cultural differences between Chinese and western,I discuss the reasons for mistakes in daily English and then how to teaching.

  10. Culturally Relevant Educational Games in the Ocean, Earth and Planetary Sciences

    Science.gov (United States)

    Bruno, B. C.

    2007-05-01

    Educational games can be a fun, challenging way of engaging students. Teachers can use games to teach content (students learn as they play), or to assess previously acquired knowledge. I will present a board game that is culturally relevant to Hawaii (available by eamiling barb@hawaii.edu). Originally developed for 6-8th graders studying Mars, it can be readily exported to a variety of grade levels and content areas in the ocean, earth and planetary sciences. This project began with a NASA Education and Public Outreach grant to develop standards-based, hands-on Mars science curricula that are culturally relevant to Native Hawaiians and Pacific Islanders. We both developed new curricula and tailored existing curricula to make the content and teaching methodologies culturally relevant. Our main curriculum product is an eight-lesson unit entitled Life in Hawaii, Life on Mars, developed in partnership with teachers and currently being field-tested in Hawaii schools. The final lesson in the unit is an educational board game entitled Hawaii to Mars: A Voyage of Discovery. Like many board games, players advance along a set path by rolling a die. Landing on certain squares requires students to answer questions on Hawaiian culture and Mars science; landing on others requires students to do a variety of activities (drawing, acting, unscrambling words) on relevant topics. Correct answers allow players to roll again. Although incorrect answers require they skip a turn, correct answers are provided and a limited number of questions ensures a second opportunity to answer the question correctly. We are currently developing a microbial oceanography version of the game in partnership with scientists at the Center for Microbial Oceanography: Research and Education (C-MORE), as part of C-MORE's efforts to increase diversity in the ocean sciences. We also plan to develop a generic version of the game board, so simply changing the content and difficulty of the question cards will allow

  11. The Cultural Difference and Teaching of English Lexicoloqy

    Institute of Scientific and Technical Information of China (English)

    李云

    2009-01-01

    Contrast this to be adopted in terms of both language and cultural background reflected in the meaning of life,and address,social etiquette,gender,emotional,and other areas to explore differences in how English vocabulary teaching in the financial and cultural knowledge in the language,into a culture of moderation,thereby enhancing the efficiency of teaching vocabulary to the real purpose of teaching vocabulary.

  12. Culturally relevant science: An approach to math science education for Hispanics. Final technical report

    Energy Technology Data Exchange (ETDEWEB)

    Ortiz de Montellano, B.

    1996-11-14

    As planned a letter was sent out to 17 teachers who had participated in a Summer 1994 workshop on ``Culturally Relevant Science for Hispanics`` at Michigan State. These teachers were supposed to have spent the intervening time developing lesson plans and curricula. The letter requested a report of any activities undertaken and copies of lesson plans and materials developed by February 1996 with a stipend of $400 for satisfactory reports. It was a disappointment to only get 9 responses and not all of them demonstrating a satisfactory level of activity. Diana Marinez, Dean of Science at Texas A and M University, Corpus Christi, who is the other developer of this curriculum and the author reviewed the submitted materials and chose those showing the most promise to be invited to participate in the Summer Writing Workshop. Spring of 1996 and particularly in May--June, the author wrote a partial first draft of a companion volume for the teacher`s manual which would provide a rationale for doing culturally relevant science, present the cultural and the scientific background that teachers would need in order to be able to teach. One of the goals of this curriculum is that it should be off-the-shelf ready to teach and that teachers would not have to do extra research to encourage its adoption. The outline of the book is appendix 1. The Writing Workshop was held at Texas A and M University, Corpus Christi from July 14 to July 27, 1996. Participating teachers chose topics that they were interested in developing and wrote first drafts. These were distributed to all participants and critiqued by the workshop directors before being rewritten. Some teachers were more productive than others depending on their science background. In total an impressive number of lesson plans were written. These lesson plans are listed in Appendix 3. Appendix 4 is a sample lesson. Work still needs to be done on both the source book and the teachers` manual.

  13. Integration of Culturally Relevant Pedagogy Into the Science Learning Progression Framework

    Science.gov (United States)

    Bernardo, Cyntra

    This study integrated elements of culturally relevant pedagogy into a science learning progression framework, with the goal of enhancing teachers' cultural knowledge and thereby creating better teaching practices in an urban public high school science classroom. The study was conducted using teachers, an administrator, a science coach, and students involved in science courses in public high school. Through a qualitative intrinsic case study, data were collected and analyzed using traditional methods. Data from primary participants (educators) were analyzed through identification of big ideas, open coding, and themes. Through this process, patterns and emergent ideas were reported. Outcomes of this study demonstrated that educators lack knowledge about research-based academic frameworks and multicultural education strategies, but benefit through institutionally-based professional development. Students from diverse cultures responded positively to culturally-based instruction. Their progress was further manifested in better communication and discourse with their teacher and peers, and increased academic outcomes. This study has postulated and provided an exemplar for science teachers to expand and improve multicultural knowledge, ultimately transferring these skills to their pedagogical practice.

  14. Identifying Characteristics of Science Teaching/Learning Materials Promoting Students' Intrinsic Relevance

    Science.gov (United States)

    Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia

    2016-01-01

    This article focuses on concerns related to a lack of students' perception of relevance in school science seen as differing from educators' perception of relevance. In order to determine how relevance is portrayed in teaching and learning materials (TLMs), the titles and introductory texts (scenarios) from 77 TLMs, aiming to induce students'…

  15. The Teaching Methods of Cultural Factors in The Classroom

    Institute of Scientific and Technical Information of China (English)

    Jia Mengyang

    2014-01-01

    Culture knowledge plays an important role in linguistic proficiency and currently most teaching activities are stil happened inthe traditionalclassroom. So this paper introducedsome ofthe practicalteachingmethods ofChinese culture inthe Chinese language classroom.

  16. Law and Pop Culture: Teaching and Learning about Law Using Images from Popular Culture.

    Science.gov (United States)

    Joseph, Paul R.

    2000-01-01

    Believes that using popular culture images of law, lawyers, and the legal system is an effective way for teaching about real law. Offers examples of incorporating popular culture images when teaching about law. Includes suggestions for teaching activities, a mock trial based on Dr. Seuss's book "Yertle the Turtle," and additional resources. (CMK)

  17. Cultures of Teaching in Childhood: Formal Schooling and Maya Sibling Teaching at Home

    Science.gov (United States)

    Maynard, Ashley E.

    2004-01-01

    Culture can be thought of a set of shared practices, beliefs, and values that are transmitted across generations through language [Bruner, J. (1990). "Acts of meaning". Cambridge, MA: Harvard University Press]. Teaching is one way that culture is transmitted, but forms of teaching vary across cultures and across activity settings within…

  18. Teaching Culture in the EFL/ESL Classroom

    Science.gov (United States)

    Tran, Thu Hoang

    2010-01-01

    This article is intended to discuss prominent issues in teaching culture to second and foreign language students. The concepts of language and culture will be defined, respectively. Next, the characteristics and components of culture will be presented. In addition, commonly used terms in language and culture including enculturation, acculturation,…

  19. Integrating Culture into Language Teaching and Learning: Learner Outcomes

    Science.gov (United States)

    Nguyen, Trang Thi Thuy

    2017-01-01

    This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…

  20. On the Cultural Input in College English Lexical Teaching

    Institute of Scientific and Technical Information of China (English)

    YAN Feng-xia; WANG Li-ping

    2014-01-01

    Culture impacts the comprehension of semantic meanings. Based on the interrelationship between language, culture and Input Hypothesis, the author illustrates how to enhance cultural input in College English lexical teaching from the aspects of word origins, Bible and Greek Mythology, original English movies, TV programs and contrastive study between Chinese and western cultural patterns.

  1. Developing Students' Cultural Awareness in College English Teaching

    Institute of Scientific and Technical Information of China (English)

    刘利

    2009-01-01

    The importance of cultural awareness in college English teaching has been noted by the author because it can help the students bridge the cultural differences between mother tongue and target language. Cultural essence of China and English-speaking countries is analyzed and some methods of developing college students' cultural awareness are introduced in this paper.

  2. Culture and English Language Teaching in the Arab World

    Science.gov (United States)

    Mahmoud, Montasser Mohamed AbdelWahab

    2015-01-01

    This article discusses the relationship between culture and English language teaching (ELT) in the Arab World. A critical question arises in terms of ELT, that is, whether to teach culture along with English. To answer such a bewildering question, this article presents related literature and studies and discusses a theoretical frame based on…

  3. Utilizing the Project Method for Teaching Culture and Intercultural Competence

    Science.gov (United States)

    Euler, Sasha S.

    2017-01-01

    This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the…

  4. The Aspect of Culture through the Teaching of Bahasa Indonesia.

    Science.gov (United States)

    Sjafiroeddin, David S.

    The significance of language in the teaching of Indonesian culture is illustrated in a lengthy discussion of pronouns, personal names, and titles. The function of the second person singular pronoun "you" is also examined. Concluding remarks describe the author's personal experience in teaching Indonesian culture and language at the college level.…

  5. Talking about Cultural Elements in Vocabulary and English Vocabulary Teaching

    Institute of Scientific and Technical Information of China (English)

    Zhang Jinjing

    2015-01-01

    By illustrating the significance of cultural elements in vocabulary and current situations in English vocabulary teaching,the author hope that English teachers can pay more attention to cultural elements behind the conceptual meanings of English words and change their method of teaching to motivate students' interest in vocabulary learning.

  6. Talking about Cultural Elements in Vocabulary and English Vocabulary Teaching

    Institute of Scientific and Technical Information of China (English)

    Zhang; Jinjing

    2015-01-01

    By illustrating the significance of cultural elements in vocabulary and current situations in English vocabulary teaching,the author hope that English teachers can pay more attention to cultural elements behind the conceptual meanings of English words and change their method of teaching to motivate students’ interest in vocabulary learning.

  7. Culture and English Language Teaching in the Arab World

    Science.gov (United States)

    Mahmoud, Montasser Mohamed AbdelWahab

    2015-01-01

    This article discusses the relationship between culture and English language teaching (ELT) in the Arab World. A critical question arises in terms of ELT, that is, whether to teach culture along with English. To answer such a bewildering question, this article presents related literature and studies and discusses a theoretical frame based on…

  8. Integrated Teaching Strategies in Vocational School ELT ----Discussion on the achievements of culture acquisition in English teaching

    Institute of Scientific and Technical Information of China (English)

    梁嘉瑜

    2012-01-01

    To realize language teaching and culture acquisition going in accordance with each other, the present dissertation gives the integrative teaching strategies, which promote the integration of language and culture in teaching process.

  9. CULTURAL DIFFERENCES IN VOCABULARY AND ENGLISH LANGUAGE TEACHING

    Institute of Scientific and Technical Information of China (English)

    GuanJialing

    2004-01-01

    From illustrating the significance of cultural elements in vocabulary teaching, and the ctmtparison of some major differences between English and Chinese words, this paper emphasizes the indivisible relationship between vocabulary and culture. International cultural exchange occurring more and more often, this paper attempts to guide students to better understand the cultural connotation of vocabulary, enhance their awareness towards the target culture, improve their comtprehensive language skills, and, develop their cross-cultural communicative ctmtpetence.

  10. Relevant principal factors affecting the reproducibility of insect primary culture.

    Science.gov (United States)

    Ogata, Norichika; Iwabuchi, Kikuo

    2017-06-01

    The primary culture of insect cells often suffers from problems with poor reproducibility in the quality of the final cell preparations. The cellular composition of the explants (cell number and cell types), surgical methods (surgical duration and surgical isolation), and physiological and genetic differences between donors may be critical factors affecting the reproducibility of culture. However, little is known about where biological variation (interindividual differences between donors) ends and technical variation (variance in replication of culture conditions) begins. In this study, we cultured larval fat bodies from the Japanese rhinoceros beetle, Allomyrina dichotoma, and evaluated, using linear mixed models, the effect of interindividual variation between donors on the reproducibility of the culture. We also performed transcriptome analysis of the hemocyte-like cells mainly seen in the cultures using RNA sequencing and ultrastructural analyses of hemocytes using a transmission electron microscope, revealing that the cultured cells have many characteristics of insect hemocytes.

  11. Developing Relevant Teaching Strategies during In-Service Training

    Science.gov (United States)

    Borghi, Lidia; De Ambrosis, Anna; Mascheretti, Paolo

    2003-01-01

    The research reported here focuses on links between teachers' comprehension of the underlying physics and their development of educational strategies for classroom work during in-service training. It deals with the teaching of hydrostatics, a topic considered particularly interesting by teachers. Starting from the analysis of simple experiments…

  12. Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

    Science.gov (United States)

    Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

    2016-01-01

    Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

  13. Relevance of Student Teaching Skills and Activities from the Perspective of the Student Teacher

    Science.gov (United States)

    Smalley, Scott W.; Retallick, Michael S.; Paulsen, Thomas H.

    2015-01-01

    The purpose of this descriptive survey study was to determine the extent to which student teachers deem traditional student teaching skills and activities relevant as part of the capstone student teaching experience. The study population consisted of all (N = 140) fall 2012 and spring 2013 agricultural education student teachers in the North…

  14. How to Promote Cultural Teaching in High School English Course

    Institute of Scientific and Technical Information of China (English)

    Lang Enqiu

    2014-01-01

    The thesis is concerned with the contribution and incorporation of the teaching of culture into the foreign language classroom. More specifically,some consideration will be given to the why and how of teaching culture. It will be demonstrated that teaching a foreign language is not tantamount to giving a homily on syntactic structures or learning new vocabulary and expressions, but mainly incorporates,or should incorporate,some cultural elements,which are intertwined with language itself. Furthermore,an attempt will be made to incorporate culture into the classroom by means of considering some techniques and methods currently used.

  15. Critical Factors in Cultural Immersion: A Synthesis of Relevant Literature

    Science.gov (United States)

    Barden, Sejal M.; Cashwell, Craig S.

    2013-01-01

    This synthesis of the literature on cross-cultural immersion experiences gives emphasis to the need for effective pedagogy for enhancing multicultural counseling competency, with cultural immersion being a potentially valuable training tool. The authors examine the empirical literature towards identifying both helpful and hindering structural and…

  16. Bridging Theory and Practice: Using Hip-Hop Pedagogy As A Culturally Relevant Approach In The Urban Science Classroom

    Science.gov (United States)

    Adjapong, Edmund S.

    This dissertation explores the context of urban science education as it relates to the achievement and engagement of urban youth. This study provides a framework for Hip-Hop Pedagogy, an approach to teaching and learning anchored in the creative elements of Hip-Hop culture, in STEM as an innovative approach to teaching and learning demonstrates the effect that Hip-Hop Pedagogy, as a culturally relevant approach to teaching has on teaching and learning in an urban science classroom. This study establishes practical tools and approaches, which were formed from by theory and research that transcend the traditional monolithic approaches to teaching science. Participants in this study are middle school students who attend an urban school in one of the largest school systems in the country. This research showed that as result of utilizing Hip-Hop pedagogical practices, students reported that they developed a deeper understanding of science content, students were more likely to identify as scientists, and students were provided a space and opportunities to deconstruct traditional classroom spaces and structures.

  17. Teaching the Relevance of Statistics through Consumer-Oriented Research.

    Science.gov (United States)

    Beins, Bernard

    1985-01-01

    Statistics was made more relevant and interesting to participants in a clinical psychology course by having the students go out and find instances of statistical and research applications in products advertised by different companies. The course is described. (Author/RM)

  18. Overview of teaching strategies for cultural competence in nursing students.

    Science.gov (United States)

    Long, Tracey B

    2012-01-01

    Multiple curricular approaches are being used to teach cultural competency to nursing students in the United States in accordance with accrediting board standards. As nurse educators are searching for evidence based teaching practices, this article reviews the most commonly current teaching methods being used. Although a variety of methods are being implemented, little empirical evidence exists to suggest any one methodology for teaching cultural competency for nursing students produces significantly better outcomes. The use of clinical experiences, standardized patients and immersion experiences have produced the most favorable results which increase student awareness, knowledge and confidence in working with ethnically diverse patients.

  19. Japanese Martial Arts as Popular Culture: Teaching Opportunity and Challenge

    Directory of Open Access Journals (Sweden)

    Stephen Robert NAGY

    2015-07-01

    Full Text Available Japanese martial arts, here after Japanese budō, are popular cultural icons that are found in films, comics, video games and books. Teaching Japanese budō at university offers a novel way to teach about East Asian and in particular Japanese culture, history, and philosophy while including ideas about the globalization and the localization of culture. Question though remains as to how and what should we teach about the popular culture of Japanese budō at the university level? This paper found that a comprehensive approach to teaching about budō was effective. By using many kinds of materials and the incorporation of opportunities to experience budō and to try budō, students were better able to grasp the historical, cultural and religious characteristics of budō.

  20. Dual Language Teachers' Stated Barriers to Implementation of Culturally Relevant Pedagogy

    Science.gov (United States)

    Freire, Juan A.; Valdez, Verónica E.

    2017-01-01

    Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing…

  1. Culture in Teaching EFL in Saudi Arabia from Learners’ Perspective

    National Research Council Canada - National Science Library

    Nasir Uddin

    2017-01-01

    This paper aims to study the attitude of Saudi Arabian undergraduate English students towards the American and British culture by studying their attitude to materials with relevant cultural contents in their textbook...

  2. Teaching Strategies to Increase Cultural Awareness in Nursing Students.

    Science.gov (United States)

    Lonneman, William

    2015-01-01

    Cultural competence education is essential for all nurses to better prepare them to address the underlying social environment of patients, families, and communities. This article describes a study with second degree nursing students that tested 6 teaching strategies for their effectiveness in raising cultural awareness, a key aspect of cultural competence. The results demonstrated that the interventions had a positive effect.

  3. The Impact of American Culture on English Teaching

    Institute of Scientific and Technical Information of China (English)

    吴超

    2016-01-01

    Culture can be most simply defined as a set of shared ideas, or the customs, beliefs, and knowledge that characterized a way of life. Language is a part of culture and plays a very important role in it. In teaching, teachers should attach importance to cultural differences and study these differences.

  4. Teaching Sociolinguistics: A Medium for Cultural Awareness of Indonesian University Foreign Language Learners

    Directory of Open Access Journals (Sweden)

    Agnes Herawati

    2014-04-01

    Full Text Available This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs. Sociolinguistics provides useful examples of language usage in different genres, including how culture influences people in using a language. The opportunities of learning other cultures through language will take the students to the higher level of appreciation of the culture of the target language. To determine how this outcome can be achieved in the language classrooms, this paper provides a review of closely connected literature about how to bridge the gap between cultures in particular. However, to increase its completeness and relevance, this paper also provides some research results that reveal how teaching Sociolinguistics has taken its new applicability and importance, and furthermore adds the effects on how students become more proficient and enthusiastic about their learning. 

  5. Cultural Teaching: The Development of Teaching Skills in Maya Sibling Interactions.

    Science.gov (United States)

    Maynard, Ashley E.

    2002-01-01

    Examined the development of teaching skills in older siblings responsible for teaching their younger siblings to become competent members of their culture among children from a Zinacantec Maya village in Chiapas, Mexico. Found that by age 4, children took responsibility for initiating teaching situations with their younger siblings, and by 8,…

  6. Culturally Relevant Teaching and the Concept of Education

    Science.gov (United States)

    Beckett, Kelvin

    2011-01-01

    In this article, the author addresses a problem that first occurred to him almost 40 years ago. Having finally arrived at a possible solution, he would like to share it with others. The issue was raised by John Dewey and taken up again by Richard Peters and Paulo Freire. It was not their main concern, however; nor has it been a major concern of…

  7. Preservice Teachers: Teacher Preparation, Multicultural Curriculum and Culturally Relevant Teaching

    Science.gov (United States)

    Hopkins-Gillispie, Delphina

    2009-01-01

    This study is part of a larger study that uses mixed methods (qualitative and quantitative methods) to investigate preservice teachers' knowledge and understanding of multiculturalism and to prepare preservice teachers to work in diverse classrooms. The results indicate two findings: 1) that preservice teachers come from homogeneous backgrounds;…

  8. Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness

    Science.gov (United States)

    Lenchuk, Iryna; Ahmed, Amer

    2013-01-01

    Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teaching in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to…

  9. Treatment of Cultural Default in Literary Translation from the Relevance-Theoretic Perspective

    Institute of Scientific and Technical Information of China (English)

    胡敏燕

    2016-01-01

    The present paper intends to argue that treatment of cultural default in literary translation can be accounted for within the relevance theory. An account of relevance theory is presented. Detailed analysis of some representative examples of transla-tion within the relevance-theoretic framework is made. The notions in Relevance Theory can effectively account for the opera-tion of different translation methods and techniques when tackling the cultural default. The purpose of using various translation skills is to obtain the optimal relevance between cognitive context in target readers'minds and communication intention of the original author.

  10. Contrastive analysis and its relevance to language teaching

    Directory of Open Access Journals (Sweden)

    R. C. Jansen van Rensburg

    1983-05-01

    Full Text Available In the course of learning a second language, learners regularly produce utterances in speech and writing which judged by the rules of the second language are erroneous, or ill-formed. Traditionally the attitude to errors was that they were an indication of the difficulties that the learners had with certain aspects of the language, which could be explained by the persistence of the habits of the mother tongue and their transfer to the new language (Lado, 1957. Errors were the result of interference and in an ideal teaching situation could be avoided. From this notion has developed the whole industry of “contrastive linguistics”, with research projects and regular publications of results in a number of countries, including South Africa.

  11. Intercultural Interpretations: Making Public Relations Education Culturally Relevant

    Science.gov (United States)

    Chia, Joy

    2009-01-01

    Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students…

  12. Culturally Relevant Pedagogy and the Public Speaking Classroom

    Science.gov (United States)

    Colvin, Janet Weston; Tobler, Nancy

    2012-01-01

    From the earliest roots of rhetoric, practitioners emphasized the need for analyzing one's audience before developing a speech. Textbooks for most basic public speaking courses spend at least one chapter discussing audience analysis. Authors discuss adapting messages to various demographic, cultural, and individual differences. As a result,…

  13. The Employment of Pop Culture in Middle School English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    杨才英

    2007-01-01

    Nowadays,culture teaching is more emphasized in language teaching. But less attention is paid to the influence of pop culture in language teaching. The important role of pop culture in middle school English language teaching will be discussed in this thesis through its correlation with some factors in English language teaching.

  14. Prospective Teachers' Interest in Teaching, Professional Plans about Teaching and Career Choice Satisfaction: A Relevant Framework?

    Science.gov (United States)

    Eren, Altay

    2012-01-01

    This study aimed to examine the relationships among prospective teachers' interest in teaching, professional engagement and career development aspirations, and career choice satisfaction. A total of 602 prospective teachers from various primary (for example, primary school teaching) and secondary (for example, English language teaching) teacher…

  15. Prospective Teachers' Interest in Teaching, Professional Plans about Teaching and Career Choice Satisfaction: A Relevant Framework?

    Science.gov (United States)

    Eren, Altay

    2012-01-01

    This study aimed to examine the relationships among prospective teachers' interest in teaching, professional engagement and career development aspirations, and career choice satisfaction. A total of 602 prospective teachers from various primary (for example, primary school teaching) and secondary (for example, English language teaching) teacher…

  16. Conceptualising global health: theoretical issues and their relevance for teaching

    Directory of Open Access Journals (Sweden)

    Rowson Mike

    2012-11-01

    global health is inappropriate as it suggests that only people sharing these values may be seen as ‘doing’ global health. Nevertheless, discussion of values should be a key part of global health education. Summary Our discussions lead us to emphasise the importance of an approach to teaching global health that is flexible, interdisciplinary and acknowledges the different interpretations and values of those practising and teaching the field.

  17. Investigating Your School's Science Teaching and Learning Culture

    Science.gov (United States)

    Sato, Mistilina; Bartiromo, Margo; Elko, Susan

    2016-01-01

    The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.

  18. Survey of the Culture Influence on Second Language Teaching

    Institute of Scientific and Technical Information of China (English)

    闫剑英

    2012-01-01

    Since the reform and the open policy in China, English teaching has become more and more important. Even in primary schools, we have opened English courses. The modem foreign language teaching emphasizes the development of student's cross-cultural social intercourse ability. For English teaching, it involves the history, geography of English nation, local customs, traditional custom, life style, literature art, religious philosophy and concept of value etc. Each aspect has very abundant of the contents

  19. Creation of Ideal Classroom Culture in English Teaching

    Institute of Scientific and Technical Information of China (English)

    浦惠红; 陆亚芳

    2011-01-01

    The quality of English teaching is related to many factors such as materials, techniques, linguistic elements and external environment. However, in this paper the author points out that the internal and recessive environment of the classroom is an important factor affecting English teaching. The paper begins with a brief introduction, followed by definitions of culture, organizational culture and classroom culture which are closely associated with the internal and recessive environment of the classroom. Then, the author offers their views concerning how to create ideal classroom culture. Finally, a conclusion is given.

  20. Music Regions and Mental Maps: Teaching Cultural Geography

    Science.gov (United States)

    Shobe, Hunter; Banis, David

    2010-01-01

    Music informs understandings of place and is an excellent vehicle for teaching cultural geography. A study was developed of geography students' perception of where music genres predominate in the United States. Its approach, involving mental map exercises, reveals the usefulness and importance of maps as an iterative process in teaching cultural…

  1. Using Cultural Diversity in Teaching Economics: Global Business Implications

    Science.gov (United States)

    Mitry, Darryl J.

    2008-01-01

    Globalization and increasing cross-cultural interactivity have implications for education in general and may also present valuable pedagogical opportunities in the practice of teaching economics for business students. Therefore, the author investigated this proposition and offers some empirical observations from research and teaching experiments.…

  2. Context and Culture in Language Teaching and Learning.

    Science.gov (United States)

    Byram, Mike; Grundy, Peter

    2002-01-01

    Introduces this special issue of the journal on context and culture in language teaching and learning, as well as each of the articles, most of which were contributions to a conference. The origins of this topic lie partly within theory and practice of language teaching and partly in response to the recognition of the social and political…

  3. Using Cultural Diversity in Teaching Economics: Global Business Implications

    Science.gov (United States)

    Mitry, Darryl J.

    2008-01-01

    Globalization and increasing cross-cultural interactivity have implications for education in general and may also present valuable pedagogical opportunities in the practice of teaching economics for business students. Therefore, the author investigated this proposition and offers some empirical observations from research and teaching experiments.…

  4. Music Regions and Mental Maps: Teaching Cultural Geography

    Science.gov (United States)

    Shobe, Hunter; Banis, David

    2010-01-01

    Music informs understandings of place and is an excellent vehicle for teaching cultural geography. A study was developed of geography students' perception of where music genres predominate in the United States. Its approach, involving mental map exercises, reveals the usefulness and importance of maps as an iterative process in teaching cultural…

  5. Pre-Service Teachers' Cultural and Teaching Experiences Abroad

    Science.gov (United States)

    Ateskan, Armagan

    2016-01-01

    This study investigates Turkish pre-service teachers' experiences related to a two-month international teaching and cultural experience in the United States of America. In total, 289 graduate students from Turkey participated in a collaborative project from 2001 to 2010. The experience included an orientation week, six weeks of student teaching in…

  6. Cross-cultural Pragmatic Failures and Language Teaching

    Institute of Scientific and Technical Information of China (English)

    佟倩

    2012-01-01

      In cross-cultural communication, it is found that many communicational aims could not be successful y achieved, even if the speaker is good at using the target language. The problem may lie in the insufficient awareness of the cultural differences. This paper aims to point out the importance of cross-cultural communication in language teaching by discussing the different types of the cross-cultural prag-matic failures.

  7. Flipping the classroom to teach population health: Increasing the relevance.

    Science.gov (United States)

    Simpson, Vicki; Richards, Elizabeth

    2015-05-01

    In recent years, there have been multiple calls to enhance the population health and health promotion aspects of nursing programs. Further impetus has been provided by passage of the Affordable Care Act in 2010 with its focus on prevention. The need to develop students who can critically think and apply knowledge learned is crucial to the development of nurses who can integrate and apply the concepts of population-focused practice in society and a healthcare system undergoing transformation. This coupled with the ever changing needs of learners requires a different approach to content delivery and presentation. Flipped classroom courses, with an online component, offer the flexibility and technology desired by current undergraduate students. The use of a flipped classroom approach to re-design a population health course in a Midwestern nursing program resulted in stronger course evaluations from students and reflected better student understanding of the relevance of such content in a nursing curriculum.

  8. Cultivating Students' Cultural Awareness inEnglish Teaching

    Institute of Scientific and Technical Information of China (English)

    Tang Yufeng

    2011-01-01

    With the fast development of Chinese economy and society,the communication between China and foreign countries has been more and more frequent.And China is a country where English is taught as a foreign language.Therefore cultural differences have become more and more significant in English teaching.Both language teachers and students should be aware of the differences between eastern and western culture in their teaching and study.

  9. Cultural Factors And Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    翟成新

    2010-01-01

    Foreign language teaching has many purposes,one of the important purposes of the foreign language teaching lies in training students tO develop the ability of communication in foreign language.In recent years,several syllabuses put emphasis on training communication ability.However,during the foreign language teaching,we often only focus on the basic skills,such as reading,speaking,listening and writing.

  10. The Survey and Analysis of Cultural Teaching in College English Teaching

    Institute of Scientific and Technical Information of China (English)

    赵高月

    2016-01-01

    Culture plays a critical role in cultivating qualified international talents. However, quite a few graduates are incapable of communicating with foreigners successfully for their weak cultural awareness. Based on questionnaires and interviews, this research discovers that many English teachers and learners fail to pay enough attention to cultural teaching as a result of influences from society and themselves.

  11. Cultural diversity teaching and issues of uncertainty: the findings of a qualitative study.

    Science.gov (United States)

    Dogra, Nisha; Giordano, James; France, Nicholas

    2007-04-26

    There is considerable ambiguity in the subjective dimensions that comprise much of the relational dynamic of the clinical encounter. Comfort with this ambiguity, and recognition of the potential uncertainty of particular domains of medicine (e.g.--cultural factors of illness expression, value bias in diagnoses, etc) is an important facet of medical education. This paper begins by defining ambiguity and uncertainty as relevant to clinical practice. Studies have shown differing patterns of students' tolerance for ambiguity and uncertainty that appear to reflect extant attitudinal predispositions toward technology, objectivity, culture, value- and theory-ladeness, and the need for self-examination. This paper reports on those findings specifically related to the theme of uncertainty as relevant to teaching about cultural diversity. Its focus is to identify how and where the theme of certainty arose in the teaching and learning of cultural diversity, what were the attitudes toward this theme and topic, and how these attitudes and responses reflect and inform this area of medical pedagogy. A semi-structured interview was undertaken with 61 stakeholders (including policymakers, diversity teachers, students and users). The data were analysed and themes identified. There were diverse views about what the term cultural diversity means and what should constitute the cultural diversity curriculum. There was a need to provide certainty in teaching cultural diversity with diversity teachers feeling under considerable pressure to provide information. Students discomfort with uncertainty was felt to drive cultural diversity teaching towards factual emphasis rather than reflection or taking a patient centred approach. Students and faculty may feel that cultural diversity teaching is more about how to avoid professional, medico-legal pitfalls, rather than improving the patient experience or the patient-physician relationship. There may be pressure to imbue cultural diversity issues

  12. Cultural diversity teaching and issues of uncertainty: the findings of a qualitative study

    Directory of Open Access Journals (Sweden)

    Giordano James

    2007-04-01

    Full Text Available Abstract Background There is considerable ambiguity in the subjective dimensions that comprise much of the relational dynamic of the clinical encounter. Comfort with this ambiguity, and recognition of the potential uncertainty of particular domains of medicine (e.g. – cultural factors of illness expression, value bias in diagnoses, etc is an important facet of medical education. This paper begins by defining ambiguity and uncertainty as relevant to clinical practice. Studies have shown differing patterns of students' tolerance for ambiguity and uncertainty that appear to reflect extant attitudinal predispositions toward technology, objectivity, culture, value- and theory-ladeness, and the need for self-examination. This paper reports on those findings specifically related to the theme of uncertainty as relevant to teaching about cultural diversity. Its focus is to identify how and where the theme of certainty arose in the teaching and learning of cultural diversity, what were the attitudes toward this theme and topic, and how these attitudes and responses reflect and inform this area of medical pedagogy. Methods A semi-structured interview was undertaken with 61 stakeholders (including policymakers, diversity teachers, students and users. The data were analysed and themes identified. Results There were diverse views about what the term cultural diversity means and what should constitute the cultural diversity curriculum. There was a need to provide certainty in teaching cultural diversity with diversity teachers feeling under considerable pressure to provide information. Students discomfort with uncertainty was felt to drive cultural diversity teaching towards factual emphasis rather than reflection or taking a patient centred approach. Conclusion Students and faculty may feel that cultural diversity teaching is more about how to avoid professional, medico-legal pitfalls, rather than improving the patient experience or the patient

  13. A Validation Study of the Culturally Responsive Teaching Survey

    Science.gov (United States)

    Rhodes, Christy M.

    2017-01-01

    Amidst the ethnic and linguistic diversity in adult English language classes, there is heightened importance to using culturally responsive teaching practices. However, there are limited quantitative examinations of this approach in adult learning environments. The purpose of this investigation was to describe patterns of culturally responsive…

  14. Teaching as a cultural practice: managing diverse classrooms

    Directory of Open Access Journals (Sweden)

    Rosa María RODRÍGUEZ IZQUIERDO

    2011-09-01

    Full Text Available Teaching is a cultural process. Actions that take place in this process are influenced by some cultural assumptions which shape pre-defined objectives and affect content, educational treatment, assessments, and relationships among participants. It is, therefore, of utmost importance not only to make explicit the cultural reality of education, but also to think critically about it. In this paper, we focus on the issue of teaching and learning in the context of cultural diversity from a socio-cultural and socio-political theoretical framework. The keywords «classroom management» it generates over 6.5 million hits in google.com. However, when we type «managing diverse classrooms», there are only 200,000 hits. This divergence indicates that classroom management is a widely explored topic, while work about how to manage a cultural diverse classroom is still limited. The aim of this paper is to provide a framework for teachers to use and improve their cultural knowledge to manage classrooms more effectively. This article argues that growth in cultural awareness of the teaching process improves the quality of teaching and, therefore, students’ learning.

  15. How Language Supports Adaptive Teaching through a Responsive Learning Culture

    Science.gov (United States)

    Johnston, Peter; Dozier, Cheryl; Smit, Julie

    2016-01-01

    For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

  16. Teaching Chinese Culture and Language with Postage Stamps

    Institute of Scientific and Technical Information of China (English)

    K.C. Leung

    2000-01-01

    @@ While several articles have long been published on using stamps to teach French,German, and Spanish, I have yet to see one relating to the teaching of Chinese. As a vehicle for communicating a country's current and past values (cultural, political, social, economic,linguistic), stamps can play an important role in the culture and language class -- if only because they stimulate interest and heighten motivation by projecting images of a country's culture,politics, and language. But there is much more: stamps could serve as focal points for a class discussion; they could shed light on government priorities; they could be the subject of cultural quizzes and exercises for language practice; they could be assigned as research subjects. They are, after all, official documents and authentic cultural artifacts themselves. This paper examines the ways in which stamps can serve the teaching of various aspects of culture and language. For the purpose of teaching Chinese, one could use stamps from China, Taiwan, Hong Kong, and Macau. Together, these stamps cover the full range of cultural domains: geography, archaeology,history and politics, language and literature, arts and architecture, science, patterns for daily living,symbolism, myths and culture heroes, etc. I will use these headings in my discussion. Unless otherwise stated, the stamps referred to below were issued in the People's Republic of China (with dates or official serial numbers in brackets).

  17. Rethinking Culture Teaching in English Language Programmes in Thailand

    Science.gov (United States)

    Snodin, Navaporn S.

    2016-01-01

    This article reports on perceptions and practices in relation to integrating culture into EFL teaching and how course material was designed within the Thai curriculum framework. Thai teachers' understanding of what constitutes culture, the role it plays in language learning and how such understanding is being translated into pedagogical practices…

  18. How Language Supports Adaptive Teaching through a Responsive Learning Culture

    Science.gov (United States)

    Johnston, Peter; Dozier, Cheryl; Smit, Julie

    2016-01-01

    For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

  19. Using the World Wide Web To Teach Francophone Culture.

    Science.gov (United States)

    Beyer, Deborah Berg; Van Ells, Paula Hartwig

    2002-01-01

    Examined use of the World Wide Web to teach Francophone culture. Suggests that bolstering reading comprehension in the foreign language and increased proficiency in navigating the Web are potential secondary benefits gained from the cultural Web-based activities proposed in the study.(Author/VWL)

  20. Using Current Magazines as a Resource for Teaching Culture.

    Science.gov (United States)

    Griffin, Robert J.

    1987-01-01

    A slide/tape program, composed of photographs taken from Spanish magazines and a recorded commentary, was used to teach students of Spanish about the culture of Spain. The program also provided students with incentive and direction for exploring a wide range of cultural information in Spanish magazines. (CB)

  1. Celebrating Difference: Best Practices in Culturally Responsive Teaching Online

    Science.gov (United States)

    Woodley, Xeturah; Hernandez, Cecilia; Parra, Julia; Negash, Beyan

    2017-01-01

    Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect…

  2. Teaching towards Cultural Awareness and Intercultural Competence: From What through How to Why Culture Is?

    Science.gov (United States)

    Sellami, Abdel Latif

    This article provides an account of some characteristics of the current situation of culture teaching in foreign language education. The focus is that existing approaches need to be revisited and redefined, because the superficiality characterizing the way culture is taught is not very helpful in raising learners' cultural awareness and developing…

  3. The Efficacy of Culture Based Syllabus in Teaching the Target Culture

    Science.gov (United States)

    Çakir, Ismail

    2015-01-01

    The aim of this study is to reveal prospective English language teachers' perceptions of a culture-oriented syllabus implemented in a foreign language context. The syllabus included drama-oriented activities, improvised writing, and a cross-cultural study focusing on teaching some pre-selected cultural elements. A total of 67 students enrolled in…

  4. The Cultivation of Cross-Cultural Awareness in English Teaching

    Institute of Scientific and Technical Information of China (English)

    崔佳

    2012-01-01

      By putting certain ideas about communication,culture,society,education and human psychology together,a different way of facing with and learning about interaction among cultures has emerged. So a multi-disciplinary approach to the study of inter-culture contact and interaction has widened and deepened the research in this field. Furthermore,it is necessary to help students to build up a certain 'cultural awareness' during the teacher's English Teaching. This article will first explain inter-culture communication and how to develop cross-culture awareness in details. Meanwhile,the thesis puts forwards a series of strategies for cultivating students' cultural awareness,and systematically designs different cultural activities to make the study of culture an integral part of each lesson. Finally,several practical suggestions are proposed for the foreign language teachers to fulfill this project.

  5. Relevance and Rigor in International Business Teaching: Using the CSA-FSA Matrix

    Science.gov (United States)

    Collinson, Simon C.; Rugman, Alan M.

    2011-01-01

    We advance three propositions in this paper. First, teaching international business (IB) at any level needs to be theoretically driven, using mainstream frameworks to organize thinking. Second, these frameworks need to be made relevant to the experiences of the students; for example, by using them in case studies. Third, these parameters of rigor…

  6. Translating Culture-Specific Items: From the Perspective of Relevance Theory

    Institute of Scientific and Technical Information of China (English)

    施蒙

    2012-01-01

      This paper offers an exploratory analysis of translating culture-specific items from the angle of relevance theory in terms of semantic level, syntactic level and contextual level. It was revealed that due to the translation dilemma in the translation process, seman-tic meaning and syntactic structure are usually sacrificed for optimal relevance in contextual level.

  7. From Cultural Knowledge to Intercultural Communicative Competence: Changing Perspectives on the Role of Culture in Foreign Language Teaching

    Science.gov (United States)

    Piatkowska, Katarzyna

    2015-01-01

    Approaches to the concept of culture and teaching cultural competence in a foreign language classroom have been changing over the last decades. The paper summarises, compares, contrasts and evaluates four major approaches to teaching cultural competence in foreign language teaching, that is, knowledge-based approach, contrastive approach,…

  8. From Cultural Knowledge to Intercultural Communicative Competence: Changing Perspectives on the Role of Culture in Foreign Language Teaching

    Science.gov (United States)

    Piatkowska, Katarzyna

    2015-01-01

    Approaches to the concept of culture and teaching cultural competence in a foreign language classroom have been changing over the last decades. The paper summarises, compares, contrasts and evaluates four major approaches to teaching cultural competence in foreign language teaching, that is, knowledge-based approach, contrastive approach,…

  9. Pragmatics,Cultural Awareness and English Teaching

    Institute of Scientific and Technical Information of China (English)

    周丹

    2014-01-01

    This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students’ awareness to improve their pragmatic ability and communicative competence.

  10. Pragmatics,Cultural Awareness and English Teaching

    Institute of Scientific and Technical Information of China (English)

    周丹

    2014-01-01

    This paper aims to show the significant role of pragmatics in the teaching and learning of English and further explores the importance of cultivating students’awareness to improve their pragmatic ability and communicative competence.

  11. Developing students' clinical reasoning skills: correlates of perceived relevance of two teaching and learning approaches.

    Science.gov (United States)

    Postma, T C; White, J G

    2017-02-01

    'Relevance' is a key concept in adult learning. Hence, this study sought to examine students' perceptions of relevance of the teaching and learning in relation to different instructional designs employed in a Comprehensive Patient Care (CPC) course that aims to develop integrated clinical reasoning skills. Third to fifth year students (2009-2011) were asked to anonymously rate the relevance of the instructional design (RELID) they participated in by means of visual analogue scales at the School of Dentistry, University of Pretoria. They were also asked to rate their perceptions of the alignment between teaching and learning and outcomes (ATLO), assessments' contribution to learning (ACL), course organisation (CO) and teacher competence (TC). RELID served as the outcome measure in stepwise linear regression analyses. ATLO, ACL, CO, TC and the instructional design (case-based learning (CBL = 1) and the combination of discipline-based and lecture-based teaching in CPC (DB-LBT = 0)) served as the co-variables for each of the years of study. The analyses showed positive correlations between RELID and ATLO and between RELID and ACL for all the years of study. RELID was associated with TC in year three and four and CO was associated with RELID in year four and five. CBL outperformed DB-LBT in terms of perceived relevance of the teaching and learning. The results suggest that students' perceptions of the relevance of the instructional design may be enhanced when outcomes, teaching, learning and assessment are constructively aligned during the development of clinical reasoning skills. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  12. Effects of Culturally Relevant Psychoeducation for Korean American Families of Persons with Chronic Mental Illness

    Science.gov (United States)

    Shin, Sun-Kyung

    2004-01-01

    This study is to identify culturally relevant treatment methods and to assess the effects of family psychoeducational intervention for Korean Americans who had a family member with mental illness. 48 Korean Americans with children with mental illness were randomly assigned to either an experimental group program that provided culturally sensitive…

  13. Reading Culturally Relevant Literature Aloud to Urban Youths with Behavioral Challenges

    Science.gov (United States)

    Verden, Claire E.

    2012-01-01

    This article discusses the viability of reading culturally relevant literature aloud to urban middle school youth. The findings from a research study are shared and guidelines for implementing a culturally sensitive read aloud program in your own middle school or high school classroom are discussed. Anecdotes from students involved in the study…

  14. Cultur(ally) Jammed: Culture Jams as a Form of Culturally Responsive Teaching

    Science.gov (United States)

    Martinez, Ulyssa

    2012-01-01

    Does the person become the name or does the name become the person? This question was asked by a participant of my culture jam entitled, "What's my name?" In this culture jam, I asked people to discern the name of a person based solely on their appearance and a list of possible names below their picture. This article aims to show how culture jams…

  15. Cultural Capital and Teaching Ability Rating

    DEFF Research Database (Denmark)

    Jæger, Mads Meier

    This paper studies the effect of cultural capital on teachers’ ratings of children’s oral and math ability. Cultural reproduction theory hypothesises that, holding everything else constant, children who possess cultural capital are more likely to be perceived by teachers as gifted than children who...... do not possess cultural capital. This paper uses extremely rich longitudinal data that provides a better basis than previous studies for holding ‘everything else’ constant. In addition to children and parents’ cultural capital, I control for children’s actual academic ability, physical appearance......, health impairments, social behaviour, antenatal influences, and many family background characteristics. My analysis shows, first, that both children and parents’ cultural capital have independent effects on teacher ability ratings. Second, for oral ability I find that parents’ cultural capital ‘protects...

  16. Cultural Capital and Teaching Ability Rating

    DEFF Research Database (Denmark)

    Jæger, Mads Meier

    , health impairments, social behaviour, antenatal influences, and many family background characteristics. My analysis shows, first, that both children and parents’ cultural capital have independent effects on teacher ability ratings. Second, for oral ability I find that parents’ cultural capital ‘protects......This paper studies the effect of cultural capital on teachers’ ratings of children’s oral and math ability. Cultural reproduction theory hypothesises that, holding everything else constant, children who possess cultural capital are more likely to be perceived by teachers as gifted than children who...... do not possess cultural capital. This paper uses extremely rich longitudinal data that provides a better basis than previous studies for holding ‘everything else’ constant. In addition to children and parents’ cultural capital, I control for children’s actual academic ability, physical appearance...

  17. Teaching Cultural Competence to Psychiatry Residents: Seven Core Concepts and Their Implications for Therapeutic Technique.

    Science.gov (United States)

    Pena, Jose M; Manguno-Mire, Gina; Kinzie, Erik; Johnson, Janet E

    2016-04-01

    The authors describe the Tulane Model for teaching cultural competence to psychiatry residents in order to outline an innovative approach to curricula development in academic psychiatry. The authors focus on the didactic experience that takes place during the first and second postgraduate years and present seven core concepts that should inform the emerging clinician's thinking in the formulation of every clinical case. The authors discuss the correspondence between each core concept and the Outline for Cultural Formulation, introduced in Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV and updated in DSM-5. The authors illustrate how each of the core concepts is utilized as a guideline for teaching residents a process for eliciting culturally relevant information from their patients and their personal histories and how to apply that knowledge in the assessment and treatment of patients in clinical settings.

  18. Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

    Science.gov (United States)

    Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

    2015-12-01

    Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering "professional blindness" through cultural practice.

  19. The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures

    Directory of Open Access Journals (Sweden)

    Mazlina Baharudin

    2016-06-01

    Full Text Available The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students’ needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning strategies should be considered by the teachers to make teaching and learning become interesting, effective and not boring. Basic effectiveness of a language program was the factors of socio-culture, the style of teaching and learning, the students, and the characteristics of the program. This paper however focused on the socio-cultural factors (learning of cultures and the activities program that enable to generate excitement and effectiveness in the teaching and learning of Malay language as a foreign language. In the teaching and learning process found that the more we gave the activities to the students, the more the students acquired the meaning of the lessons. In this study, the selected respondents were the two groups of students from TWG, Konstanz, Germany who have followed the Malay Language and Culture Program in the Languages, Literacies and Translation Center, University of Sains Malaysia, Penang, in 2011. The first group was started in March to June, and the second group in September to November. The research was based on formal and informal observations and interviews. This paper also discussed about the outdoor activities program used as curriculum in the teaching and learning process that gives an interesting environment to foreign students

  20. Viewpoint: physician, know thyself: the professional culture of medicine as a framework for teaching cultural competence.

    Science.gov (United States)

    Boutin-Foster, Carla; Foster, Jordan C; Konopasek, Lyuba

    2008-01-01

    The need for physicians who are well equipped to treat patients of diverse social and cultural backgrounds is evident. To this end, cultural competence education programs in medical schools have proliferated. Although these programs differ in duration, setting, and content, their intentions are the same: to bolster knowledge, promote positive attitudes, and teach appropriate skills in cultural competence. However, to advance the current state of cultural competence curricula, a number of challenges have to be addressed. One challenge is overcoming learner resistance, a problem that is encountered when attempting to convey the importance of cultural competence to students who view it as a "soft science." There is also the challenge of avoiding the perpetuation of stereotypes and labeling groups as "others" in the process of teaching cultural competence. An additional challenge is that few cultural competence curricula are specifically designed to foster an awareness of the student's own cultural background. The authors propose the professional culture of medicine as a framework to cultural competence education that may help mitigate these challenges. Rather than focusing on patients as the "other" group, this framework explores the customs, languages, and beliefs systems that are shared by physicians, thus defining medicine as a culture. Focusing on the physician's culture may help to broaden students' concept of culture and may sensitize them to the importance of cultural competence. The authors conclude with suggestions on how students can explore the professional culture of medicine through the exploration of films, role-playing, and the use of written narratives.

  1. Linguistic Cultural Signs in College English Teaching

    Institute of Scientific and Technical Information of China (English)

    2002-01-01

    1.IntroductionOne way of thinking aboutculture is to contrastit with nature. Nature refers to what is born andgrows Organically ( from the L atin nascere:to be born) ;culture refers to what has been grown andgroomed( from the Latin colere:to cultivate) .The word culture evokes the traditional nature/nurturedebate:Are human beings mainly what nature determines them to be from birth or what culture en-ables them to become through socialization and schooling?The screws that language and culture impose on natur...

  2. Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

    Science.gov (United States)

    Rahmawati, Yuli; Ridwan, Achmad; Nurbaity

    2017-08-01

    The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturally responsive teaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturally responsive teaching has developed students' cultural identity and students' engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students' disengagement in chemistry learning. Therefore this approach focused on students' engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturally responsive teaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturally responsive teaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self

  3. Teaching French Culture. Theory and Practice.

    Science.gov (United States)

    Steele, Ross; Suozzo, Andrew

    In today's global village, the choice of languages and cultures offered to the high school and college student in constantly increasing. Several reasons are offered for choosing the more traditional option of French/Francophone culture: internationalism, political contributions, intellectual achievements, France's role in Europe and in technology,…

  4. Integrating Indigenous Cultures into English Language Teaching

    Science.gov (United States)

    Barfield, Susan C.; Uzarski, Joelle

    2009-01-01

    One of the most important components of a culture is its language. With language, people not only expeditiously communicate; they also express their values, beliefs, and world views. When a language becomes extinct, a part of the cultural patrimony of humanity is lost. For linguists, this also means the loss of an opportunity for a better…

  5. Teaching Russian Culture: Concepts of Nature.

    Science.gov (United States)

    Jones, Dianne

    Russian culture is very much influenced by its huge land area, peculiar topography, and harsh climate. To understand Russian culture one must know how Russians perceive nature. This paper discusses how this concept may be conveyed to U.S. middle school students through poetry. Poems about nature can provide students an opportunity to understand…

  6. Using Popular Culture to Teach Quantitative Reasoning

    Science.gov (United States)

    Hillyard, Cinnamon

    2007-01-01

    Popular culture provides many opportunities to develop quantitative reasoning. This article describes a junior-level, interdisciplinary, quantitative reasoning course that uses examples from movies, cartoons, television, magazine advertisements, and children's literature. Some benefits from and cautions to using popular culture to teach…

  7. Teaching Cultural Geography with "The Amazing Race"

    Science.gov (United States)

    Smiley, Sarah L.

    2017-01-01

    The reality show "The Amazing Race" serves as a useful text for the cultural geography classroom. As competitors travel the world, they complete challenging tasks designed to be both educational and entertaining. Audiences see actual images from destinations around the world and learn about the unique cultures of these places. They also…

  8. The Cultural Dimensions of Language Teaching and Learning

    DEFF Research Database (Denmark)

    Risager, Karen

    2011-01-01

    Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks...... and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world....

  9. Cultures of Teaching: Voices from Vietnam.

    Science.gov (United States)

    Lewis, Marilyn; McCook, Fiona

    2002-01-01

    Research has commented on the lack of uptake by teachers in Asia of communicative language teaching principles, as introduced during teacher education programs. Quotes are included from journals written by Vietnamese teachers of English during an inservice course. The journals reveal that teachers do implement new ideas at the same time they are…

  10. CULTURE: WHAT TO TEACH AND HOW TO TEACH IT IN AN EFL CLASS

    Institute of Scientific and Technical Information of China (English)

    Yan; Jinglan

    2001-01-01

    This paper discusses the question of the teaching of culturein a EFL class. With the open door policy, more and morepeople in China are learning English or some other language forvarious purposes. However, they often experience the frustrationof failure in communication with foreigners which can sourrelationships or business due to their ignorance of the targetculture associated with the language they are learning or havelearned. Therefore, Teach culture in foreign language classesand Learn a second culture while learning a second languagehave become new slogans, or to be exact, new tasks in the fieldof English language teaching in China. But how to teach andwhat to teach remain problematic. I hold that "central code" ofa culture i. e. people’s way of life should be the focus in EFLteaching. Then choosing appropriate and authentic materialcontaining aspects of culture is of great importance. We shouldtake full advantage of mass media and multimedia materials andapproaches. At the same time we should also pay attention tothe cultural behaviour or belief of EFL teachers so as to makemore effective teaching.

  11. Defining culturally responsive teaching: The case of mathematics

    Directory of Open Access Journals (Sweden)

    Jenni L. Harding-DeKam

    2014-12-01

    Full Text Available Elementary classroom teachers in eight school districts across Colorado, United States, share the knowledge of their students’ home and community life, define culturally responsive mathematics based on the children they instruct, and give examples of how students learn math through culture in their classrooms. Findings from two interviews, classroom observations, and student artifacts reveal that teachers have an intimate cultural knowledge of the students in their classrooms, define culturally responsive mathematical practices consistent with research, use culturally responsive mathematics teaching for authentic learning, and express a need for additional professional development and curriculum support for culturally responsive mathematics instruction. Culturally responsive mathematics is important in elementary classrooms because it allows students to make personal connections to mathematics content.

  12. International Teaching Assistants' Experiences in Educational Cultures and Their Teaching Beliefs

    Science.gov (United States)

    Gorsuch, Greta

    2012-01-01

    In the early heyday of ITA education, English as a second language (ESL) educators played a key role in defining three basic learning needs for ITAs: Language, teaching, and culture. Of this model, culture is the most broadly defined and least developed component. It was predicted by some, apparently on the basis of nationality, that ITAs would…

  13. The Cultivation of Cultural Awareness in English Teaching

    Institute of Scientific and Technical Information of China (English)

    王宁

    2015-01-01

    As the development of the information age,the cultivation of intercultural communicative competence has been extremely important. Thus foreign language teaching lays stress on the cultivation of language comprehensive application ability. Culture awareness is an important part of language comprehensive application ability. The cultivating of students’ cultural awareness is beneficial to improve their humanistic quality,broaden their international view,strengthen their patriotism spirit and sense of national mission,and achieve their all-round development. The paper will discuss the current situation of cultural awareness cultivation in English teaching. In view of the problems and its causes existing in the cultural awareness cultivation,three count measures have been proposed.

  14. Teaching Multiplication Algorithms from Other Cultures

    Science.gov (United States)

    Lin, Cheng-Yao

    2007-01-01

    This article describes a number of multiplication algorithms from different cultures around the world: Hindu, Egyptian, Russian, Japanese, and Chinese. Students can learn these algorithms and better understand the operation and properties of multiplication.

  15. Teaching Mathematics, Volume I: Culture, Motivation, History and Classroom Management.

    Science.gov (United States)

    Nichols, Edwin J.; And Others

    Independent neighborhood schools in inner-city areas serve primarily minority students. They are in a position to assist American educators in understanding the best methods of teaching minorities who usually do not reach their full academic potential in public schools. Teachers in independent schools use culture and sometimes religion as a basis…

  16. Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

    Science.gov (United States)

    Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia

    2016-01-01

    This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturally responsive teaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were…

  17. The Teaching Artist as Cultural Learning Entrepreneur: An Introductory Conceptualization

    Science.gov (United States)

    Chemi, Tatiana

    2015-01-01

    In the field of teaching artists a new professional profile might be arising: the cultural learning entrepreneur. Compelled by European standards for business and social innovation, the new role is in search of identity and shared understanding. In the present article, the author presents a network project, funded by the European Community, which…

  18. Teaching in the Age of Accountability: Restrained by School Culture?

    Science.gov (United States)

    Aasebø, Turid Skarre; Midtsundstad, Jorunn H.; Willbergh, Ilmi

    2017-01-01

    In this paper, we explore how "teaching communication" in the classroom is connected to school culture. In the age of accountability, the outcome focus force to the forefront, a "blame game" which either blames students' achievements on the teachers and teacher education, or the students and their socio-economic background. We…

  19. Teaching Culture and Identifying Language Interference Errors through Films

    Science.gov (United States)

    Argynbayev, Arman; Kabylbekova, Dana; Yaylaci, Yusuf

    2014-01-01

    This study reflects intermediate level learners' opinion about employing films in the EFL classroom for teaching culture and avoiding negative language transfer. A total of 63 participants, aged 21-23, took part in the experiment in the Faculty of Philology at Suleyman Demirel University in Almaty, Kazakhstan. During the experiment the subjects…

  20. Cognitive styles, cultural pluralism and effective teaching and learning

    Science.gov (United States)

    Singh, B. R.

    1988-09-01

    In a pluralistic society, there is a need for increased sensitivity in the selection of teaching styles. This paper considers evidence which shows that future responses to teaching and learning style are determined in pre-school years by the child's socio-cultural environment. The teaching methods in common use in Britain, however, presuppose cognitive styles current in white middle-class culture, which may be inappropriate to children from other backgrounds. While some will respond only to co-operative, social methods, others will act analytically and competitively. Factors of social class are also considered. The paper argues that curriculum, methodology and materials should allow all children to identify with the educational process, and should enable them eventually to function bi-cognitively. Teachers will therefore need to recognize the range of cognitive and learning styles among their pupils.

  1. Learning to Teach: The Cultural Transmission Analogy.

    Science.gov (United States)

    Van Fleet, Alanson

    1979-01-01

    Drawing on anthropological theories of cultural transmission, the author suggests that the simple notion of teacher education be replaced with a concept incorporating teacher education (instruction in formal procedures), teacher enculturation (role-learning through observation), and teacher schooling (transmission of professional folklore which…

  2. Teaching Cross-Cultural Conflict Management Skills.

    Science.gov (United States)

    Victor, David A.

    One of the most important areas for business educators to address in preparing their students to compete effectively in world markets is cross-cultural negotiating and conflict management. To do so, teachers must prepare students to understand the markets into which they enter as managers. The objective is not to learn a great deal about one…

  3. Culture Teaching in Historical Review: On the Occasion of ASOCOPI's Fiftieth Anniversary

    Science.gov (United States)

    Meadows, Bryan

    2016-01-01

    This literature review surveys fifty years of English language teaching scholarship on the topic of culture teaching. The review segments the available literature according to decade and applies two guiding questions to each resource found: "How is culture defined" and "What does culture teaching look like." The report of…

  4. Promoting culturally competent chronic pain management using the clinically relevant continuum model.

    Science.gov (United States)

    Monsivais, Diane B

    2011-06-01

    This article reviews the culture of biomedicine and current practices in pain management education, which often merge to create a hostile environment for effective chronic pain care. Areas of cultural tensions in chronic pain frequently involve the struggle to achieve credibility regarding one's complaints of pain (or being believed that the pain is real) and complying with pain medication protocols. The clinically relevant continuum model is presented as a framework allowing providers to approach care from an evidence-based, culturally appropriate (patient centered) perspective that takes into account the highest level of evidence available, provider expertise, and patient preferences and values. Copyright © 2011 Elsevier Inc. All rights reserved.

  5. Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

    Science.gov (United States)

    Howard, Tyrone C.; Rodriguez-Scheel, Andrea

    2017-01-01

    In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and makes recommendations on how the concept may inform and influence the outcomes of culturally diverse…

  6. A Spot of Our Own: The Cultural Relevancy, Anti-Bias Resource Room.

    Science.gov (United States)

    Gann, Cory

    2001-01-01

    Describes the Cultural Relevancy, Anti-Bias Resource Room at conference of the Washington State Association for the Education of Young Children. Discusses how the exhibit was structured and evaluated; suggests ways to organize a similar resource. Maintains that providing hands-on materials is key to the exhibit's effectiveness and that the exhibit…

  7. One White Teacher's Struggle for Culturally Relevant Pedagogy: The Problem of the Community

    Science.gov (United States)

    Hyland, Nora E.

    2009-01-01

    This is a case of one novice White teacher whose strong commitment to becoming a culturally relevant teacher was hindered by her struggle to develop meaningful connections to the home community of her mostly African American students. Using a hybrid methodology of action research, discourse analysis, and critical interpretive analysis of…

  8. Dialoging about English Learners: Preparing Teachers through Culturally Relevant Literature Circles

    Science.gov (United States)

    Heineke, Amy J.

    2014-01-01

    The author describes how culturally relevant children's literature allowed teachers and teacher candidates to explore the lived realities of diverse students. Through the author's qualitative investigation of 23 literature discussions of undergraduate and graduate students across five academic semesters, the author found that texts written by…

  9. Developing and Enacting Culturally Relevant Pedagogy: Voices of New Teachers of Color

    Science.gov (United States)

    Borrero, Noah E.; Flores, Esther; de la Cruz, Gabriel

    2016-01-01

    A group of preservice and first year teachers share their experiences as new teachers of Color entering the profession in urban public schools. Specifically, these novice teachers discuss the transition from an urban education teacher preparation program into the classroom and their successes and challenges enacting culturally relevant pedagogy.…

  10. The Need for a Culturally Relevant Approach to Gifted Education: The Case of Cyprus

    Science.gov (United States)

    Ieridou, Alexandra N.

    2013-01-01

    This article presents an overview of the status of gifted education in Cyprus and argues for the need for a culturally relevant approach. First, the history of education in Cyprus is briefly reviewed. Then, past unsuccessful efforts to provide education for academically advanced students in the public elementary schools are critically examined.…

  11. Cultural Relevance and Working with Inner City Youth Populations to Achieve Civic Engagement

    Science.gov (United States)

    Ward, Shakoor; Webster, Nicole

    2011-01-01

    This article helps Extension professionals consider the cultural relevant needs of inner city residents in hopes of achieving ongoing civic engagement and appropriate program activities in these communities. Having a deep understanding of how the various dimensions of marginalized community life among inner city populations affect participation in…

  12. Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy

    Science.gov (United States)

    Timmons-Brown, Stephanie; Warner, Catharine

    2016-01-01

    In this article, the authors explore using a conference workshop setting to engage mathematics teachers, who serve largely underserved student populations, in culturally relevant pedagogy (CRP). The conference workshop encouraged the exchange of information among teachers of similar grade levels and classroom contexts. The authors' analysis of the…

  13. A Culturally Relevant and Responsive Approach to Screening for Perinatal Depression

    Science.gov (United States)

    Price, Sarah Kye; Handrick, Sandii Leland

    2009-01-01

    Objectives: This study presents the design, implementation, and evaluation of a culturally relevant and responsive approach to screening for perinatal depression in low-income, predominantly African American women. Method: The study details the development of the community-informed instrument and subsequent evaluation of its psychometric…

  14. Latino Parents and Students Foster Literacy through a Culturally Relevant Folk Medicine Event

    Science.gov (United States)

    Huerta, Mary Esther Soto; Riojas-Cortez, Mari

    2011-01-01

    This study was inspired by the literary elements of "cuentos tipicos" (culturally-relevant stories). The book "Prietita y la llorona" ("Prietita and the Ghost Woman") written by Anzaldua (1995) is a good example of a "cuento" that provides information about medicinal herbs and also includes…

  15. Leading for Democracy in Urban Schools: Toward a Culturally Relevant Progressivism

    Science.gov (United States)

    Seher, Rachel

    2013-01-01

    The article examines the enactment of culturally relevant progressivism on the part of the principal of the Social Justice School, a small urban public high school explicitly committed to democratic education. Drawing upon extensive interviews and field observations conducted over the course of an academic year by a teacher-researcher within the…

  16. Cultural Transmission in the Real World: A Quantitative Study of Teaching and Cultural Learning in the Yasawa Islands, Fiji

    OpenAIRE

    Kline, Michelle A.

    2013-01-01

    The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of the inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. The work presented h...

  17. The cultivation of Cross-culture Consciousness in College Translation Teaching

    Institute of Scientific and Technical Information of China (English)

    张嵘

    2014-01-01

    There exists a deep relation between the culture and language. As a result, in the process of English teaching, the teaching content of western culture needs to be complemented as well. For translation teaching, the participation of cross culture consciousness shares the same importance. Due to this reason, this thesis aims to research on the cultivation of cross-culture consciousness in college translation teaching. The author will explain how to cultivate cross-culture consciousness from the angles of textbooks and teaching methods, hoping to promote the improvement on students’ translation quality.

  18. The cultivation of Cross-culture Consciousness in College Translation Teaching

    Institute of Scientific and Technical Information of China (English)

    张嵘

    2014-01-01

    There exists a deep relation between the culture and language. As a result, in the process of English teaching, the teaching content of western culture needs to be complemented as well. For translation teaching, the participation of cross culture consciousness shares the same importance. Due to this reason, this thesis aims to research on the cultivation of cross-culture consciousnessin college translation teaching. The author will explain how to cultivate cross-culture consciousness from the angles of textbooks and teaching methods, hoping to promote the improvement on students’ translation quality.

  19. THE NECESSITY OF CULTURE INTRODUCTION IN ENGLISH TEACHING FOR NON-ENGLISH MAJORS

    Institute of Scientific and Technical Information of China (English)

    YuLihua

    2004-01-01

    With the research of the relationship between culture and language teaching deepening, people have realized the necessity of introducing culture into language teaching. This article aims at illustrating the importance of culture introduction from two perspectives, namely the relationship between culture and language, and the learners' motivation.

  20. Research on College English Listening Teaching Based on Cross-cultural Communication

    Institute of Scientific and Technical Information of China (English)

    刘娇; 常世财

    2015-01-01

    This paper clarified the importance of improving cross-cultural communicative competence in listening teaching from the perspective of the relationship between cross-cultural communicative competence and listening teaching.For the hearing ob-stacles caused by cultural differences,the author presented that cross-cultural awareness should be permeated in the classroom to improve students'English listening skills.

  1. Middle School Students’ Perceptions of Culturally and Geographically Relevant Content in Physical Education

    Directory of Open Access Journals (Sweden)

    Luciana Braga

    2015-10-01

    Full Text Available Introduction: Advocates for non-traditional approaches to physical education (PE emphasize the need for physical educators to design curricula that foster students’ engagement in physically active lifestyles outside of the school setting. Accordingly, current guidelines for PE curriculum design recommend the inclusion of content that is relevant to the students’ cultural background and their geographical environment (Society of Health and Physical Educators, 2009, 2015. Purpose: This study investigated how less predisposed to be active (LPA and more predisposed to be active (MPA students perceived the incorporation of culturally and geographically relevant content in a newly developed standards-based middle school PE curriculum. Methods: The study followed a sequential mixed-methods approach. In Phase One, two instruments measured attraction to physical activity and perceived athletic competence of 116 students. In Phase Two, 47 students (selected based on Phase One results participated across twelve focus groups. Results: Four overarching themes emerged from both LPA and MPA focus groups’ data: (a Enjoyment, (b Learning, (c Value, and (d Challenges. Findings from this study revealed a sense of increased perceptions of competency and value of PE among students as a result of their engagement with the new content. Conclusion: This study underlines the importance of selecting PE content that is innovative, challenging, meaningful, and relevant to the students’ culture and geographical environment. Keywords: physical education, physical activity, curriculum, culture, geographical environment

  2. AWARENESS AND MOTIVATION IN CROSS-CULTURAL LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Elena SAVU

    2013-11-01

    Full Text Available The focus in language education in the twenty-first century does no longer fall on grammar, memorization and learning from rote, but rather on using language alongside with cultural knowledge as a means to communicate and connect to other people all over the world. Our learners are going to become part of today’s intercultural communication network and they will need to use both their language and cultural skills for real life communication. Therefore, teachers themselves should be ready to assume the responsibility of teaching their learners how to become culturally competent. To do this properly and successfully, practitioners need to build and develop their own awareness of and motivation for an intercultural approach. The current paper will present and analyze some recent research findings on higher education practitioners’ motivation to adopt a cross-cultural approach in their classrooms.

  3. 关联理论视觉下的英语阅读教学研究%Study on the teaching of English reading based on relevance theory

    Institute of Scientific and Technical Information of China (English)

    宋臻臻

    2013-01-01

    The reading teaching is an important part of the English teaching. Reading comprehension requires the reader to master the language and cultural knowledge of reading material effective analysis and reasoning. Therefore, will become a new trend from the perspective of relevance theory to study on the teaching of English reading.%  阅读教学是英语教学的重要部分。阅读理解要求阅读者用自己掌握的语言和文化知识对阅读材料进行有效分析和推理。因此,从关联理论的角度来研究英语阅读教学必将成为一个新的趋势。

  4. English language teaching: linguistic and cultural imperialism?

    Directory of Open Access Journals (Sweden)

    James Duncan Hunter

    2012-02-01

    Full Text Available Este trabalho examina a posição do Inglês como língua internacional em termos de forças políticas e econômicas que contribuíram para a posição dominante do inglês na arena mundial. O trabalho examina a acusação de que o ensino de inglês como segunda língua ou língua estrangeira contribui para o imperialismo lingüístico e cultural e desafia o pressuposto de que os falantes nativos de inglês são necessariamente os melhores professores. Recomenda- se aos profissionais de língua inglesa a adoção de uma filosofia de relativismo pragmático na sua avaliação das necessidades do aprendiz de forma a evitar tendências etnocêntricas em seus currículos.

  5. Sharing Ideas. Southeast Alaska Cultures: Teaching Ideas and Resource Information.

    Science.gov (United States)

    Hinckley, Kay, Comp.; Kleinert, Jean, Comp.

    The product of two 1975 workshops held in Southeastern Alaska (Fairbanks and Sitka), this publication presents the following: (1) papers (written by the educators in attendance at the workshops) which address education methods and concepts relevant to the culture of Southeastern Alaska ("Tlingit Sea Lion Parable"; "Using Local…

  6. Clinically applied medical ethnography: relevance to cultural competence in patient care.

    Science.gov (United States)

    Engebretson, Joan

    2011-06-01

    Medical anthropology provides an excellent resource for nursing research that is relevant to clinical nursing. By expanding the understanding of ethnographic research beyond ethnicity, nurses can conduct research that explores patient's constructions and explanatory models of health and healing and how they make meaning out of chronic conditions and negotiate daily life. These findings can have applicability to culturally competent care at both the organizational or systems level, as well as in the patient/provider encounter. Individual patient care can be improved by applying ethnographic research findings to build provider expertise and then using a cultural negotiation process for individualized patient care.

  7. TEACH (Train to Enable/Achieve Culturally Sensitive Healthcare)

    Science.gov (United States)

    Maulitz, Russell; Santarelli, Thomas; Barnieu, Joanne; Rosenzweig, Larry; Yi, Na Yi; Zachary, Wayne; OConnor, Bonnie

    2010-01-01

    Personnel from diverse ethnic and demographic backgrounds come together in both civilian and military healthcare systems, facing diagnoses that at one level are equalizers: coronary disease is coronary disease, breast cancer is breast cancer. Yet the expression of disease in individuals from different backgrounds, individual patient experience of disease as a particular illness, and interactions between patients and providers occurring in any given disease scenario, all vary enormously depending on the fortuity of the equation of "which patient happens to arrive in whose exam room." Previously, providers' absorption of lessons-learned depended on learning as an apprentice would when exposed over time to multiple populations. As a result, and because providers are often thrown into situations where communications falter through inadequate direct patient experience, diversity in medicine remains a training challenge. The questions then become: Can simulation and virtual training environments (VTEs) be deployed to short-track and standardize this sort of random-walk problem? Can we overcome the unevenness of training caused by some providers obtaining the valuable exposure to diverse populations, whereas others are left to "sink or swim"? This paper summarizes developing a computer-based VTE called TEACH (Training to Enable/Achieve Culturally Sensitive Healthcare). TEACH was developed to enhance healthcare providers' skills in delivering culturally sensitive care to African-American women with breast cancer. With an authoring system under development to ensure extensibility, TEACH allows users to role-play in clinical oncology settings with virtual characters who interact on the basis of different combinations of African American sub-cultural beliefs regarding breast cancer. The paper reports on the roll-out and evaluation of the degree to which these interactions allow providers to acquire, practice, and refine culturally appropriate communication skills and to

  8. Improved blood culture identification by FilmArray in cultures from regional hospitals compared with teaching hospital cultures.

    Science.gov (United States)

    Inglis, Timothy J J; Bzdyl, Nicole; Chua, I-Ly Joanna; Urosevic, Nadezda M; Leung, Michael J; Geelhoed, Elizabeth

    2016-01-01

    Rapid identification of bacteria isolated from blood cultures by direct matrix-assisted laser desorption/ionization time-of-flight mass spectrometry (MALDI-TOF MS) is now in wide spread use in major centres but is not yet feasible in smaller hospital laboratories. A FilmArray multiplex PCR panel for blood culture isolate identification (BCID) provides an alternative approach to near point-of-care microbial identification in regional hospitals. We assessed the accuracy and time to identification of the BCID FilmArray in a consecutive series of 149 blood cultures from 143 patients in a teaching hospital and smaller regional hospitals, currently identified by direct MALDI-TOF and proprietary molecular methods. The BCID FilmArray contained 18 of 34 species and 20 of 23 species isolated from teaching and regional hospital, respectively. Overall, 85 % of the teaching hospital and 100 % of the regional hospital monomicrobial blood cultures were identified, compared with 60 and 68 %, respectively, for direct MALDI-TOF on the same cultures. There were no incorrect results from blood cultures containing Staphylococcus aureus, streptococci, Pseudomonas aeruginosa or Enterobacteriaceae. The three discrepant results were all in mixed cultures. The mean reduction in time to identification of blood culture isolates was 53 h, which did not include the time required to transport cultures from regional centres to a central laboratory. The overall performance of the BCID FilmArray is stronger in blood cultures from smaller regional hospitals that encounter a narrower range of bacterial species dominated by the commonest species. This approach is more suited to smaller clinical laboratories than the MALDI-TOF direct method.

  9. On techniques to integrate cultural learning within English language teaching classrooms

    Institute of Scientific and Technical Information of China (English)

    王丹邱

    2015-01-01

    Culture is inseparable from language teaching and learning. Learning the target culture may arouse students’cultural awareness and avoid cultural misunderstanding in cross-cultural communications. It is important to integrate cultural learning within English language classrooms. This essay discusses the techniques of achieving this integration.

  10. Teaching percussion in a music therapy training context: reflections on different cultures, PBL and ways of teaching

    DEFF Research Database (Denmark)

    Anderson-Ingstrup, Jens; Gattino, Gustavo

    2017-01-01

    This publication deals with reflections on teaching percussion in the music therapy training at Aalborg University (Denmark). Discussions are focused in challenges and characteristics of this teaching as follows: cultural differences, teaching based on Problem Based Methodology (PBL) and the ways...

  11. The Cultivation of Cross-Cultural Communication Competence in Oral English Teaching Practice

    Science.gov (United States)

    Sun, Chunyan

    2015-01-01

    This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching…

  12. Teaching Material Culture and Chinese Gardens at American Colleges

    Directory of Open Access Journals (Sweden)

    Li Han

    2012-11-01

    Full Text Available The paper reflects on the experience of designing and teaching a course on material culture and Chinese gardens. Involving traditional philosophy, ethics, religion, painting, calligraphy, craft, literature, architecture and horticulture, a classical Chinese garden can be considered a microcosm of Chinese culture. This essay discusses the textbooks and general organization of the course, particularly focusing on how students study the key elements (rocks, water, plants and architecture in building a Chinese garden. Some Chinese literature with representations of gardens that can be used for this class is also introduced. In addition, this essay uses two classical Chinese gardens built in the United States (the Astor Court and the Garden of Flowing Fragrance to discuss the appropriation of “Chinese-ness” in different geographical, physical and cultural environments. Finally, some available online resources and technologies that have enhanced student understanding of the subject matter are introduced.

  13. Teaching culture in the Japanese language classroom: A NSW case study

    Directory of Open Access Journals (Sweden)

    Caroline Mahoney

    2009-12-01

    Full Text Available This study examines, through a qualitative case study approach, how non-native- speaking (NNS Japanese language teachers in New South Wales (NSW teach culture and why. The study seeks to understand the pedagogy used to teach culture, teachers’ attitudes and beliefs on teaching culture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL are being implemented in teachers’ classrooms. Two non-native-speaking (NNS Japanese language teachers from a selective secondary school in NSW were interviewed and their classes observed over three days. Analysis of interview and observation data shows that these teachers teach culture as determined by language content, integrate language and culture teaching and teach culture as observable and factual. The study shows that both teachers view culture teaching as easier than language teaching, however their views on the influence of the syllabus differ. The study explores the teachers’ past experiences and how these affect how they feel towards, and teach culture. Finally, this study looks at how the teachers’ practices reflect concepts of IcLL such as integrating language and culture, student-centered learning and how their status as NNS teachers affects their culture teaching.

  14. Challenges in Teaching Culture along with Language in the Foreign Lan-guage (FL) Classroom

    Institute of Scientific and Technical Information of China (English)

    WANG Rui-qi

    2014-01-01

    Teaching culture along with language in the foreign language classroom is not an easy job. The definition of culture varies from different context, and non-native speakers do not share the same background with native speakers, thus it brings many difficulties to those who want to learn or teach culture along with a foreign language. Challenges in teaching culture along with English will be discussed as an exemplar in this essay. Meanwhile, suggestion on how to teach culture in the English class-room will be proposed at the end of this work.

  15. A comparative study of culture-loaded Words in teaching

    Institute of Scientific and Technical Information of China (English)

    赵岩林

    2007-01-01

    people'perception,evaluation and attitude are different among races, so there is culturaI-difference.And vocabnlary,especially culture-loaded words, Can reflect this kind of difference when it relates to values,religions,life styles and stereotypes, while the ordinary words,such as "book,pen" etc,always only have the perceptive meaning.For example,when a child from the Anglo-American world learns the word "dog".he will normally learns the cultural meaning of it: the dog is "man's best friend", and he will like dogs, as the saying "love me,love my dog". But a child brought up in the Chinese culture would be taught that the dog is a dirty and dangerous animal.So people who have been initiated into the culture which is associated with their mother tongue, are naturally inclined to interpret things with their own culture fervencies.As with teaching,teachers should not just make students master language points and grammars,but also irrigate the culture background of English and Chinese words.

  16. Teaching physiotherapy skills in culturally-diverse classes

    Directory of Open Access Journals (Sweden)

    Grimmer-Somers Karen

    2011-06-01

    Full Text Available Abstract Background Cultural competence, the ability to work in cross-cultural situations, has been acknowledged as a core skill for physiotherapists and other health professionals. Literature in this area has focused on the rationale for physiotherapists to provide culturally-competent care and the effectiveness of various educational strategies to facilitate the acquisition of knowledge about cultural competence by physiotherapists and physiotherapy students. However, there is a paucity of research on how students with different cultural needs, who are attending one university class, can be accommodated within a framework of learning core physiotherapy skills to achieve professional standards. Results This paper reports on steps which were taken to resolve the specific needs of a culturally-diverse body of first year physiotherapy students, and the impact this had on teaching in a new physiotherapy program located in Greater Western Sydney, Australia. Physiotherapy legislative, accreditation and registration requirements were considered in addition to anti-discrimination legislation and the four ethical principles of decision making. Conclusions Reflection on this issue and the steps taken to resolve it has resulted in the development of a generic framework which focuses on providing quality and equitable physiotherapy education opportunities to all students. This framework is generalizable to other health professions worldwide.

  17. What Teachers Say about Addressing Culture in Their EFL Teaching Practices: The Vietnamese Context

    Science.gov (United States)

    Nguyen, Long; Harvey, Sharon; Grant, Lynn

    2016-01-01

    This paper examines Vietnamese EFL teachers' beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities…

  18. What Teachers Say about Addressing Culture in Their EFL Teaching Practices: The Vietnamese Context

    Science.gov (United States)

    Nguyen, Long; Harvey, Sharon; Grant, Lynn

    2016-01-01

    This paper examines Vietnamese EFL teachers' beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities…

  19. Relevance of blood cultures in acute pyelonephritis in a single-center retrospective study.

    Science.gov (United States)

    Ledochowski, Stanislas; Abraham, Paul-Samuel; Jacob, Xavier; Dumitrescu, Oana; Lina, Gérard; Lepape, Alain; Piriou, Vincent; Wallet, Florent; Friggeri, Arnaud

    2015-08-01

    Pyelonephritides are frequently encountered diagnosis in Emergency Departments. Urinalyses have a central place in the management of this situation but the usefulness of blood cultures is not clear. We conducted a single-center retrospective study of 24 months to study the microbiological relevance of blood cultures in pyelonephritis. We included patients with blood cultures (BC) and urine cultures (UC) drawn at the same time, if they were not exposed to antibiotics prior to these tests. Of our 264 patients, 39 (15 %) had no bacteriological documentation. There were 83 (31 %) bacteremic patients. Seven patients had contaminated or sterile UC with positive BC. Four patients had positive UC and BC with the latter allowing identification of a pathogen absent from the UC (n = 1) or identifying the main pathogen in three cases. A total of 11 patients theoretically benefited from BC representing 4.2 % of our population. Excluding one patient who was known to be infected with multi-drug resistant bacteria, all empirical antibiotics regimens were effective against the identified pathogens. We did not reveal any significant therapeutic impact of blood cultures in the management of pyelonephritis, when BC and UC are performed before any antimicrobials treatment.

  20. Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary

    Directory of Open Access Journals (Sweden)

    Bryan Meadows

    2016-10-01

    Full Text Available This literature review surveys fifty years of English language teaching scholarship on the topic of culture teaching. The review segments the available literature according to decade and applies two guiding questions to each resource found: How is culture defined and What does culture teaching look like. The report of findings details how authors in each decade literature set define culture and culture teaching. Discussion of the findings offers general observations of developments as well as consistencies over the entire literature set (1965-2015. This literature review will be of interest to current and emerging English language teaching scholars involved in culture teaching scholarship. It is dedicated to ASOCOPI’s fifty-year anniversary (1965-2015.

  1. The Cultural Relevance of Mindfulness Meditation as a Health Intervention for African Americans

    Science.gov (United States)

    Woods-Giscombé, Cheryl L.; Gaylord, Susan A.

    2014-01-01

    African Americans experience a disproportionate rate of stress-related health conditions compared to European Americans. Mindfulness meditation has been shown to be effective for managing stress and various stress-related health conditions. This study explored the cultural relevance of mindfulness meditation training for African Americans adults. Fifteen African American adults with past or current experience with mindfulness meditation training were interviewed. Participants felt that mindfulness meditation helped them with enhanced stress management, direct health improvement, and enhanced self-awareness and purposefulness. They felt that they would recommend it and that other African Americans would be open to the practice but suggested that its presentation may need to be adapted. They suggested emphasizing the health benefits, connecting it to familiar spiritual ideology and cultural practices, supplementing the reading material with African American writers, increasing communication (education, instructor availability, “buddy system,” etc.), and including African Americans as instructors and participants. By implementing minor adaptations that enhance cultural relevance, mindfulness meditation can be a beneficial therapeutic intervention for this population. PMID:24442592

  2. The Relevance of Cultural and Media Studies to Theatre and Television in Bali

    Directory of Open Access Journals (Sweden)

    Mark Hobart

    2015-10-01

    Full Text Available AbstractA critical approach to Balinese society presents a starkly different picturefrom the representations that Balinese usually tell themselves, whichare largely myths to disguise a painful reality. Bali no longer belongsto Balinese but to international capital, a process of alienation by whichBalinese energetically commoditize their culture while claiming theopposite. Even the frames of reference for discussing what is happeningare inadequate because they predate the rise of contemporary consumercapitalism and the mass media. That is why critical media and culturalstudies, disciplines designed precisely to address such phenomena, arepotentially so relevant for Indonesian intellectuals.

  3. Culturally relevant science: An approach to math science education for hispanics. Final technical report

    Energy Technology Data Exchange (ETDEWEB)

    Montellano, B.O. de

    1996-11-14

    This progress report summarizes results of a teacher workshop. A letter sent to 17 teachers who had participated in the workshop requested a report of any activities undertaken and copies of lesson plans and materials developed. Only nine responses were received, and not all of them demonstrated a satisfactory level of activity. Teachers who submitted materials showing the most promise were invited to participate in the Summer Writing Workshop. A partial first draft of a companion volume for the teacher`s manual was written which provides a rationale for culturally relevant science and presents the cultural and scientific background needed. The outline of the book is presented in Appendix 1. Appendix 2 is a sample chapter from the book.

  4. 3D Culture as a Clinically Relevant Model for Personalized Medicine.

    Science.gov (United States)

    Fong, Eliza Li Shan; Toh, Tan Boon; Yu, Hanry; Chow, Edward Kai-Hua

    2017-03-01

    Advances in understanding many of the fundamental mechanisms of cancer progression have led to the development of molecular targeted therapies. While molecular targeted therapeutics continue to improve the outcome for cancer patients, tumor heterogeneity among patients, as well as intratumoral heterogeneity, limits the efficacy of these drugs to specific patient subtypes, as well as contributes to relapse. Thus, there is a need for a more personalized approach toward drug development and diagnosis that takes into account the diversity of cancer patients, as well as the complex milieu of tumor cells within a single patient. Three-dimensional (3D) culture systems paired with patient-derived xenografts or patient-derived organoids may provide a more clinically relevant system to address issues presented by personalized or precision medical approaches. In this review, we cover the current methods available for applying 3D culture systems toward personalized cancer research and drug development, as well as key challenges that must be addressed in order to fully realize the potential of 3D patient-derived culture systems for cancer drug development. Greater implementation of 3D patient-derived culture systems in the cancer research field should accelerate the development of truly personalized medical therapies for cancer patients.

  5. Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations

    Science.gov (United States)

    Ferrare, Joseph J.; Hora, Matthew T.

    2014-01-01

    While researchers have examined how disciplinary and departmental cultures influence instructional practices in higher education, there has yet to be an examination of this relationship at the embodied level of culture. In this article we utilize cultural models theory to examine the theories of student learning and teaching practice espoused and…

  6. Experiencias interculturales y la pedagogia de la anglofonia en la ensenanza de ingles como lengua extranjera (EILE) desde una perspectiva deweyana. Working Paper (A Deweyan Perspective on Cross-Cultural Experiences and Anglophone Pedagogy in the Teaching of English as a Foreign Language. Working Paper).

    Science.gov (United States)

    Zoreda, Margaret Lee

    This paper discusses a framework for teaching English as a foreign language that incorporates significant cultural content and fosters critical encounters with Anglophone culture. It reviews relevant contemporary perspectives for understanding cross-cultural processes within the foreign language teaching environment with emphasis on the issue of…

  7. The Power of Digital Storytelling as a Culturally Relevant Health Promotion Tool.

    Science.gov (United States)

    Briant, Katherine J; Halter, Amy; Marchello, Nathan; Escareño, Monica; Thompson, Beti

    2016-11-01

    Digital storytelling is an emergent method in health promotion. It addresses health inequities by combining technology with the voices of members of vulnerable, often underrepresented populations. The overall goal of this pilot project was to explore if digital storytelling could be a culturally relevant health promotion tool for Hispanics/Latinos to share their experiences with cancer, or other diseases. Promotores participated in a train-the-trainer workshop. Community members worked with trained promotores to create digital stories through community workshops. We conducted one-on-one interviews with digital story creators to elicit perspectives and assess their experience. One overarching theme among storytellers was the power of storytelling. Supporting subthemes that emerged in the interviews were (1) connection and communication, (2) lack of opportunities and barriers to telling stories, and (3) potential for disease prevention awareness and education. This study found digital storytelling to be culturally relevant for Hispanics/Latinos of Mexican origin. For these storytellers it was a uniquely valuable tool for sharing personal stories of overcoming or managing health issues. Participants found the digital story experience to be positive and beneficial. It provided a healing outlet to reflect on a difficult experience and find support within one's own community.

  8. Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

    Science.gov (United States)

    Stevens, Sally; Andrade, Rosi; Page, Melissa

    2016-12-01

    Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd-8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

  9. Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

    Science.gov (United States)

    Stevens, Sally; Andrade, Rosi; Page, Melissa

    2016-06-01

    Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd-8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

  10. Teaching Cultural Competence in Dental Education: A Systematic Review and Exploration of Implications for Indigenous Populations in Australia.

    Science.gov (United States)

    Forsyth, Cathryn J; Irving, Michelle J; Tennant, Marc; Short, Stephanie D; Gilroy, John A

    2017-08-01

    Indigenous and other minority populations worldwide experience higher rates of disease including poor oral health than other populations. Cultural competence of practitioners is increasingly being recognized as fundamental to health care and quality of life in addressing these disparities. The aims of this study were to conduct a systematic review of the literature about teaching cultural competence in dental education and to explore the particular relevance of that teaching for the oral health care of Indigenous populations in Australia. A systematic review employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted of published studies that explored cultural competency interventions in dental curricula. A total of 258 studies from 2004 to 2015 were identified; after removing duplications and applying criteria for exclusion, 12 were selected for analysis, involving 1,360 participants. The principal themes identified in the qualitative analysis of these studies were curriculum content, curriculum delivery, community service-learning, reflective writing, and evaluation. Students need knowledge of health disparities and community health to better understand the perspectives of culturally diverse populations and to communicate effectively with people from various cultures. The principal strategies that improved cultural competence in the articles examined in this study were educational seminars, community service-learning, and reflective writing. These findings suggest that integration of cultural competency curricula using a combination of didactic or online training, community engagement, and reflective writing may increase the cultural knowledge and skills of dental students.

  11. "We Wanted to See if You Were the Real Deal": Teaching as a Cultural Practice in a Challenging Environment

    Science.gov (United States)

    Lemon, Katrina; Edwards, Frances

    2017-01-01

    Teaching can be viewed as a cultural practice in which teaching is embedded in the culture of the teacher and informed by the culture of the students (Bell, 2011). In this paper, a narrative is presented detailing an authentic example of teaching in New Zealand in which culture is prioritised. It describes the challenges faced by a young female…

  12. The HeLa Documentary Film: An Engaging Writing and Culturally Relevant Assignment on Cell Division and Ethics for Nonscience Majors

    Directory of Open Access Journals (Sweden)

    Diann Jordan

    2015-02-01

    Full Text Available Historically black institutions play a pivotal role in educating the next generation of scientists and engineers as well as promoting scientific literacy among all of its students. Students would like to have more culturally relevant assignments that reflect their life experiences as it relates to course content.  We used the HeLa documentary film, "The Way of All Flesh Film," as an effective teaching tool in the first survey course of general biology to supplement our discussion on the cell cycle and ethics in scientific studies.  Over 90% of our students preferred this additional teaching method compared to a traditional lecture only.  Furthermore, the exercise enhanced the students' writing, research, and critical thinking skills through the ethical implications of the film.

  13. Why relevance theory is relevant for lexicography

    DEFF Research Database (Denmark)

    Bothma, Theo; Tarp, Sven

    2014-01-01

    , socio-cognitive and affective relevance. It then shows, at the hand of examples, why relevance is important from a user perspective in the extra-lexicographical pre- and post-consultation phases and in the intra-lexicographical consultation phase. It defines an additional type of subjective relevance...... that is very important for lexicography as well as for information science, viz. functional relevance. Since all lexicographic work is ultimately aimed at satisfying users’ information needs, the article then discusses why the lexicographer should take note of all these types of relevance when planning a new...... dictionary project, identifying new tasks and responsibilities of the modern lexicographer. The article furthermore discusses how relevance theory impacts on teaching dictionary culture and reference skills. By integrating insights from lexicography and information science, the article contributes to new...

  14. The evaluation of the relevance of teaching of homeopathy at the medical school

    Directory of Open Access Journals (Sweden)

    Francisco José de Freitas

    2011-09-01

    Full Text Available Background: In 1912 the Hahnemann Medical Faculty to graduate homeopathic physicians was created. This was one of the courses that originated the present Federal University of the State of Rio de Janeiro – UNIRIO. Homeopathy in UNIRIO was consolidated during the 80s and 90s through the relationship with other specialties. In 1999, the interface of Homeopathy and the curriculum guidelines of the Brazilian Ministry of Education justified the inclusion of Homeopathy as a compulsory subject in the medical course at UNIRIO. In 2001 a University program to improve the development of research called “Homeopathy - Health and Quality of Life”, was created to integrate the activities of Teaching, Research and Extension. Aim: To evaluate the relevance of the compulsory teaching of Homeopathy in the medical area at the Federal University of the State of Rio de Janeiro – UNIRIO, Brazil. Methods: A prospective longitudinal qualitative and quantitative research was used with semi-structured questionnaires with open and closed questions at the beginning and end of each semester. Undergraduate students from the third year of the UNIRIO Medical Faculty (2008/March till 2009/September who accepted the “Consent Form”, were included. Students who didn't respond adequately to the questions were excluded. This research was approved and registered at the Brazilian Research Ethics Center. Microsoft Office Excel 2007 used to data collection and analysis. Results: Total number of students attending the course during the four semesters: 304. 70% answered the questionnaires. 60% of the students had heard of homeopathy before attending the homeopathy course (67% as patients, 21% as patients and through media, 6% through media and 6% by other means of contact. 86% consider that homeopathy brought new knowledge to the medical and academic training. 72% consider that this

  15. Social marketing: approach to cultural and contextual relevance in a community-based physical activity intervention.

    Science.gov (United States)

    Keller, Colleen; Vega-López, Sonia; Ainsworth, Barbara; Nagle-Williams, Allison; Records, Kathie; Permana, Paska; Coonrod, Dean

    2014-03-01

    We report the social marketing strategies used for the design, recruitment and retention of participants in a community-based physical activity (PA) intervention, Madres para la Salud (Mothers for Health). The study example used to illustrate the use of social marketing is a 48-week prescribed walking program, Madres para la Salud (Mothers for Health), which tests a social support intervention to explore the effectiveness of a culturally specific program using 'bouts' of PA to effect the changes in body fat, fat tissue inflammation and postpartum depression symptoms in sedentary Hispanic women. Using the guidelines from the National Benchmark Criteria, we developed intervention, recruitment and retention strategies that reflect efforts to draw on community values, traditions and customs in intervention design, through partnership with community members. Most of the women enrolled in Madres para la Salud were born in Mexico, largely never or unemployed and resided among the highest crime neighborhoods with poor access to resources. We developed recruitment and retention strategies that characterized social marketing strategies that employed a culturally relevant, consumer driven and problem-specific design. Cost and benefit of program participation, consumer-derived motivation and segmentation strategies considered the development transition of the young Latinas as well as cultural and neighborhood barriers that impacted retention are described.

  16. Social marketing: approach to cultural and contextual relevance in a community-based physical activity intervention

    Science.gov (United States)

    Keller, Colleen; Vega-López, Sonia; Ainsworth, Barbara; Nagle-Williams, Allison; Records, Kathie; Permana, Paska; Coonrod, Dean

    2014-01-01

    We report the social marketing strategies used for the design, recruitment and retention of participants in a community-based physical activity (PA) intervention, Madres para la Salud (Mothers for Health). The study example used to illustrate the use of social marketing is a 48-week prescribed walking program, Madres para la Salud (Mothers for Health), which tests a social support intervention to explore the effectiveness of a culturally specific program using ‘bouts’ of PA to effect the changes in body fat, fat tissue inflammation and postpartum depression symptoms in sedentary Hispanic women. Using the guidelines from the National Benchmark Criteria, we developed intervention, recruitment and retention strategies that reflect efforts to draw on community values, traditions and customs in intervention design, through partnership with community members. Most of the women enrolled in Madres para la Salud were born in Mexico, largely never or unemployed and resided among the highest crime neighborhoods with poor access to resources. We developed recruitment and retention strategies that characterized social marketing strategies that employed a culturally relevant, consumer driven and problem-specific design. Cost and benefit of program participation, consumer-derived motivation and segmentation strategies considered the development transition of the young Latinas as well as cultural and neighborhood barriers that impacted retention are described. PMID:23002252

  17. Context and Culture in Language Teaching and Learning. Languages for Intercultural Communication and Education.

    Science.gov (United States)

    Byram, Michael, Ed.; Grundy, Peter, Ed.

    This collection of papers examines how the contexts in which language teaching occurs impact the aims and methods of language teaching. Ten papers focus on the following: "Introduction: Context and Culture in Language Teaching and Learning" (Mike Byram and Peter Grundy); "From Practice to Theory and Back Again" (Claire…

  18. Exploring Cultural Effects on Teaching Styles of Chinese and American Professors

    Science.gov (United States)

    Zhan, Ginny Q.; Moodie, Douglas R.; Wang, Bailing

    2015-01-01

    The current study examines cultural effects on college professors' teaching styles. Ninety-four Chinese university instructors participated in the study. A 40-item teaching style inventory was used in the study. The responses were compared with American professors' teaching styles reported by Grasha (2006). Results show that the Chinese…

  19. LeaD-In: A Cultural Change Model for Peer Review of Teaching in Higher Education

    Science.gov (United States)

    Barnard, A.; Nash, R.; McEvoy, K.; Shannon, S.; Waters, C.; Rochester, S.; Bolt, S.

    2015-01-01

    Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or…

  20. The Relevance of Multi Media Skills in Teaching and Learning of Scientific Concepts in Secondary Schools in Lagos State, Nigeria

    Science.gov (United States)

    Okedeyi, Abiodun S.; Oginni, Aderonke M.; Adegorite, Solomon O.; Saibu, Sakibu O.

    2015-01-01

    This study investigated the relevance of multi media skills in teaching and learning of scientific concepts in secondary schools. Self constructed questionnaire was administered to 120 students randomly selected in four secondary schools in Ojo Local Government Area of Lagos state. Data generated were analyzed using chi-square statistical…

  1. The Role of Culture in Rural Ugandan Mathematics Teaching and Learning

    Science.gov (United States)

    Kaahwa, Janet

    2011-01-01

    Education systems are culturally embedded and, therefore, difficult to improve without understanding actions, beliefs, and attitudes related to education existing within the culture. This article discusses the role culture plays in the teaching and learning of mathematics. It specifically dwells on the ways culture could benefit learners from…

  2. The Nature of Teaching and Learning in Cross-Cultural Experiential Education.

    Science.gov (United States)

    Howard, Adam

    2000-01-01

    Examines the three stages in cross-cultural education: (1) planning; (2) the experience itself; and (3) reflection. Reconsiders the nature of teaching and learning in cross-cultural education as a process that allows students to maintain their own cultural selves within the unnatural conditions of crossing cultures. (Author/CCM)

  3. Considering Culturally Responsive Teaching, Children, and Place in the Music Room

    Science.gov (United States)

    Wiens, Kimberly Friesen

    2015-01-01

    In this article, the author explores how culturally responsive teaching and the concept of children and place relate in the music room. The article begins with a brief explanation of both culturally responsive teaching and children and place. Through the use of anecdotes and ideas to consider, this article provides elementary music teachers with…

  4. The Role of Culture in Second or Foreign Language Teaching: Moving Beyond the Classroom Experience

    Science.gov (United States)

    Fleet, Marilyn

    2006-01-01

    Second Language (L2) and Foreign Language (FL) curricula have a cultural component intricately woven into the fabric of the language syllabus. To teach language, one must also teach the culture inherent in the language, including the verbal as well as the non-verbal aspects. A review of the literature will show that studying the target culture…

  5. Choice of Appropriate Multimedia Technology and Teaching Methods for Different Culture Groups

    Science.gov (United States)

    Taratoukhina, Julia

    2014-01-01

    This paper describes the prerequisites for development in the area of cross-cultural multimedia didactics. This approach is based on research studies of differences between mentalities, ways of working with educational information, culturally-specific teaching methods and teaching techniques that determine differentiated approaches to the choice…

  6. Cultural Constructivism: The Confluence of Cognition, Knowledge Creation, Multiculturalism, and Teaching

    Science.gov (United States)

    Hutchison, Charles B.

    2006-01-01

    Knowledge is created in the crucible of culture, and is mediated by the nature of nature. In the teaching of diverse students, teachers need to understand the process by which cultural paradigms, juxtaposed to the process of knowledge construction, may potentially create multiple realities for different students. When teaching diverse students,…

  7. Considering Culturally Responsive Teaching, Children, and Place in the Music Room

    Science.gov (United States)

    Wiens, Kimberly Friesen

    2015-01-01

    In this article, the author explores how culturally responsive teaching and the concept of children and place relate in the music room. The article begins with a brief explanation of both culturally responsive teaching and children and place. Through the use of anecdotes and ideas to consider, this article provides elementary music teachers with…

  8. Culturally Responsive Teaching: The Harlem Renaissance in an Urban English Class

    Science.gov (United States)

    Stairs, Andrea J.

    2007-01-01

    Andrea J. Stairs advocates culturally responsive teaching, a practice that explicitly highlights "issues of race, ethnicity, and culture as central to teaching, learning, and schooling," and emphasizes the necessity of interrogating the themes of race, power, and privilege in the urban classroom. Stairs observes two student teachers as they…

  9. Tutor-led teaching of procedural skills in the skills lab: Complexity, relevance and teaching competence from the medical teacher, tutor and student perspective.

    Science.gov (United States)

    Lauter, Jan; Branchereau, Sylvie; Herzog, Wolfgang; Johannes Bugaj, Till; Nikendei, Christoph

    2017-05-01

    In current medical curricula, the transfer of procedural skills has received increasing attention. Skills lab learning and tutor-led teaching have become an inherent part of all medical curricula at German medical faculties. In 2011, the initial basis for the classification of clinical skills in medical school was created by the German Association for Medical Education (GMA) Committee's consensus statement on procedural skills. As a recommendation for medical curricula, the National Competency-based Catalogue of Learning Objectives (NKLM, 2015) lists procedural skills according to their curriculum integration and competency level. However, classification in regard to the perceived complexity, relevance, or teaching competency is still lacking. The present study aimed to investigate procedural skills taught at the Medical Faculty of Heidelberg in regard to their complexity, relevance, and required teaching skills. To achieve this aim (1) the specific procedural skills in terms of complexity, that is, the degree of difficulty, and (2) the perceived relevance of taught procedural skills for studying and subsequent medical profession as well as (3) the personal preparation and required teaching skills were assessed in medical teachers, tutors and students. During the winter semester 2014/2015, the evaluations of all medical teachers, student tutors, and medical students in the skills lab teaching departments of internal medicine, surgery, pediatrics, gynecology, and otorhinolaryngology at the Medical Faculty of Heidelberg were assessed via a quantitative cross-sectional questionnaire survey using 7-point Likert scales. The questionnaire comprised four item sets concerning 1) demographic details, 2) procedural skill complexity, 3) practical relevance, and 4) required preparation and teaching skills. Descriptive, quantitative analysis was used for questionnaire data. The survey included the data from 17 of 20 physicians (return rate: 85 %), 10 of 10 student tutors

  10. Impact of Culturally Relevant Contextualized Activities on Elementary and Middle School Students' Perceptions of Science: An Exploratory Study

    Science.gov (United States)

    González-Espada, Wilson; Llerandi-Román, Pablo; Fortis-Santiago, Yaihara; Guerrero-Medina, Giovanna; Ortiz-Vega, Nicole; Feliú-Mójer, Mónica; Colón-Ramos, Daniel

    2015-01-01

    Although researchers have argued that textbooks should be customized to local cultures and experiences, they rarely are. Ciencia Puerto Rico, a non-profit group interested in promoting science literacy and education among Latino(a)s/Hispanics, identified a need to provide schools with culturally relevant materials. The result was the publication…

  11. On Teacher’s Awareness of English-Chinese Culture Input in College English Teaching

    Institute of Scientific and Technical Information of China (English)

    张天虹

    2014-01-01

    With China’s influence in the world, we should not ignore the importance of teaching Chinese culture in Language teaching. In this thesis, the author investigated some teachers in a university to explore the teacher’s current English-Chinese culture input awareness in college English teaching, then give some suggestions based on some theories and hope that college teachers will make English class more adaptive to cultivate student’s Intercultural Communication Competence (ICC) ability.

  12. Learning and Teaching Chinese Language and Culture in Dublin: Attitudes and Expectations

    OpenAIRE

    Liu, Yiling

    2009-01-01

    In response to a world-wide tide of Chinese language learning, educational institutions in Ireland have begun, in the last five years, to put in place degree courses and an increasing number of classes for the teaching of Chinese. It is helpful to understand the attitudes and expectations of students and teachers concerning the learning and teaching of Chinese language and culture in an Irish teaching environment. Language is part of a particular culture. The learning and acquisition of a tar...

  13. A Case Study: Are Traditional Face-To-Face Lectures Still Relevant When Teaching Engineering Courses?

    Directory of Open Access Journals (Sweden)

    LillAnne Jackson

    2013-12-01

    Full Text Available In this rapidly changing age, with virtually all information available on the Internet including courses, students may not find any reason to physically attend the lectures. In spite of the many benefits the online lectures and materials bring to teaching, this drift from the traditional (norm face-to-face lectures is also creating further barriers, such as difficulty in communicating and building personal relationships, between students and instructor. In this paper we carry out a study that presents and analyzes factors that motivate students to attend a (1 face-to-face instruction in-class versus an (2 online class. This study is based on an anonymous and voluntary survey that was conducted in the School of Engineering at University of Victoria, BC, Canada. This paper presents and shares the detailed results and analysis of this survey that also includes some interesting and useful comments from the students. Based on the results, analysis and comments the paper suggests methodologies of how to improve face-to-face in-class instructions to make them more relevant to the current global information age.

  14. A Critical Review of The Cultural Difference and Teaching of English Lexi-cology By LiYun

    Institute of Scientific and Technical Information of China (English)

    韩诺敏

    2016-01-01

    This paper critically analyses the essay"The Cultural Difference and Teaching of English Lexicology"and suggests some methods of introducing cultural factors into English teaching to truly achieve the communicative competence of words.

  15. The Continued Relevance of "Teaching to Transgress: Education as the Practice of Freedom"

    Science.gov (United States)

    Bullen, Pauline E.

    2012-01-01

    In 1994, bell hooks' work, Teaching to Transgress--Education as the Practice of Freedom was first published and this work re-examines it for its intent to counter the devaluation of teaching and on the basis that it addresses the urgent need for changes in teaching practices. Because of the intransience of racism and the various "isms" that are…

  16. ABOUT THE RELEVANCE AND METHODOLOGY ASPECTS OF TEACHING THE MATHEMATICAL MODELING TO PEDAGOGICAL STUDENTS

    Directory of Open Access Journals (Sweden)

    Y. A. Perminov

    2014-01-01

    Full Text Available The paper substantiates the need for profile training in mathematical modeling for pedagogical students, caused by the total penetration of mathematics into different sciences, including the humanities; fast development of the information communications technologies; and growing importance of mathematical modeling, combining the informal scientific and formal mathematical languages with the unique opportunities of computer programming. The author singles out the reasons for mastering and using the mathematical apparatus by teaches in every discipline. Indeed, among all the modern mathematical methods and ideas, mathematical modeling retains its priority in all professional spheres. Therefore, the discipline of “Mathematical Modeling” can play an important role in integrating different components of specialists training in various profiles. By mastering the basics of mathematical modeling, students acquire skills of methodological thinking; learn the principles of analysis, synthesis, generalization of ideas and methods in different disciplines and scientific spheres; and achieve general culture competences. In conclusion, the author recommends incorporating the “Methods of Profile Training in Mathematical Modeling” into the pedagogical magistracy curricula. 

  17. Towards culturally relevant classroom science: a theoretical framework focusing on traditional plant healing

    Science.gov (United States)

    Mpofu, Vongai; Otulaja, Femi S.; Mushayikwa, Emmanuel

    2014-03-01

    A theoretical framework is an important component of a research study. It grounds the study and guides the methodological design. It also forms a reference point for the interpretation of the research findings. This paper conceptually examines the process of constructing a multi-focal theoretical lens for guiding studies that aim to accommodate local culture in science classrooms. A multi-focal approach is adopted because the integration of indigenous knowledge and modern classroom science is complex. The central argument in this paper is that a multi-focal lens accommodates the multifaceted nature of integrating indigenous knowledge and western oriented classroom science. The objective of the paper, therefore, is to construct a theoretical framework that can be used to guide and inform the integration of indigenous knowledge and western science at classroom science level. The traditional plant healing form of indigenous knowledge is used as a case study. The paper is important for raising the complexities, tensions and dilemmas inherent in the design and implementation of indigenous knowledge-science integrated curricula. An understanding of the issues raised will pave the way towards achieving culturally relevant classroom science.

  18. Relation between creative teaching and sustainable practices in cultural heritage tourism

    OpenAIRE

    Rašperić Ružica; Lekić Romana; Fištrek Lidija

    2016-01-01

    This paper is primarily concerned with alternative teaching methodologies. Creative teaching methodologies place the student at the center of the learning process. This paper is a case study of 'Orion - promotion of the Vučedol culture' project as a self-sustainable cultural product. The primary goal of the project is the promotion of heritage through cultural tourism. The 'Orion' project was launched in cooperation with third year undergraduate students at the Department of Tourism of VERN U...

  19. Exploring the parent agency through a culturally relevant and inclusive science program

    Science.gov (United States)

    Hagiwara, Sumi

    2002-01-01

    Science education reform calls for the inclusivity of all learners, the same should also apply to immigrant Latino/a parents. The Literacy in Food and the Environment (LIFE) program, a two-year inner-city middle-school science curriculum designed to teach science, nutrition and the environment through investigations of food is analyzed based on quantitative and qualitative data gathered during 1999--2001. A sample of 19 immigrant Latino/a parents participated in 12 workshops and collaborated with teachers in the classroom to implement the curriculum. A quantitative analysis of year one using a pre/post test design measured the impact of the program on the parents' science knowledge, attitude and beliefs about science and participating in their child's science education, and food choices and behavior. Four mothers continued with the program in year two. Qualitative data was gathered to create descriptive case studies. From the data I developed an interpretive discussion based on cross case analysis using a grounded theory method, When compared to a comparison group (n = 13), quantitative results showed significantly higher outcomes for science knowledge on the topics of energy flow (65% intervention vs, 37% control, p culture and language in positioning self in science and in school, (3) the mothers' experience as socially transformative. By engaging parents inside the classroom with science taught through food, parents' knowledge, attitudes and beliefs around science improved, as they developed a sense of agency transforming their role from parent to educator.

  20. Culture-Based Arts Education That Teaches against the Grain: A Model for Place-Specific Material Culture Studies

    Science.gov (United States)

    Bequette, James W.

    2014-01-01

    When 50 Midwest teachers in two public schools and one Reservation school worked in respectful, knowledgeable, and power-sharing ways with local Indigenous elders, artists, and academics, the outcome was often culture-based arts education that teaches against the grain. This collaboration and the culturally responsive pedagogy it inspired led to…

  1. Rescuing Tradition at the Pierre Verger Cultural Space: Teaching and Learning Afro-Brazilian Culture through Music in Brazil

    Science.gov (United States)

    Junqueira, Joao Carlos

    2010-01-01

    This study investigates how the Pierre Verger Cultural Space (PVCS), an educational organization dedicated to teaching Afro-Brazilian culture in Bahia, uses music to construct a sense of Afro-Brazilian self. Located in a poverty-stricken neighborhood of Salvador, Bahia, the PVCS sees its mission as "rescuing" ("resgatar") an…

  2. Rescuing Tradition at the Pierre Verger Cultural Space: Teaching and Learning Afro-Brazilian Culture through Music in Brazil

    Science.gov (United States)

    Junqueira, Joao Carlos

    2010-01-01

    This study investigates how the Pierre Verger Cultural Space (PVCS), an educational organization dedicated to teaching Afro-Brazilian culture in Bahia, uses music to construct a sense of Afro-Brazilian self. Located in a poverty-stricken neighborhood of Salvador, Bahia, the PVCS sees its mission as "rescuing" ("resgatar") an…

  3. Rescuing Tradition at the Pierre Verger Cultural Space: Teaching and Learning Afro-Brazilian Culture through Music in Brazil

    Science.gov (United States)

    Junqueira, Joao Carlos

    2010-01-01

    This study investigates how the Pierre Verger Cultural Space (PVCS), an educational organization dedicated to teaching Afro-Brazilian culture in Bahia, uses music to construct a sense of Afro-Brazilian self. Located in a poverty-stricken neighborhood of Salvador, Bahia, the PVCS sees its mission as "rescuing" ("resgatar") an Afro-Brazilian sense…

  4. Integrating the Coffee Culture with the Teaching of English

    Directory of Open Access Journals (Sweden)

    Zuluaga Corrales Carmen Tulia

    2009-11-01

    Full Text Available The present article gives account of the results of a research project developed at the University of Caldas with a group of preservice teachers and advisors. The purpose of the work was to sensitize the academic community about the importance of rescuing the cultural identity of rural school students. To achieve this goal, advisors and preservice teachers innovated the school curriculum by integrating the coffee culture to the English program. The study revealed that preservice teachers became skillful at designing content-based tasks that were more meaningful for the students; likewise, they became more sensitive to the problems that affected rural students and their families. It was also found that these students became aware of the commitment they had with the region and its surroundings; furthermore, because classes were more appealing, their motivation increased significantly. Key words: Cultural integration, curriculum, preservice teacher, foreign language teaching-learning process, rural school Este artículo da cuenta de los resultados de una investigación desarrollada en la Universidad de Caldas con un grupo de educadores en formación y sus asesoras, con el fin de sensibilizar a la comunidad académica sobre la importancia de rescatar la identidad cultural de los estudiantes de las escuelas rurales. Para lograr este objetivo, las asesoras y educadores en formación realizaron innovaciones en el currículo al integrar la cultura cafetera a los contenidos de los cursos de inglés. El estudio demostró que los docentes en formación desarrollaron habilidades para diseñar actividades que integraran los contenidos de inglés con la cultura cafetera y que fueran más significativas para los estudiantes. Asimismo, se mostraron más sensibles hacia los problemas que afectaban a los estudiantes y a sus familias. Se encontró también que los estudiantes de las escuelas rurales se concientizaron acerca del compromiso que deb

  5. Cultural Differences and English Teaching--Introducing culture through Language Teaching%文化差异和英语教学

    Institute of Scientific and Technical Information of China (English)

    付琼成

    2001-01-01

    中西方文化存在着很大差异.由于文化差异在交际中产生的影响和出现的问题,给英语教学带来一定的困难.因此要重视这些影响和问题在英语教学中的重要性,并相应地提出在英语教学中解决这些问题的方法和途径.%This thesis explains culture and cultural differences between China and western countries. An analysis of problcms caused in communition without knowing cultural differences is provided.The problems embody the importance of teaching culture. English must be taught with its culture.The appoaches of introducing culture in English suggest language can be learned in culture and culture should be taught in language. Meanwhile teacher's knowledge of culture is emphasized.

  6. How To Teach English Cultural Background KnowledGe In Middle Schools%How To Teach English Cultural Background KnowledGe In Middle Schools

    Institute of Scientific and Technical Information of China (English)

    骆丹丹

    2011-01-01

    It is recognized that language is an essential part of culture. It reflccts the cultural contents and connotation. Namely, language is the carrier of culture. And the impact of culture upon language is something intrinsic and indispensable. While, at middle schools, it is the basic and important stage to learn a foreign language. Therefore it is a key point to teach English cultural background knowledge. This paper aims at introducing four methods of cultural background teaching: strenghtening cultural education by comparison; introducing the cultural meaning and connotation of vocabulary; communication in class; extracurricular activities. I hope this paper can help students increase interests in English learning, know more about English cultures and improve communication abolity of crossculture.

  7. AN ANALYSIS OF CULTURAL CONFLICT AND ITS IMPLICATIONS FOR EFL TEACHING

    Institute of Scientific and Technical Information of China (English)

    1998-01-01

    The responses to a cultural awareness questionnaire administered to foreign teachers and Chinese students are analysed. A number of reasons for cross-cultural conflict and their implications for English language teaching are discussed, and the components of a possible cultural orientation course presented.

  8. The Conceptualisation of the Cultural Component of Language Teaching in Australian Language-in-Education Policy

    Science.gov (United States)

    Liddicoat, Anthony J.

    2004-01-01

    Culture is recognised as an important part of languages teaching in Australia and has been increasingly integrated into policy and curriculum documents and the general rhetoric of languages education. The result is that policies include statements about aspects of cultural competence. However, the nature and scope of the cultural component in…

  9. Understanding and Influencing Teaching and Learning Cultures at University: A Network Approach

    Science.gov (United States)

    Roxa, Torgny; Martensson, Katarina; Alveteg, Mattias

    2011-01-01

    Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and…

  10. Too Pale and Stale: Prescribed Texts Used for Teaching Culturally Diverse Students in Australia and England

    Science.gov (United States)

    Jogie, Melissa Reshma

    2015-01-01

    How are English texts selected to teach students from culturally diverse backgrounds in Australia and England? The English curricula in both countries aim for students to read and interpret meanings through texts, while learning about their culture, and that of cultural others. However, the current list of prescribed texts in both curricula are…

  11. Folklore, Literature, Ethnography, and Second-Language Acquisition: Teaching Culture in the ESL Classroom

    Science.gov (United States)

    Gholson, Rachel; Stumpf, Chris-Anne

    2005-01-01

    Recognizing that to learn about culture will aid the new Canadian in attaining cultural awareness, this article argues that it is imperative to develop strategies for teaching about culture. Using folklore as a critical methodology in the ESL classroom is such a strategy. Because folklore is an intrinsic part of everyday life, its use promotes and…

  12. Teaching English in China: Language, literature, culture, and social implications

    Institute of Scientific and Technical Information of China (English)

    张隆溪

    2006-01-01

    The teaching of English in China started with the establishment of the Interpreters' College in 1862 as a response to the pressure of Western imperialist powers, but also for the purpose of China's self-strengthening and modernization. For a long time, however, owing to political and ideological reasons, English was taught as a language, while English literature and Western culture were suppressed as politically suspect and dangerous. As a result, graduates from China's English departments are generally ill-equipped to communicate effectively and to deal with the task they face in today's competitive world for lack of literary competence and cultural knowledge. We need to reexamine the entire curricula and design courses not only in English literature and culture, but in Chinese and comparative studies as well so that we may produce students with better linguistic skills, adequate cultural knowledge, and a mature and critical mind.%中国有英语教学,始自1862年同文馆之建立.由于种种原因,中国的英语教学长期以来只片面强调语言基本功的训练,而忽视了文学和文化背景的认识.结果是学生既缺乏对西方文化的了解,又缺乏中国传统文化知识.没有跨文化交往的能力,也就不能应付他们面临的实际工作.我们必须重新审视教学内容,不仅设置英国文学和西方文化的课程,而且设置用英语讲授中国文化和比较研究的课程,以求培养出既有语言表达能力,又有文化修养和独立批判精神的优秀学生.

  13. Understanding Legitimate Teacher Authority in a Cross-Cultural Teaching Context: Pre-Service Chinese Language Teachers Undertaking Teaching Practicum in International Schools in Hong Kong

    Science.gov (United States)

    Lai, Chun; Gu, Mingyue; Hu, Jingjing

    2015-01-01

    Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools…

  14. 论英语教学中的文化导入%On Cultural Teaching in English Teaching

    Institute of Scientific and Technical Information of China (English)

    余先玲; 黄峤峤

    2013-01-01

    语言与文化密不可分。语言是文化的载体,文化是语言的底座。在外语教学过程中不仅要培养学生听、说、读、写、译等基本技能,更重要的是要进行文化教学,让学生更好地了解所学语言的文化背景,培养学生的跨文化意识,提高其跨文化交际能力。本文从语言与文化的关系出发,针对目前国内英语教学中存在的不足,阐述了英语教学中文化导入的重要性,论述了文化导入需遵循的三个原则,最后分析了英语教学过程中文化导入的方法。%Language is closely and inseparably related to culture. Language is the carrier of culture while culture is the base of the lan-guage. In foreign language teaching process, language teachers should not only develop students' basic skills such as listening, speaking, reading, writing and translating, but also should pay more attention to cultural teaching and make students have a better understanding of the cultural backgrounds of the foreign language that they learn, in order to develop the students' cultural consciousness and improve their intercultural communicative competence. Because of the flaws of English teaching in our country , this paper firstly explain the importance of teaching culture in English teaching on the basis of the relationship between language and culture, next put forward three principles of cultural teaching. Finally analyze the methods of culture teaching in the English teaching process.

  15. Cultural Relevance for Rural Community Development in China: A Case Study in Bai, Jingpo and Huyaodai Communities of Yunnan Province

    Institute of Scientific and Technical Information of China (English)

    Cai Kui; Du Juan; Dai Cong; Hu Huabin

    2007-01-01

    A three-year study over the Bai, Jingpo and Huayaodai communities in Yunnan Province reveals that the community development is significantly influenced in various ways by such cultural factors as the concepts of development; concepts and traditions of inter-community relationships, consumption, marriage and gender; patterns of decision-making and production, resource and income allocation; as well as the role of information dissemination systems, religion and ritual. Based on the analysis over the interactive relevance between each factor and community development, some strategies and methods for dealing with such a cultural relevance in development projects are recommended.

  16. The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures

    Science.gov (United States)

    Baharudin, Mazlina; Ikhsan, Siti Ajar

    2016-01-01

    The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students' needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning…

  17. Shifting Attitudes toward Teaching Culture within the Framework of English as an International Language

    Directory of Open Access Journals (Sweden)

    Luis Guerra

    2010-05-01

    Full Text Available This study deals with the cultural dimensions of EIL, which are analysed based on the following domains: (a subjects’ attitudes toward teaching about specific cultures (native and non-native; and (b subjects’ attitudes toward teaching about culture in general. In essence, a view of culture based on native cultures can emerge from three different approaches: it may promote British culture only, it may focus on both the UK and the US, or it may incorporate other English native cultures. Likewise, a more international viewpoint can also be offered from three perspectives: it may refer to ESL contexts only, it may present both ESL and EFL communities – including the local culture – or it may introduce international aspects not specific to any culture. However, the analysis of data in this study indicates that the subjects’ attitudes toward teaching culture do not usually correspond to just one of these perspectives; rather, teachers display a manifold set of beliefs which may at times be closer or more distant to an international approach to teaching culture.

  18. Transition from Multimedia Materials to Interactive Videotape in Teaching Russian Culture and Language.

    Science.gov (United States)

    Norkeliunas, Casimir J.

    1984-01-01

    Describes a course at Marist College, Poughkeepsie, New York, in which multimedia and computer-assisted instruction are used to teach Russian culture. The use of this approach to meet individual student needs in large classes is discussed. (SED)

  19. Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching

    Science.gov (United States)

    Ramirez, Pablo C.; Jimenez-Silva, Margarita

    2014-01-01

    In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

  20. The Role of Cultural Factors in Chinese non-English Majors' EFL Learning and Teaching

    Institute of Scientific and Technical Information of China (English)

    刘红英; 谢秋恩

    2007-01-01

    This article aims at the discussion of cultural interferences in foreign language teaching and learning for Chinese non-English majors. It also calls for more attention from teachers, textbook compilers, and students themselves.

  1. Teaching Sociolinguistics: A Medium for Cultural Awareness of Indonesian University Foreign Language Learners

    National Research Council Canada - National Science Library

    Agnes Herawati

    2014-01-01

    This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs...

  2. Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching

    Science.gov (United States)

    Ramirez, Pablo C.; Jimenez-Silva, Margarita

    2014-01-01

    In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

  3. CULTURAL KNOWLEDGE IS NEEDED IN SECOND(FOREIGN)LANGUAGE TEACHING AND LEARNING IN CHINA

    Institute of Scientific and Technical Information of China (English)

    1999-01-01

    This article tackles the problem of cultural interferences in foreign language teaching andlearning for Chinese learners of English.It also calls for more attention from teachers,textbook com-pilers and students themselves.

  4. Taking into account socio-cultural component in teaching a foreign (Russian) language

    OpenAIRE

    Kavaliauskas, Mindaugas

    2015-01-01

    The article discusses the problem of implementing socio-cultural component in the process of teaching a foreign (Russian) language. The basic principle of teaching foreign languages focuses on linguistic identity of a student at a concrete study stage. Linguistic identity represents a multi-componential set of language abilities, skills and inclination towards certain language behavior. The principle of focusing teaching on the formation of a learner as a linguistic personality presents a cha...

  5. TV Commercials as Authentic Materials to Teach Communication, Culture and Critical Thinking

    Science.gov (United States)

    Erkaya, Odilea Rocha

    2005-01-01

    This article discusses the importance of using authentic materials to teach foreign students to communicate in English in a natural way, teach them about the target culture, and help them to engage in critical thinking. Since authentic materials have been defined in various ways, this researcher has chosen for this article two definitions which…

  6. A Study of Culturally Responsive Teaching Practices of Adult ESOL and EAP Teachers

    Science.gov (United States)

    Rhodes, Christy M.

    2013-01-01

    The purpose of this study was to examine how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturally responsive teaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski's…

  7. The Integrated Curriculum, University Teacher Identity and Teaching Culture: The Effects of an Interdisciplinary Activity

    Science.gov (United States)

    Sáez, Israel Alonso; Sancho, Naiara Berasategi

    2017-01-01

    The results of an investigative process are reported that centre on the impact that modular curricular organization and its interdisciplinary activity are having on the teaching culture in the Degree in Social Education at the University of the Basque Country (UPV/ EHU). This understanding of the curriculum is a seminal change for teaching staff…

  8. Digital Technology and the Culture of Teaching and Learning in Higher Education

    Science.gov (United States)

    Lai, Kwok-Wing

    2011-01-01

    This paper discusses how the use of digital technologies may support a shift of cultural practices in teaching and learning, to better meet the needs of 21st century higher education learners. A brief discussion of the changing needs of the learners is provided, followed by a review of the overall impact of digital technologies on teaching and…

  9. The Effects of Cross-Cultural Competence on My Teaching and Studying in the UK Context

    Science.gov (United States)

    Wang, Ping

    2011-01-01

    In this paper, I reflect on my experiences as a Chinese educator, attempting to take my previous experiences into a new situation: teaching in the UK. These reflections take me down a path that shows how my Chinese cultural background and experiences created both challenges and opportunities for my teaching. I attempt to show how important it is…

  10. Cultural Relay in Early Childhood Education: Methods of Teaching School Behavior to Low-Income Children

    Science.gov (United States)

    Smith, Stephanie C.

    2012-01-01

    There is a distinct class difference in the way that children are taught school behavior. Teachers in affluent schools use more implicit teaching techniques while teachers of low-income children are more explicit in their teaching of behavior. This stems largely from the alignment of the home culture of middle class children to school behavior and…

  11. Teaching at the University Level: Cross-Cultural Perspectives from the United States and Russia

    Science.gov (United States)

    Wiseman, Dennis G.; Hunt, Gilbert H.; Zhukov, Vassiliy I.; Mardahaev, Lev V.

    2007-01-01

    Interest in what constitutes effective teaching in Pre-K-12 and higher education is nearly universal. This important text explores this interest at the college and university level from a unique, international perspective. "Teaching at the University Level: Cross-Cultural Perspectives from the United States and Russia" brings to one…

  12. Urban Teachers' Professed Classroom Management Strategies: Reflections of Culturally Responsive Teaching

    Science.gov (United States)

    Brown, Dave F.

    2004-01-01

    Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect…

  13. An Exploration of English Cross-cultural Love Emails in English Teaching

    Institute of Scientific and Technical Information of China (English)

    黄海平

    2015-01-01

    As a byproduct of on-line love,English crosscultural love email is special and useful in its own way and can be creatively applied in our teaching.In this paper,I attempt to discuss the strengths and limitation of English cross-cultural love emails in English teaching.

  14. A Study of Culturally Responsive Teaching Practices of Adult ESOL and EAP Teachers

    Science.gov (United States)

    Rhodes, Christy M.

    2013-01-01

    The purpose of this study was to examine how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturally responsive teaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski's…

  15. Indigenous-Centered Pedagogies: Strategies for Teaching Native American Literature and Culture

    Science.gov (United States)

    Portillo, Annette

    2013-01-01

    As a reflection on pedagogy, this essay seeks to provide strategic tools for teaching Native American literature and culture to non-native students. My teaching philosophy is informed by the indigenous-centered, decolonial methodologies as defined by Devon Mihesuah who calls for "indigenizing" the academy by challenging the status quo…

  16. Educating Students to Become Culturally Competent Physical Therapists: Issues of Teaching and Assessment

    Science.gov (United States)

    Barnes, Lisa Jayroe

    2013-01-01

    With the growing multicultural population within the United States, healthcare providers need to be prepared to care for and educate adult clients from various cultural backgrounds. The purpose of the study was to examine the teaching and assessment methods being used by faculty in the education of future physical therapists in teaching the…

  17. Lost in Translation: Cross-Cultural Experiences in Teaching Geo-Genealogy

    Science.gov (United States)

    Longley, Paul A.; Singleton, Alex D.; Yano, Keiji; Nakaya, Tomoki

    2010-01-01

    This paper reports on a cross-cultural outreach activity of the current UK "Spatial Literacy in Teaching" (SPLINT) Centre of Excellence in Teaching and Learning (CETL), a past UK Economic and Social Research Council (ESRC) grant, and shared interests in family names between Japanese and UK academics. It describes a pedagogic programme developed…

  18. The Question of Culture: EFL teaching in non-English-speaking countries

    Institute of Scientific and Technical Information of China (English)

    Cem and Margaret Alptekin

    2009-01-01

    @@ Two conflicting pedagogical views exist in teaching EFL (English as a foreign language) abroad. One, promoted chiefly by native English speaking teachers, is that English teaching should be done with reference to the socio-cultural norms and val-ues of an English-speaking country, with the pur-pose of developing bilingual and bicultural individu-als.

  19. Teacher and Culture Mediator:A Reflection on Teaching English Listen-ing through American Materials

    Institute of Scientific and Technical Information of China (English)

    周敏

    2013-01-01

    This essay is to help TESOL teachers to think about their importance of being the cultural mediators and how to be good mediators as well. Firstly, in this article, some concepts about language, culture and the connections between them are intro⁃duced. Then it explores why it is important for English teachers to view themselves as cultural mediators and in what way they are cultural mediators. Finally, the study reflects on the situation in a tertiary teaching context.

  20. "Picturing" Culturally Relevant Literacy Practices: Using Photography to See How Literacy Curricula and Pedagogies Matter to Urban Youth

    Science.gov (United States)

    Zenkov, Kristien; Pellegrino, Anthony; Harmon, James; Ewaida, Marriam; Bell, Athene; Lynch, Megan; Sell, Corey

    2013-01-01

    This article reports on the findings of a photography and literacy project the authors conducted with 117 diverse city students. Relying on a critical pedagogy framework, the foundations for this study include research on cultural relevance, literacy, and visual sociology. The authors used Youth Participatory Action Research (YPAR) and photo…

  1. The relevance of cultural factors in predicting condom-use intentions among immigrants from the Netherlands Antilles

    NARCIS (Netherlands)

    Kocken, P.L.; Dorst, A.G. van; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex educa

  2. The Relevance of Cultural Factors in Predicting Condom-Use Intentions among Immigrants from the Netherlands Antilles

    Science.gov (United States)

    Kocken, P. L.; van Dorst, A. G.; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex education and machismo beliefs on gender and power…

  3. The relevance of cultural factors in predicting condom-use intentions among immigrants from the Netherlands Antilles

    NARCIS (Netherlands)

    Kocken, P.L.; Dorst, A.G. van; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex

  4. An Examination of Culturally Relevant Stressors, Coping, Ethnic Identity, and Subjective Well-Being in Urban, Ethnic Minority Adolescents

    Science.gov (United States)

    Vera, Elizabeth M.; Vacek, Kimberly; Coyle, Laura D.; Stinson, Jennifer; Mull, Megan; Doud, Katherine; Buchheit, Christine; Gorman, Catherine; Hewitt, Amber; Keene, Chesleigh; Blackmon, Sha'kema; Langrehr, Kimberly J.

    2011-01-01

    This study explored relations between culturally relevant stressors (i.e., urban hassles, perceived discrimination) and subjective well-being (SWB; i.e., positive/ negative affect, life satisfaction) to examine whether ethnic identity and/or coping strategies would serve as moderators of the relations between stress and SWB for 157 urban, ethnic…

  5. Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

    Science.gov (United States)

    Jaffee, Ashley Taylor

    2016-01-01

    This study examines how teachers in 4 urban newcomer high schools conceptualized and implemented social studies education for Latino/a newcomer youth through an emerging framework of culturally and linguistically relevant citizenship education. Through a multi-site, collective case study design, the perspectives and decision making of social…

  6. The relevance of cultural factors in predicting condom-use intentions among immigrants from the Netherlands Antilles

    NARCIS (Netherlands)

    Kocken, P.L.; Dorst, A.G. van; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex educa

  7. The Relevance of Cultural Factors in Predicting Condom-Use Intentions among Immigrants from the Netherlands Antilles

    Science.gov (United States)

    Kocken, P. L.; van Dorst, A. G.; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex education and machismo beliefs on gender and power…

  8. Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

    Science.gov (United States)

    Jaffee, Ashley Taylor

    2016-01-01

    This study examines how teachers in 4 urban newcomer high schools conceptualized and implemented social studies education for Latino/a newcomer youth through an emerging framework of culturally and linguistically relevant citizenship education. Through a multi-site, collective case study design, the perspectives and decision making of social…

  9. Indigenous Knowledge and Language: Decolonizing Culturally Relevant Pedagogy in a Mapuche Intercultural Bilingual Education Program in Chile

    Science.gov (United States)

    Ortiz, Patricio R.

    2009-01-01

    This article illustrates how Mapuche Indigenous knowledge (Kimun) and language (Mapudungun) incorporated into an Intercultural Bilingual Education (IBE) program of a school within a Mapuche context in Chile creates decolonizing counter-hegemonic narratives as forms of culturally relevant pedagogy. Based on a six-month school ethnography, this…

  10. The Role of Cultural Competence in the Teaching of Hungarian as a Foreign Language and in Cultural Diplomacy

    Directory of Open Access Journals (Sweden)

    Erika Sólyom

    2015-01-01

    Full Text Available In the present paper, I aim to shed light on the importance of cultural competence from three perspectives. First, in my capacity as a sociolinguist, I will talk about how Hungarian culture is incorporated in the textbook "Colloquial Hungarian" (Rounds and Sólyom 2011, providing particular examples from various dialogues and cultural notes from the book. I believe that linguistic competence, communicative competence, and cultural competence are equally important parts of foreign language teaching and foreign language learning. Second, as a foreign language instructor at U.S. study abroad programs, I plan to discuss the importance of cultural norms of the speakers of the local language in the host country. Third, as a director of an American cultural and resource center in Budapest, I will talk about the importance of building bridges between two cultures, describing the goals and missions of the center as well as giving specific examples of the activities of the American Corner Budapest.

  11. On Cultural Background Information and English Teaching of Extensive Reading

    Institute of Scientific and Technical Information of China (English)

    GAO Wen

    2000-01-01

    This arricle is a research into the relationship between language and culture, cultural elements implied in vocabulary,and the way to widen a student's ken of cultural background information in Extensive Reading class of English.

  12. The Effect of Culture on the Teaching of English.

    Science.gov (United States)

    Lawrence, Brian

    2000-01-01

    Describes the nature of culture, and examines the cultural and learning differences between Japan and Great Britain in relation to the communicative approach. Warns of stereotyping that ignores sub-cultures and individual personality. (Author/VWL)

  13. Self-Review: A Prerequisite for Cross-Cultural Teaching.

    Science.gov (United States)

    Jones, Nathan W.

    1987-01-01

    Suggests that self-assessment and self-awareness can help Catholic educators to reexamine attitudes toward and interactions with others, especially those of other cultures. Underscores the importance of cultural literacy and cross-cultural formation. (DMM)

  14. Online Teaching and Learning: When Technology meets Language and Culture

    OpenAIRE

    XU, Zhichang

    2014-01-01

     Technology and high accessibility to networking media in both private and professional contexts have made online teaching and learning a norm and reality for tertiary education across the world. Online teaching and learning do not only apply to distance education and Massive Online Open Courses (MOOCs), but they also apply effectively to on-campus education as an integral component of blended teaching and learning. Current instructors and students communicate in a wide range of “contact” sit...

  15. The Differences of Etiquette in Chinese and Western Culture and Oral English Teaching

    Institute of Scientific and Technical Information of China (English)

    刘丹妮

    2014-01-01

    The relation of language to culture is a relation of part to whole. Language is the primary means by which a culture transmits its beliefs, values and norms. There exists great difference between Western culture and Chinese culture indeed. For ex-ample, the etiquette is one of the most conspicuous differences between them. In a general sense, there is different etiquette due to the factors like geographical position, human race difference, religion. This paper demonstrates the different etiquette culture be-tween Western countries and China from greeting, gratitude, compliments and farewell to guide oral English teaching so that stu-dents could cross the barrier on etiquette culture when they communicate with English speakers. The aim of this paper is to arise the attention on etiquette of different cultures for English teachers and combine it with oral English teaching.

  16. Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance

    Science.gov (United States)

    Grimes, Larry G.

    Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and beliefs to their teaching. The purpose of this study was to explore how biology teachers perceive, describe, and value their teaching of evolution. This research question was explored through a heuristic qualitative methodology. Eight veteran California high school biology teachers were queried as to their beliefs, perceptions, experiences and practices of teaching evolution. Both personal and professional documents were collected. Data was presented in the form of biographical essays that highlight teachers' backgrounds, experiences, perspectives and practices of teaching evolution. Of special interest was how they describe pressure over teaching evolution during a decade of standards and No Child Left Behind high-stakes testing mandates. Five common themes emerged. Standards have increased the overall amount of evolution that is taught. High-stakes testing has decreased the depth at which evolution is taught. Teacher belief systems strongly influence how evolution is taught. Fear of creationist challenges effect evolution teaching strategies. And lastly, concern over the potential effects of teaching evolution on student worldviews was mixed. Three categories of teacher concern over the potential impact of evolution on student worldviews were identified: Concerned, Strategist, and Carefree. In the final analysis teacher beliefs and attitudes still appeared to he the most important factor influencing how evolution is taught.

  17. Relevance Theory: A Guide to Culture-loaded Words in News Translation

    Institute of Scientific and Technical Information of China (English)

    李媛媛

    2015-01-01

    1.Intorduction Ernst-August Gutt studies translation with relevance theory.He finds connection between translation and relevance,"…relevance is dependent on the interplay of two factors:contextual effects and processing effort…the notion of‘relevance’itself is context-dependent…"(Gutt,2004:31).We can see that relevance theory and translation are intertwined.As context and cognition are the focus of both.We could say that for most translations,translators are trying to build the

  18. Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance

    Science.gov (United States)

    Grimes, Larry G.

    2012-01-01

    Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and…

  19. Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance

    Science.gov (United States)

    Grimes, Larry G.

    2012-01-01

    Darwinian evolution is a robustly supported scientific theory. Yet creationists continue to challenge its teaching in American public schools. Biology teachers in all 50 states are responsible for teaching science content standards that include evolution. As products of their backgrounds and affiliations teachers bring personal attitudes and…

  20. Puerto Rico: Race, Ethnicity, Culture, and Physics Teaching

    Science.gov (United States)

    González-Espada, Wilson J.; Carrasquillo, Rosa E.

    2017-09-01

    It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx, including school-age children and college students.

  1. Teaching in the Foreign Language Classroom: How Being a Native or Non-Native Speaker of German Influences Culture Teaching

    Science.gov (United States)

    Ghanem, Carla

    2015-01-01

    The study explores the complexities associated with graduate language instructors' NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the influence…

  2. Teaching in the Foreign Language Classroom: How Being a Native or Non-Native Speaker of German Influences Culture Teaching

    Science.gov (United States)

    Ghanem, Carla

    2015-01-01

    The study explores the complexities associated with graduate language instructors' NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the…

  3. Teaching Culture and Language through the Multiple Intelligences Film Teaching Model in the ESL/EFL Classroom

    Science.gov (United States)

    Yeh, Ellen

    2014-01-01

    This paper will demonstrate how to enhance second language (L2) learners' linguistic and cultural competencies through the use of the Multiple Intelligences Film Teaching (MIFT) model. The paper will introduce two ideas to teachers of English as a Second/Foreign Language (ESL/EFL). First, the paper shows how L2 learners learn linguistic and…

  4. Biotechnology Apprenticeship for Secondary-Level Students: Teaching Advanced Cell Culture Techniques for Research.

    Science.gov (United States)

    Lewis, Jennifer R.; Kotur, Mark S.; Butt, Omar; Kulcarni, Sumant; Riley, Alyssa A.; Ferrell, Nick; Sullivan, Kathryn D.; Ferrari, Mauro

    2002-01-01

    Discusses small-group apprenticeships (SGAs) as a method for introducing cell culture techniques to high school participants. Teaches cell culture practices and introduces advance imaging techniques to solve various biomedical engineering problems. Clarifies and illuminates the value of small-group laboratory apprenticeships. (Author/KHR)

  5. Can Tasks Be Used to Teach Chinese Culture at the Beginner Level?

    DEFF Research Database (Denmark)

    Ruan, Youjin

    2012-01-01

    . In this course, the teacher tried to combine the culture with the language by using tasks, games and lectures. As more and more tasks were introduced in culture and language teaching, the students’ motivation improved and they became more active and involved in the classroom. This chapter describes...

  6. Social Justice and Cultural Responsiveness: Innovative Teaching Strategies for Group Work

    Science.gov (United States)

    Ibrahim, Farah A.

    2010-01-01

    This article presents a teaching strategy for group work that enhances the social justice consciousness of course participants by increasing their knowledge of their own cultural identity, worldview, acculturation, privilege, and oppression to improve their cultural responsiveness and understanding of social justice issues. The focus is on group…

  7. (Un)Becoming Tourist-Teachers: Unveiling White Racial Identity in Cross-Cultural Teaching Programmes

    Science.gov (United States)

    Enriquez-Gibson, Judith; Gibson, Ian

    2015-01-01

    The importance of cross-cultural experiences in teacher education has become more pressing than ever. The composition of schools across Australia is increasingly more diverse, therefore it is pertinent to examine and develop pre-service teachers' worldview and culturally sensitive dispositions critical for teaching in predominantly multicultural…

  8. The Input of Western Culture in English Reading Teaching in Junior High School

    Institute of Scientific and Technical Information of China (English)

    TIAN Yang

    2013-01-01

    Cultural background knowledge is the important foundation in reading quality training, English reading as a language skill as well as an important part of language input is one of the main links in English teaching, which occupies an important posi-tion. Teachers should help students develop the field of vision, to improve their reading ability through expanding the scope of western culture.

  9. Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English.

    Science.gov (United States)

    Carey-Webb, Allen

    Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture,…

  10. Using Literature to Teach Cross-Cultural Management: A German Perspective.

    Science.gov (United States)

    Bloch, Brian

    1995-01-01

    Discusses the use of German literature in courses teaching cross-cultural management. The article argues that literature depicting society and culture promotes effective business interaction. It also attempts to clarify the benefits of using literary texts to supplement theoretical texts on international business. (26 references) (Author/CK)

  11. Sharing Songs: A Powerful Tool for Teaching Tolerance and Honoring Culture

    Science.gov (United States)

    Pascale, Louise Mary

    2011-01-01

    Teaching songs from a wide variety of cultures is commonplace in music classrooms around the United States. Students gain understanding of and insight into a wide range of cultures by singing their songs and listening to their music. The Afghan Children's Songbook Project is a project focused on preserving and returning traditional songs,…

  12. A Cultural Studies Approach to the Teaching of the Sociology of Children and Childhood

    Directory of Open Access Journals (Sweden)

    Donna King

    2006-04-01

    Full Text Available A cultural studies approach to the teaching of the sociology of childhood is presented, including numerous suggested videos. The course begins with the question, "What is childhood?" and proceeds from there to show how childhood has changed over the years as cultural expectations have changed.

  13. The Electric Humanities; Patterns for Teaching Mass Media and Popular Culture.

    Science.gov (United States)

    Allen, Don; Warren, Brent

    For generations teachers have tried to teach the approved "classics" of our culture. Today, with the mass media claiming so much of students' time and interest, this approach is more than ever doomed to failure. A better plan is to focus on popular culture: comic books, popular fiction (westerns, horror tales, and science fiction), movies, and…

  14. Teachers' Ambivalence in Integrating Culture with EFL Teaching in Hong Kong

    Science.gov (United States)

    Luk, Jasmine

    2012-01-01

    An increasingly important curricular aim of teaching English as a foreign language (TEFL) is to develop learners' intercultural competence for communication with people from different cultures through English. English as a foreign language (EFL) teachers' perceptions and practices in relation to integrating culture with English learning have been…

  15. Female Teachers' Perceptions of Teaching Culture in EFL Classrooms at a Saudi University

    Science.gov (United States)

    Al-Amir, Bayan Al-Hashemi

    2017-01-01

    In the literature of second language teaching and learning, culture and language have always been assumed to be interdependent. Their interdependence comes from the fact that language is not a code free from culture, but an embodiment of it. However, there is still a need, from the part of teachers, to realize the importance of integrating culture…

  16. Teachers' Ambivalence in Integrating Culture with EFL Teaching in Hong Kong

    Science.gov (United States)

    Luk, Jasmine

    2012-01-01

    An increasingly important curricular aim of teaching English as a foreign language (TEFL) is to develop learners' intercultural competence for communication with people from different cultures through English. English as a foreign language (EFL) teachers' perceptions and practices in relation to integrating culture with English learning have been…

  17. Teaching "Understanding Cultural Differences for Business" in an Internet-Based Economy

    Science.gov (United States)

    Koh, Anthony C.

    2003-01-01

    The purpose of this paper is to offer a successful pedagogy in the teaching of "Understanding Culture Differences for Business" using Internet sources. The use of the pedagogy has helped the author and several faculty (in the author's University located in the U.S.) to popularize the learning of the origins of national culture and how culture…

  18. Biotechnology Apprenticeship for Secondary-Level Students: Teaching Advanced Cell Culture Techniques for Research

    Science.gov (United States)

    Lewis, Jennifer R.; Kotur, Mark S.; Butt, Omar; Kulcarni, Sumant; Riley, Alyssa A.; Ferrell, Nick; Sullivan, Kathryn D.; Ferrari, Mauro

    2002-01-01

    The purpose of this article is to discuss "small-group apprenticeships (SGAs)" as a method to instruct cell culture techniques to high school participants. The study aimed to teach cell culture practices and to introduce advanced imaging techniques to solve various biomedical engineering problems. Participants designed and completed experiments…

  19. The Khat and Meow Meow Tale: Teaching the Relevance of Chemistry through Novel Recreational Drugs

    Science.gov (United States)

    Fergus, Suzanne; Kellett, Kathryn; Gerhard, Ute

    2015-01-01

    Using current research and real-life scenarios to motivate students to understand chemistry principles is a key strategy in learning and teaching. An illustration of psychoactive drugs referred to as "legal highs" used in the U.K. and Europe is presented to highlight key chemistry principles and relate the importance of chemistry…

  20. 大学俄语文化教学内容探究%Discussion on Cultural Teaching of Russian Teaching in College

    Institute of Scientific and Technical Information of China (English)

    陈建明

    2014-01-01

    This paper elaborates the importance and necessity of culture teaching in russian teaching from the angle of language teaching and culture teaching. And discusses the culture teaching on the three following aspects:words culture,culture of lan-guage domains and culture of language structure.%该文从语言与文化,语言教学与文化教学角度阐述了俄语教学中文化教学的重要性和必要性,并从词语文化,语域文化及语构文化三个层面对文化教学的内容进行了探讨。

  1. The challenges of cross-cultural research and teaching in family medicine: How can professional networks help?

    Directory of Open Access Journals (Sweden)

    Amanda Caroline Howe

    2016-05-01

    Full Text Available Modern medical training emphasizes the value of understanding the patient’s ideas, concerns and expectations, and the use of their personal perspective to assist communication, diagnosis, and uptake of all appropriate health and treatment options. This requires doctors to be ‘culturally sensitive’, which “… involves an awareness and acceptance of cultural differences, self-awareness, knowledge of a patient’s culture, and adaptation of skills”. Yet most of us work in one country, and often one community, for much of our professional careers. Those who enter into academic pursuits will similarly be constrained by our own backgrounds and experiences, even though universities and medical schools often attract a multicultural membership. We therefore rely on our professional training and networks to extend our scope and understanding of how cultural issues impact upon our research and its relevance to our discipline and curricula. This article uses a reflexive narrative approach to examine the role and value of international networks through the lens of one individual and one organisation. It explores the extent to which such networks assist cross cultural sensitivity, using examples from its networks, and how these can (and have impacted on greater cross-culturalism in our teaching and research outputs.

  2. “I Know You Want It”: Teaching the Blurred Lines of Eighteenth-Century Rape Culture

    Directory of Open Access Journals (Sweden)

    Emily J. Dowd-Arrow

    2016-12-01

    Full Text Available “‘I Know You Want It’: Teaching the Blurred Lines of Eighteenth-Century Rape Culture” is a collaborative pedagogical article that addresses the problem of so-called “post-feminism” in the contemporary college classroom by way of a comparative approach to eighteenth-century literature. Specifically, we contextualize and compare the early and late work of Eliza Haywood with current cultural debates and events in order to demonstrate not only the relevance of Haywood and eighteenth-century writers like her, but the importance of continuing the feminist conversation. The article provides texts, readings, and discussion points for consideration, as well as links to relevant contemporary issues and events.

  3. The Tentative Research on Cultural Identity in China English and on How to Teach Chinese Culture in College English Class

    Institute of Scientific and Technical Information of China (English)

    鲁巧巧

    2013-01-01

      With the rapid pace of globalization,English has become the global language or international language which is playing all increasingly important role in international communication. Inevitably involved in this process,China has experienced all up⁃ surge of English learning. The author drawing support from the theories in sociolinguistics and intercultural communication, And analysis the sets of teaching materials used in college English class, for example, The New Horizon College English. The unbal⁃ anced proportion of Chinese culture input to western culture input in textbooks is one of the main reasons why Chinese college stu⁃ dents are incompetent in expressing Chinese culture in English.

  4. How relevant are Hofstede's dimensions for inter-cultural studies? A ...

    African Journals Online (AJOL)

    Stenden Hotel Management School, Stenden University of Applied Sciences, ... Hofstede tried to solve the “Western bias” in his original VSM ... is examined as a main effect (Type I studies) at the individual .... cultural dimensions in order to test their hypothesis that an ..... Consumer behavior and culture: Consequences.

  5. Cultural Difference on College Oral English Teaching From the Perspective of EFL

    Institute of Scientific and Technical Information of China (English)

    张可

    2012-01-01

    New technology and information systems have created windows through which we may view other societies and cultures in the globe.It is in this.sense that people at times say,"The world seems to be shrinking?".The communication between people of different cultures,the greatest barrier lies not only in the differences of languages,but also in those of cultures,which permeate all aspects of human life.Cultural mistakes are even more serious and irritating than linguistic ones.Therefore,the importance of the target culture teaching has been drawing attention ever since.

  6. Collective Oriented Culture and Its Negative Impact upon Oral English Teaching

    Institute of Scientific and Technical Information of China (English)

    肖春艳; 约翰·史密斯

    2015-01-01

    As one of the most distinguished features of Chinese Culture, collective oriented cul-ture is the deep structure of Chinese cultural psychology which has shaped Chinese character and inlfuenced their behavior. As a result of it, Chinese students suffer this negative effect from collective orientated culture when acquiring English, especially in oral English acquisition. TEFL teachers should be aware of cultural psychology and try their best to minimize its negative effect instead of neglecting or even en-larging it during oral English teaching.

  7. Putting "Maori" in the Mainstream: Student Teachers' Reflections of a Culturally Relevant Pedagogy

    Science.gov (United States)

    Sexton, Steven S.

    2011-01-01

    This paper reports on student teachers' experiences of an education program that was explicitly designed to be grounded in both Kaupapa Maori and mainstream pedagogy. This program started from the Kaupapa Maori view to be Maori as Maori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa…

  8. Modern day relevance of William Hunter's approach to teaching "The organ of hearing".

    Science.gov (United States)

    Roth, Helena; Smith, Robert A; Mackay, Sarah

    2013-07-01

    William Hunter, a pioneering teacher of Anatomy in the the eighteenth century, championed the use of dissected specimens as aids in the teaching of anatomy. Although Hunter promoted the Paris method of learning Anatomy, by student dissection, he also used prosected material as an adjunct to his lectures. We are fortunate that Hunter bequeathed his extensive collection of over 3,000 museum specimens to the University of Glasgow, many of which are housed in the Laboratory of Human Anatomy in the Thomson Building. Regions such as the temporal bone are frequently difficult for students, and indeed postgraduate trainees in ear nose and throat surgery, to visualize and understand. Hunter overcame this difficulty by producing elegant specimens highlighting the three-dimensional complexity of the area. The current vignette stresses the importance of Hunter in his contemporary setting, but also demonstrates the potential of his approach for current and future teaching programmes in this age of the Internet.

  9. Developing Culturally Responsive Leaders through Online Learning and Teaching Approaches

    Science.gov (United States)

    Taliaferro, Alisa

    2011-01-01

    The article will discuss culturally responsive leadership theory as a means to developing pre-service Master of School Administration (MSA) students as culturally responsive leaders who understand and are able to bridge differences that arise in diverse educational settings. The issues explored include those related to the cultural heritages and…

  10. The Interrelation between Language and Culture in English Teaching

    Institute of Scientific and Technical Information of China (English)

    黄珊珊

    2012-01-01

    In daily communication,language differences significantly reflect the nature of cultural difference.To improve students' ability of cross-cultural communication,teachers are not only supposed to make students master language itself,but also should help them to understand cultural differences between their mother language and English.

  11. Cultural competence: a conceptual framework for teaching and learning

    NARCIS (Netherlands)

    C. Seeleman; J. Suurmond; K. Stronks

    2009-01-01

    The need to address cultural and ethnic diversity issues in medical education as a means to improve the quality of care for all has been widely emphasised. Cultural competence has been suggested as an instrument with which to deal with diversity issues. However, the implementation of culturally comp

  12. Cultural competence in medical education: A questionnaire study of Danish medical teachers' perceptions of and preparedness to teach cultural competence.

    Science.gov (United States)

    Sorensen, Janne; Jervelund, Signe Smith; Norredam, Marie; Kristiansen, Maria; Krasnik, Allan

    2017-03-01

    The cultural competence training of healthcare professionals is a key element in ensuring the quality of both the access and delivery of healthcare to increasingly ethnically diverse populations. The aim of this study is to investigate Danish medical teachers' opinions about cultural competence, their willingness to receive training and preparedness to teach cultural competence topics. The survey was sent to medical teachers, clinical teachers and external lecturers who teach in the medical programme at the University of Copenhagen. A total of 1400 medical teachers received the survey, and 199 responded. The response rate is 14%. Data were analysed through descriptive calculations, and answers to open-ended questions were coded using content analysis. Results showed that 82.4% of the informants agreed or strongly agreed that the medical education programme should include training on cultural issues, and 60.3% agreed or strongly agreed that students should be assessed on their cultural competence skills. Regarding preparedness to teach a diverse classroom, 88.4% felt somewhat or very prepared to engage and motivate all students. About 70% were interested in receiving training on cultural competence. Generally, there is interest in and acknowledgement of the importance of cultural competence in Danish medical education among teachers at the University of Copenhagen. This creates an opportunity to implement cultural competence in the medical curriculum, training of teachers and strengthening the diversity sensitivity of the organisation. However, support for this programme by management and the allocation of an appropriate level of resources is a prerequisite to the success of the programme.

  13. Found in Translation: The Value of Teaching Law as Culture

    DEFF Research Database (Denmark)

    Carlson, Kerstin Bree

    2013-01-01

    Although the study of law within its larger culture is emerging, recognition of law as culture is still generally nascent within legal studies and preprofessional programs. In fact, the greater recognition of law’s social and political role may have impeded a consideration of law’s role...... as culturally specific. Yet, as law practice becomes more globalized, such awareness is an increasingly necessary element of any practitioner’s toolkit. This Article explores three examples of cross-cultural blunders to demonstrate the necessity of being sensitive to law in cultural context....

  14. 教师文化与课堂教学%Teacher Culture and Class Teaching

    Institute of Scientific and Technical Information of China (English)

    林宪生; 田宇禾

    2014-01-01

    教师文化是民族文化的表征之一、学校文化的主体,影响着新课程改革的实效和进程。在梳理教师文化与民族文化和学校文化的关系基础上,剖析教师文化通过课堂教学对新课程理念的转变、新课程课堂教学规范的形成和有效课堂教学构建的负面影响;提出加强学校文化建设、促进教师个体文化重塑、注重教师培训、转变课堂行为方式和树立正确的师生观等课堂教学策略。%T he culture of teacher is considered to be one of the symbols of a nation's culture , and the principal part of school culture . It influences the effectiveness and processes of the new curriculum reformation . This thesis analyzes how teacher culture imposes negative influence on the transformation of new curriculum concept , the formation of new class teaching standards , and the construction of effective class teaching through teachers’teaching , which are based on careful exploration of the relationship between teacher culture , national culture , and school culture . Accordingly , some teaching strategies are put forward in this thesis , such as enhancing school culture , promoting individual teacher's culture remolding , paying attention to teacher training , transforming the teaching pattern , and establishing proper outlook on teachers and students .

  15. A Cross-Cultural Collaboration: Using Visual Culture for the Creation of a Socially Relevant Mural in Mexico

    Science.gov (United States)

    Hubbard, Kathy

    2010-01-01

    In this article, the author describes how high school and university students in Georgia and members of a small weaving pueblo in Oaxaca, Mexico, collaborated in designing and creating a mural in the central market ("mercado") of the pueblo. A number of lessons emerged from this multi-cultural collaboration. First they learned that using images…

  16. A Cross-Cultural Collaboration: Using Visual Culture for the Creation of a Socially Relevant Mural in Mexico

    Science.gov (United States)

    Hubbard, Kathy

    2010-01-01

    In this article, the author describes how high school and university students in Georgia and members of a small weaving pueblo in Oaxaca, Mexico, collaborated in designing and creating a mural in the central market ("mercado") of the pueblo. A number of lessons emerged from this multi-cultural collaboration. First they learned that using…

  17. A Cross-Cultural Collaboration: Using Visual Culture for the Creation of a Socially Relevant Mural in Mexico

    Science.gov (United States)

    Hubbard, Kathy

    2010-01-01

    In this article, the author describes how high school and university students in Georgia and members of a small weaving pueblo in Oaxaca, Mexico, collaborated in designing and creating a mural in the central market ("mercado") of the pueblo. A number of lessons emerged from this multi-cultural collaboration. First they learned that using…

  18. How relevant are Hofstede's dimensions for inter-cultural studies? A ...

    African Journals Online (AJOL)

    Geert Hofstede is one of the leading academics on culture. (Søndergaard, 1994 .... Venezuela, Mexico, and Chile, and their results yielded useful findings of some ..... some mistakes were made during this process, which could influence the ...

  19. Transversal Traits in Science Education Research Relevant for Teaching and Research: A Meta-Interpretative Study

    Science.gov (United States)

    Lopes, J. Bernardino; Silva, Antonio Alberto; Cravino, Jose P.; Costa, Nilza; Marques, Luis; Campos, Carlos

    2008-01-01

    This study is a meta-interpretative analysis that focuses on research conducted and published by other researchers. Concepts central to this study include global practical relevance, curriculum design, and formative situation. We analyzed 35 studies selected from 374 published studies in the years 2000 and 2001 in three journals referenced in the…

  20. Relevance of workplace social mixing during influenza pandemics: an experimental modelling study of workplace cultures.

    Science.gov (United States)

    Timpka, T; Eriksson, H; Holm, E; Strömgren, M; Ekberg, J; Spreco, A; Dahlström, Ö

    2016-07-01

    Workplaces are one of the most important regular meeting places in society. The aim of this study was to use simulation experiments to examine the impact of different workplace cultures on influenza dissemination during pandemics. The impact is investigated by experiments with defined social-mixing patterns at workplaces using semi-virtual models based on authentic sociodemographic and geographical data from a North European community (population 136 000). A simulated pandemic outbreak was found to affect 33% of the total population in the community with the reference academic-creative workplace culture; virus transmission at the workplace accounted for 10·6% of the cases. A model with a prevailing industrial-administrative workplace culture generated 11% lower incidence than the reference model, while the model with a self-employed workplace culture (also corresponding to a hypothetical scenario with all workplaces closed) produced 20% fewer cases. The model representing an academic-creative workplace culture with restricted workplace interaction generated 12% lower cumulative incidence compared to the reference model. The results display important theoretical associations between workplace social-mixing cultures and community-level incidence rates during influenza pandemics. Social interaction patterns at workplaces should be taken into consideration when analysing virus transmission patterns during influenza pandemics.

  1. The relevance of cultural activities in ethnic identity among California Native American youth.

    Science.gov (United States)

    Schweigman, Kurt; Soto, Claradina; Wright, Serena; Unger, Jennifer

    2011-01-01

    This study analyzed data from a large statewide sample of Native American adolescents throughout California to determine whether participation in cultural practices was associated with stronger ethnic identity. The Multigroup Ethnic Identity Measure (MEIM) scale was used to measure the ethnic identity of 945 Native American adolescents (416 male, 529 female) aged 13 - 19 across California. Respondents who participated in cultural activities including pow-wows, sweat lodge, drum group and roundhouse dance reported significantly higher Native American ethnic identity than their counterparts who did not take part in cultural activities. The association between cultural activities and ethnic identity was only significant among urban youth and not among reservation youth. Higher grades in school were associated with ethnic identity among females but not among males. Findings from this study show a strong association between cultural activities and traditional practices with tribal enculturation among Native American youth in California. Cultural-based practices to enhance Native identity could be useful to improve mental and behavioral health among Native American youth.

  2. Vignette methodology and culture-relevance: lessons learned through a project on successful aging with Iranian immigrants to Sweden.

    Science.gov (United States)

    Torres, Sandra

    2009-03-01

    It is a well-known fact that cultural values play an important role in the construction of aging and old-age related understandings. This is why ethnogerontologists have tried to expand the gerontological imagination by arguing that research needs to become more culturally-relevant. Tapping into the values that people uphold and the understandings of aging that are shaped by them is a challenging endeavor. This is especially the case if one does not share the cultural background of the people whose values one is studying. The same holds true when one wants to shed light on understandings that mainstream social gerontology regards as deviations from the norm. It is after all relatively easy to "impose the Western template" under such circumstances. Vignette methodology has been found to be particularly useful when studying value-laden understandings. This is why it is an appropriate method to consider when designing research that aims to avoid the imposition of the Western template. This article focuses on the pros and cons of this methodology while discussing some of the lessons learned from a project that explored how the construct of successful aging is understood by a group of Iranian immigrants to Sweden. It will be argued that vignettes are particularly useful when trying to shed culturally-relevant light on aging and old age-related understandings.

  3. Relevant teaching in higher education: an exercise from complexity theory in the social work profession

    Directory of Open Access Journals (Sweden)

    Maribel Molina Correa

    2013-12-01

    Full Text Available The requirements of our globalized world and the advancement of the teaching science show didactics as a fundamental category defined as the scientific discipline with principles, laws, theoretical and methodological frameworks, creatively modeling the pedagogical intervention in the academic environment.The implementation of the research "Teaching focused on the development of superior thinking and meaningful learning in students of first semester of Social Work Program", set the goal: Qualify the personal life and student projects from the acknowledgement of potentials of the subjects, for the development of competences meaningful to life. This is a research experience that has been developed since 2009 at Simon Bolivar University in the District of Barranquilla.The didactics was based on the development of superior thinking cognitive-process-centered, for the processing of information, creativity, readings of the reality of contexts, expounded/voiced subjectivities of life projects of students, the incorporation of TIC, in order to approach a humanizing and contextualized pedagogical practice. The critical theory was used in this research as a part of its epistemological basis for understanding and building a new academic scenario.The methodology used is the action with techniques such as mind mapping, dialogues, and stories of life, field works, and contents analysis, among others. The data analysis was guided by the hermeneutics as a possibility for the understanding and interpretation of the events that occurred in the classroom.

  4. Cross-cultural Communicative Competence Training in Maritime Spoken English Teaching

    Institute of Scientific and Technical Information of China (English)

    鹿学军

    2010-01-01

    <正>As a means of communication,English has been internationalized.Communication in English always happens among the seafarers from different cultures.If crews couldn’t deal with the cultural differences well,successful communication and shipboard safety,which are just what STCW (Standards on Training,Certificate and Watch -keeping) calls upon,are difficult to be arrived at. Therefore cross -cultural communicative competence training,or how to teach maritime spoken English is the problem or the challenge that we,English teachers,are facing.To show how the teaching can be made more efficient and practical so as to narrow the gap between the training of the seaman in China and the requirements of STCW,through the teaching process,including the syllabus design and the materials selecting,we must consider the notion of language function as the key point.

  5. Transferring methods to teach business administration from one cultural context to another

    Directory of Open Access Journals (Sweden)

    Marie Catalo

    2015-12-01

    Full Text Available What happens when a teaching method is transferred from one cultural context to another? In this article we investigate this question by looking at how Computer Based Simulations (CBS were transposed from a French context to an Egyptian one. In this article we demonstrate, through the case of Egypt, how culture and the characteristics of the school system impact learning abilities. We describe what happens when Egyptian students are confronted with learning modes they have not encountered prior to University, in the context of an Egyptian-French dual-degree programme in business administration and business informatics. We show that the transfer of CBS as a teaching method revealed cultural differences between French and Egyptian students. As a consequence the teaching objectives of CBS were redefined in order to take the Egyptian context into account.

  6. Teaching and learning about culture: a European journey.

    Science.gov (United States)

    Wimpenny, Peter; Gault, Barry; MacLennan, Vivienne; Boast-Bowen, Lesley; Shepherd, Patricia

    2005-07-01

    This paper explores the evolving nature of an understanding of culture through attendance on an Intensive Programme (IP) funded by ERASMUS-SOCRATES. The purpose of this paper is to report a journey of learning about culture through attendance on a ERASMUS-SOCRATES funded Intensive Programme (IP) for nurses in Hasselt, Belgium. This paper seeks to describe the process and experience of our involvement through an examination of the authors' participation as teachers and students. This was undertaken using serial taped group and individual interviews. The metaphor of the IP as a journey is described and used as the vehicle for data collection and analysis. The key findings were the development of key themes relating to: Personal Values and Culture, Engagement and Culture, Personality and Culture and Physicality and Culture. Discussion of these findings raises issues of language and language skill, communication and listening skills, stereotyping, personal awareness, cultural awareness, sensitivity and competence. It is proposed that direct engagement through programmes, such as the reported IP, with other nurses and nurse educationalists in Europe is an essential part of any modern nursing curriculum and aids the development of internationalisation. Without such direct engagement there is potential for a narrower, limited view of culture and a lack of sensitivity in understanding our own and other cultures.

  7. A Bridge between Two Cultures: Uncovering the Chemistry Concepts Relevant to the Nursing Clinical Practice

    Science.gov (United States)

    Brown, Corina E.; Henry, Melissa L. M.; Barbera, Jack; Hyslop, Richard M.

    2012-01-01

    This study focused on the undergraduate course that covers basic topics in general, organic, and biological (GOB) chemistry at a mid-sized state university in the western United States. The central objective of the research was to identify the main topics of GOB chemistry relevant to the clinical practice of nursing. The collection of data was…

  8. Relevance of Piagetian cross-cultural psychology to the humanities and social sciences.

    Science.gov (United States)

    Oesterdiekhoff, Georg W

    2013-01-01

    Jean Piaget held views according to which there are parallels between ontogeny and the historical development of culture, sciences, and reason. His books are full of remarks and considerations about these parallels, with reference to many logical, physical, social, and moral phenomena.This article explains that Piagetian cross-cultural psychology has delivered the decisive data needed to extend the research interests of Piaget. These data provide a basis for reconstructing not only the history of sciences but also the history of religion, politics, morals, culture, philosophy, and social change and the emergence of industrial society. Thus, it is possible to develop Piagetian theory as a historical anthropology in order to provide a basis for the humanities and social sciences.

  9. ACTIVE LEARNING STRATEGIES IN TEACHING CROSS CULTURAL UNDERSTANDING FOR ENGLISH EDUCATION STUDENTS

    Directory of Open Access Journals (Sweden)

    Ikke Dewi Pratama

    2017-02-01

    Full Text Available Cross Cultural Understanding (CCU is one of required courses in English Language Teaching which aims at connecting language and culture so that language learners can use foreign language appropriately, i.e. appropriate forms of language for appropriate context of situation. However, some obstacles usually occur during the course, for examples: students’ lack of understanding that lead to opinions stating that this is a boring and useless course, and large number of students within a class where lecturer must teach more than 40 students in one class. Considering the importance of CCU course as well as the needs to overcome the problems during this course, this paper proposes some particular teaching strategies to help students in apprehending CCU materials through students’ active participations. Active learning strategies are preferred by means of raising students’ participation and critical thinking so that the class would run more effectively. Other consideration in composing the strategies is to prepare English Education students to be future English language teachers by training their ability in teaching performance as well as connecting language and culture in English Language Teaching (ELT.   Keywords: language, culture, strategies, media, ELT

  10. Designing a patient care model with relevance to the cultural setting.

    Science.gov (United States)

    Robertson-Malt, Suzi; Herrin-Griffith, Donna M; Davies, Joanne

    2010-06-01

    Healthcare leaders are challenged to develop new approaches to care that better serve populations and use valuable resources in more effective and efficient ways. The authors discuss a model of care under development at Sidra Medical and Research Center, Qatar, with emphasis on how to translate the best available evidence in a way that is applicable and meaningful for the cultural setting. Strategies that nurse leaders can call upon to engage their team members' cultural intelligence during the planning and design of new processes of care are also discussed.

  11. Moving from a Predominantly Teaching Oriented Culture to a Research Productivity Mission: The Case of Mexico and the United States

    Directory of Open Access Journals (Sweden)

    Gustavo Gregorutti

    2010-12-01

    Full Text Available This study qualitatively analyzes the culture conflicts professors in the United States and Mexico are experiencing with the increasing pressures to produce more research about higher education. The first dataset was collected from 36 faculty members from 12 small and medium sized private, doctorate-granting universities. These universities are located in 11 states across the United States. The remaining data came from 44 faculty members employed at four small and medium sized private, doctoral granting universities in four states across Mexico. Results showed that universities in the US are transitioning from a predominantly teaching college culture to a more research orientation. Although the sampled universities continue to offer established graduate programs, faculty members continue to struggle with their teaching requirements and conflicts research productivity pressures place on their teaching and mentoring time with students. Participating faculty members employed in the US were not evenly interested in research opportunities due to the diverse mission objectives promoted by their respective institutions. On the other hand, faculty members employed in Mexico were generally more concerned with their research productivity and subsequent factors, which negatively impact their research productivity. Mexican faculty members rarely cited conflicts between their institutional missions and teaching objectives. This study is highly relevant to policy makers, higher education administrators, and scholars interested in comparative and international higher education. Administrators can benefit from the findings in this study, which provides faculty members’ perceptions and describes departmental structures and organizational dynamics employed to advance greater research and development opportunities. This study concludes with a discussion on how administrators and faculty members should handle the pressures for research productivity and

  12. Visual illusions and ethnocentrism: exemplars for teaching cross-cultural concepts.

    Science.gov (United States)

    Keith, Kenneth D

    2012-05-01

    This article discusses the origins of cross-cultural interest in two concepts fundamental to psychology students' views of the world: simple visual illusions and ethnocentrism. Although students encounter these ideas in introductory psychology, textbooks rarely describe the nature or origin of cross-cultural knowledge about them. The article presents a brief account of the history of these concepts and relates them to contemporary notions of psychology and culture. Using visual perception and ethnocentrism as examples, the article suggests the importance of teaching that different people see the world in different ways and the role of that lesson in a future demanding increased cross-cultural understanding.

  13. Culture Teaching in China’s Current College English Class and Some Suggestions

    Institute of Scientific and Technical Information of China (English)

    李思远

    2014-01-01

    Culture is an important part in foreign language learning because no language can leave its culture contexts. Therefore, if one wants to learn a foreign language well, the acculturation is very important. But in the Chinese EFL classroom, for kinds of reasons, teachers often pay more attention to the explanation of grammatical rules and ignored the culture input which makes many Chinese students lack of pragmatic competence and can not use English in a proper way. This article will analyze the cur-rent culture teaching in our college English class and propose some suggestions.

  14. Education Policy Borrowing and Cultural Scripts for Teaching in China

    Science.gov (United States)

    Tan, Charlene

    2015-01-01

    China's recent education reforms are a result of selective policy borrowing from "the West". Although comparativists have highlighted the importance of cultural context in policy borrowing in China, what remains relatively under-explored is the epistemological basis for cultural views that mediate policy transfer. This article argues…

  15. Rock and Roll English Teaching: Content-Based Cultural Workshops

    Science.gov (United States)

    Robinson, Tim

    2011-01-01

    In this article, the author shares a content-based English as a Second/Foreign Language (ESL/EFL) workshop that strengthens language acquisition, increases intrinsic motivation, and bridges cultural divides. He uses a rock and roll workshop to introduce an organizational approach with a primary emphasis on cultural awareness content and a…

  16. Teaching Culture in the Classroom to Arabic Language Students

    Science.gov (United States)

    Eldin, Ahmad Abdel Tawwab Sharaf

    2015-01-01

    Arabic language learning comprises of certain elements, including syntactic ability, oral capability, dialect proficiency, and a change in state of mind towards different culture or society. For teachers and laymen alike, cultural competence, i.e., the knowledge of the customs, beliefs, and systems of another country, is indisputably an integral…

  17. Teaching Organizational Culture Using a Projective Technique: Collage Construction

    Science.gov (United States)

    Colakoglu, Saba; Littlefield, Jon

    2011-01-01

    Although the topic of "organizational culture" is an integral part of syllabi across a wide range of core business classes such as Principles of Management, Organizational Behavior, and Human Resource Management, few experiential exercises exist that can enhance student understanding and learning of different layers of organizational culture. In…

  18. Explorations on the Teaching of Chinese Business Culture.

    Science.gov (United States)

    Hong, Wei

    1999-01-01

    Surveyed college students with a background of three semesters in Chinese who were enrolled in business Chinese to determine their knowledge and perceptions of Chinese business culture and expectations from the course. Results indicated that the students lacked cultural knowledge in business settings, suggesting the importance of addressing…

  19. The Influence of Culture Difference in English Teaching Practice

    Institute of Scientific and Technical Information of China (English)

    杨娜

    2012-01-01

    Because of different geographical environment, historical story, and psychic conditions, there exists distinct culture differences between china and western countries among varified nations. Therefore, we acknowledge that concrete understanding of the culture difference mkes the very basis of the acquisition of English language for students, and thus they are likely to have an enhancement in interpersonal ability.

  20. Teaching Organizational Culture Using a Projective Technique: Collage Construction

    Science.gov (United States)

    Colakoglu, Saba; Littlefield, Jon

    2011-01-01

    Although the topic of "organizational culture" is an integral part of syllabi across a wide range of core business classes such as Principles of Management, Organizational Behavior, and Human Resource Management, few experiential exercises exist that can enhance student understanding and learning of different layers of organizational culture. In…

  1. Teaching about Culture and Communicative Life in India.

    Science.gov (United States)

    Jain, Nemi C.

    Basic patterns of culture and communication in India such as world view, reincarnation, concepts of Karma and Dharma, stages of life, the caste system, time orientation, collectivism, hierarchical orientation, language situation, and nonverbal communication norms are an integral part of Hinduism and Indian culture, and have a significant influence…

  2. CULTURAL BARRIERS TO THE APPLICATION OF COMMUNICATIVE APPROACH TO LANGUAGE TEACHING IN CHINESE CLASSROOMS

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

    The communicative approach has been widely accepted andused in language teaching since the 1970s in western countriesand has proved to be quite effective.However,in Chineseclassrooms,it doesn’t seem as effective as it is in a westerncontext.This paper analyses the cultural barriers to theapplication of the communicative approach in Chineseclassrooms.Namely,the acceptance of relationships based onpower and authority;the collectivism orientation of Chinasociety and the concept of"face"are three cultural factors thathinder effective communicative language teaching in China.

  3. Teaching about Islam and Muslims While Countering Cultural Misrepresentations

    Science.gov (United States)

    Elbih, Randa

    2015-01-01

    Contemporary global events of the War on Terror, the War on ISIS, and the United States contentious relationship with Muslim societies make it crucial to teach about Islam and Muslims in school. However, negative representations of Islam and Muslims often impede this process. Overcoming these challenges is critical for the development of…

  4. Teaching the Language and Culture of France through Its Wines.

    Science.gov (United States)

    Berwald, Jean-Pierre

    The study of wine offers possibilities for teaching a variety of topics in the high school or college French class: geography, history, grape varieties, food-wine combinations, the art of appreciating and distinguishing wines, the wine industry, and French daily life. The development of a slide-tape presentation is described in detail. Resource…

  5. Cultural Perspective on Literacy Teaching and Methods for Young Readers

    Science.gov (United States)

    Chartier, Anne-Marie

    2008-01-01

    Indeed, for more than a century, most Western nations have made school compulsory in order to teach all children, and it was widely believed that compulsory schooling would eradicate illiteracy and guarantee progress. However, this approach was questioned by a historical study of elementary schooling. Egil Johansson explained in his study how all…

  6. Differentiation in teaching : Moving towards a cross-cultural perspective

    NARCIS (Netherlands)

    Isac, Maria; Maulana, Ridwan; Lorenz, Michelle; van de Grift, Willem

    2016-01-01

    Worldwide, educators, researchers and policy-makers struggle to understand the changes needed for responding to the increased diversity in classrooms. Teachers applying different teaching strategies that can be used to differentiate in classrooms, intend to meet the variation in students’ abilities,

  7. Teaching about Islam and Muslims While Countering Cultural Misrepresentations

    Science.gov (United States)

    Elbih, Randa

    2015-01-01

    Contemporary global events of the War on Terror, the War on ISIS, and the United States contentious relationship with Muslim societies make it crucial to teach about Islam and Muslims in school. However, negative representations of Islam and Muslims often impede this process. Overcoming these challenges is critical for the development of…

  8. Constructing Cultural Relevance in Science: A Case Study of Two Elementary Teachers

    Science.gov (United States)

    Patchen, Terri; Cox-Petersen, Anne

    2008-01-01

    Classrooms across the United States increasingly find White teachers paired with ethnic minority students, but few of these teachers are prepared for the disparities such cultural integration presents. This is particularly true vis-a-vis science education. While classrooms have diversified, science instruction has not necessarily followed suit.…

  9. Cognitive Contours: Recent Work on Cross-Cultural Psychology and Its Relevance for Education

    Science.gov (United States)

    Davies, W. Martin

    2007-01-01

    This paper outlines new work in cross-cultural psychology largely drawn from Nisbett, Choi, and Smith ("Cognition," 65, 15-32, 1997); Nisbett, Peng, Choi, & Norenzayan, "Psychological Review," 108(2), 291-310, 2001; Nisbett, "The Geography of Thought: How Asians and Westerners Think Differently...and Why." New…

  10. Motivating Young Native American Students to Pursue STEM Learning through a Culturally Relevant Science Program

    Science.gov (United States)

    Stevens, Sally; Andrade, Rosi; Page, Melissa

    2016-01-01

    Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics…

  11. The CPAI-2 As a Culturally Relevant Personality Measure in Differentiating among Academic Major Groups

    Science.gov (United States)

    Ng, Alexander; Fan, Weiqiao; Cheung, Fanny M.; Leong, Frederick T. L.; Cheung, Shu Fai

    2012-01-01

    We examined whether the Cross-Cultural (Chinese) Personality Assessment Inventory-2 (CPAI-2), developed by the combined emic-etic approach, could provide useful information for us to understand the relations between personality and the key academic major groups in the Chinese context. Participants in this study included 989 university students…

  12. Acetic acid bacteria in traditional balsamic vinegar: phenotypic traits relevant for starter cultures selection.

    Science.gov (United States)

    Gullo, Maria; Giudici, Paolo

    2008-06-30

    This review focuses on acetic acid bacteria in traditional balsamic vinegar process. Although several studies are available on acetic acid bacteria ecology, metabolism and nutritional requirements, their activity as well as their technological traits in homemade vinegars as traditional balsamic vinegar is not well known. The basic technology to oxidise cooked grape must to produce traditional balsamic vinegar is performed by the so called "seed-vinegar" that is a microbiologically undefined starter culture obtained from spontaneous acetification of previous raw material. Selected starter cultures are the main technological improvement in order to innovate traditional balsamic vinegar production but until now they are rarely applied. To develop acetic acid bacteria starter cultures, selection criteria have to take in account composition of raw material, acetic acid bacteria metabolic activities, applied technology and desired characteristics of the final product. For traditional balsamic vinegar, significative phenotypical traits of acetic acid bacteria have been highlighted. Basic traits are: ethanol preferred and efficient oxidation, fast rate of acetic acid production, tolerance to high concentration of acetic acid, no overoxidation and low pH resistance. Specific traits are tolerance to high sugar concentration and to a wide temperature range. Gluconacetobacter europaeus and Acetobacter malorum strains can be evaluated to develop selected starter cultures since they show one or more suitable characters.

  13. Are cultural dimensions relevant for explaining cross-national differences in antibiotic use in Europe?

    Directory of Open Access Journals (Sweden)

    Kelen Greta

    2008-06-01

    Full Text Available Abstract Background Antibiotics are widely-used medicines for which a more prudent use has been advocated to minimize development of resistance. There are considerable cross-national differences that can only partially be explained by epidemiological difference and variations in health care structure. The aim of this study was to explore whether cross-national differences in use of antibiotics (prescribed and non-prescribed are associated with differences between national cultures as described in Hofstede's model of cultural dimensions (Power Distance, Individualism, Masculinity, Uncertainty Avoidance and Long-Term Orientation. Methods Country-level data of prescribed antibiotic use and self-medication with antibiotics were correlated to country-specific scores of cultural dimensions obtained from Hofstede. Data on use of antibiotics were provided by three European studies, based on different methods and/or countries: Self-medication with Antibiotics and Resistance in Europe (SAR, based on a survey in 2003 on reported use of antibiotics in 19 countries, the European Surveillance on Antimicrobial Consumption, based on distribution and reimbursement of antibiotics in ambulatory care (1997–2002, and the 2002 interview-based Eurobarometer study, asking whether respondents had taken antibiotics in the previous 12 months. These studies provided data on antibiotics use for 27 European countries in total, for which scores of cultural dimensions were also available. The SAR-study differentiated between prescribed antibiotics and self-medication with antibiotics. Results Significant positive correlations were found for Power Distance Index with use of prescribed antibiotics in the three studies (rho between 0.59 and 0.62 and with self-medication (rho = 0.54 in the SAR study. Positive significant correlations were found for the Uncertainty Avoidance Index with the use of antibiotics as reported in two studies (rho between 0.57 and 0.59; for the SAR study

  14. The relevance of cultural factors in predicting condom-use intentions among immigrants from the Netherlands Antilles.

    Science.gov (United States)

    Kocken, Pl; van Dorst, Ag; Schaalma, H

    2006-04-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex education and machismo beliefs on gender and power relationships is addressed. The study was conducted among 346 Dutch Antilleans from a random sample of an Antillean population aged 15-50 years. The response rate was 37.8%. The results showed that condom-use intentions were primarily determined by perceived subjective norms, the perceived taboo on discussing sex, machismo attitudes, gender, age and educational background. Moreover, the respondent's opinion regarding machismo was an effect modificator for the association between condom-use intentions and subjective social norm. It is concluded that, in predicting condom-use intentions, factors specific to the culture of a population contribute significantly to the determinants drawn from the general social-cognition models. It is recommended that future research should use measurement instruments that are adapted to culture-specific beliefs, and should explore the influence of cultural factors on actual condom use. Moreover, interventions promoting condom use among migrant populations should target the cultural correlates of condom use.

  15. RELEVANCE OF TEACHING VOICES BUILDING ON ETHICS CONVIVIALITY IN SCHOOL AS A SPACE FOR INTERCULTURAL

    Directory of Open Access Journals (Sweden)

    Ana Belem Diosdado-Ramos

    2015-01-01

    Full Text Available This paper presents the progress of ongoing research we do for the Master of Education for Peace and Coexistence of Indigenous Autonomous University of Mexico School. Which has as its central thesis conviviality at school is built through an ethical and dialogical relationship between individual subjects who interact in high school as a space of multiculturalism. Interest in relationships and structures emanating from horizontality and the community is exposed. Additional argues the relevance of the documentation of the voices emanating from these practices to raise a profound reflection on the educational processes towards the formation of a different regulation stipulated by the curricular speech or educational organization.

  16. The functionality of the abandonment of teaching work in Physical Education within the school culture dynamics

    Directory of Open Access Journals (Sweden)

    Santiago Pich

    2013-09-01

    Full Text Available This paper is the result of a research related to the school culture studies. The school culture is an important theoretical key for the internal comprehension of the day-to-day of the school, by focusing on the interaction of the school´s actors. Our goal was to comprehend the functionalism of the abandonment of teaching in Physical Education (PE for the school culture. It was an ethnomethodological research and carried out in a school situated in Curitiba – PR, using field diary and biographical interview as instruments for data collection. We observed two classes of PE, one of the 4th and another of the 5th school year. We concluded that the abandonment of teaching in PE is functional to the school culture, being supported by other actors of the school day living.

  17. Exploring the relevance of autonomy and relatedness for mental health in healthy and depressed women from two different cultures: when does culture matter?

    Science.gov (United States)

    Balkir, Nazli; Arens, Elisabeth A; Barnow, Sven

    2013-08-01

    It is well known that the absence of both autonomy and social support (relatedness) are two important etiologic pathways to major depressive disorder (MDD). However, cross-cultural researchers state that the implications of autonomy and relatedness for mental health vary across cultures. To test these assumptions, the current study investigated the relevance of autonomy and relatedness for mental health in healthy and depressed women from two different cultures (Germans and Turkish immigrants in Germany). One hundred and eight (108) women were evaluated for their levels of autonomy/relatedness satisfaction, for overall psychopathological complaints including depression, for affectivity and for perceived loneliness through self-report measures. Among healthy groups, relatedness satisfaction predicted better mental health in Turkish women, whereas in German women, autonomy satisfaction was the better mental health predictor. Within depressed groups however, cultural differences in mental health outcomes regarding autonomy were no longer evident. Autonomy was associated with higher levels of mental health in Turkish as well as in German patients. Our findings indicate that the relationship between autonomy and mental health is culture-specific in healthy women, but disappears in depressed women. These findings are discussed with consideration of clinical implications and an outlook regarding further research.

  18. Lack of clinical relevance in routine final subcultures of radiometrically negative BACTEC blood culture vials

    Energy Technology Data Exchange (ETDEWEB)

    Plorde, J.J.; Carlson, L.G.; Dau, M.E.

    1982-11-01

    During a 38-month period, 10,106 blood specimens were received in the laboratory for culture. These were inoculated into 26,424 vials and processed using the BACTEC radiometric detection system. Of these vials, 1,914 were eventually found to be microbiologically positive. Isolates from 836 vials were judged to be contaminants. In the remaining 1,078 vials, growth was first detected visually or radiometrically in 1,062 and by final subculture in 16. Growth from these sixteen bottles represented 12 clinically significant bacteremic episodes in as many patients. In nine of these episodes, other culture vials from the same patient were positive radiometrically. Therefore, 358 of 361 (99.2%) bacteremic episodes were detected without the benefit of routine final subcultures. The three patients whose bacteremia was missed were diagnosed clinically and placed on appropriate therapy prior to the detection of the bacteremias by final subculture.

  19. Cutting the gordian knot-development and biological relevance of hepatitis C virus cell culture systems

    DEFF Research Database (Denmark)

    Gottwein, Judith Margarete; Bukh, Jens

    2008-01-01

    described. Research on the viral life cycle, efficient therapeutics, and a vaccine has been hampered by the absence of suitable cell culture systems. The first system permitting studies of the full viral life cycle was intrahepatic transfection of RNA transcripts of HCV consensus complementary DNA (c...... studies of the function of viral proteins, their interaction with each other and host proteins, new antivirals, and neutralizing antibodies in the context of the full viral life cycle. However, several challenges remain, including development of cell culture systems for all major HCV genotypes...... isolate JFH1, which for unknown reasons showed an exceptional replication capability and resulted in formation of infectious viral particles in the human hepatoma cell line Huh7, led in 2005 to the development of the first full viral life cycle in vitro systems. JFH1-based systems now enable in vitro...

  20. A Bumpy Border Crossing into the Teaching Culture on a U.S. Campus: Experience of a Chinese Faculty Member

    Science.gov (United States)

    Cheng, Qiang; Wang, Jian; Zhang, Shaoan

    2013-01-01

    Guided by cultural border crossing and teacher identity development theories, this case study explores the bumpy process of a junior Chinese faculty member's border crossing into the U.S. teaching culture and analyzes the challenges, coping strategies, and consequences of his border crossing on teaching and teacher identity development. The…

  1. The Integration of Inter-Culture Education into Intensive Reading Teaching for English Majors through Project-Based Learning

    Science.gov (United States)

    Wu, Shu-jing; Meng, Li-hua

    2010-01-01

    With the research of the relationship between inter-culture and language teaching development, people are well aware of the necessity of integrating inter-culture into language teaching. While providing the opportunity for the students to improve their intercultural communication competence, here, the research presented on the integration of…

  2. Exploring the Relationship between Teaching Efficacy and Cultural Efficacy of Novice Science Teachers in High-Needs Schools

    Science.gov (United States)

    Moseley, Christine; Bilica, Kimberly; Wandless, Ana; Gdovin, Ralph

    2014-01-01

    This qualitative case study sought to investigate what relationship exists between teaching efficacy and cultural efficacy of novice science teachers in high-needs, high-minority urban schools. One major theme--the importance of establishing positive teacher-student relationships--surrounding teaching efficacy in the context of cultural efficacy…

  3. Changing Perspectives: Validation Framework Review of Examples of Mixed Methods Research into Culturally Relevant Teaching

    Science.gov (United States)

    Hales, Patrick Dean

    2016-01-01

    Mixed methods research becomes more utilized in education research every year. As this pluralist paradigm begins to take hold, it becomes more and more necessary to take a critical eye to studies making use of different mixed methods approaches. An area of education research that has yet struggled to find a foothold with mixed methodology is…

  4. Good Teaching? An Examination of Culturally Relevant Pedagogy as an Equity Practice

    Science.gov (United States)

    Schmeichel, Mardi

    2012-01-01

    The adoption of educational policy measures to close the achievement gap, as well as the significant amount of scholarship dedicated to the subject, are just some of the indicators that reflect the tremendous concern in education about the academic performance of students of colour. Within research aimed at promoting equitable practices in…

  5. The Relevance of Cultural and Media Studies to Theatre and Television in Bali

    OpenAIRE

    Mark Hobart

    2015-01-01

    AbstractA critical approach to Balinese society presents a starkly different picturefrom the representations that Balinese usually tell themselves, whichare largely myths to disguise a painful reality. Bali no longer belongsto Balinese but to international capital, a process of alienation by whichBalinese energetically commoditize their culture while claiming theopposite. Even the frames of reference for discussing what is happeningare inadequate because they predate the rise of contemporary ...

  6. Strategies of Improving Students'Cultural Background Knowledge in English Teaching

    Institute of Scientific and Technical Information of China (English)

    陈忠敏

    2012-01-01

    With the ever increasing of intercultural communication, the breakdown and misunderstandings in intercultural are becoming an evident phenomenon. As research revels, those breakdowns and misunderstandings have a lot to do with cultural background knowledge of the country whose language is being learned. Therefore, this thesis uses some effective strategies to increase the students' cultural background knowledge in English teaching which is helpful to improve the efficiency of the intercultural communication.

  7. Teaching Chinese Culture in English-A Course Design

    Institute of Scientific and Technical Information of China (English)

    赵鹏; 柳轶群

    2014-01-01

    Investigation results show that there is an urgent need to provide a course in Chinese culture in English for college stu-dents in China. Therefore, the present authors design an English course in Chinese culture for sophomore English majors in Chi-nese universities and colleges. The course is based on topic syllabus. The topic“Idioms”is taken as an example to specify how the lectures will be delivered, based on the theory of social constructivism.

  8. On the Sino-British cultural differences and their Impact on English Ianguage teaching

    Institute of Scientific and Technical Information of China (English)

    周健

    2009-01-01

    language and culture are closely rdlatd,language is not only the most important human communication tools,is also a cultural carrier.All our words and deeds are,consciously or unconsciously,reflect a certain culture.Manycultural phenomena can be reflected in language.Chinese and English text is based on the basis of different languages.Chinese people should learn English well,can not be ignored in the Sino-British cultural differences.Article from the Sino-British inter-culrural differences,the sub-culrural background knowledge on the impact of language learning,the teaching in English to understand cultural differences between China and Britain to cultivate Cross-cultural communication and awarenem of the need for major route of transmission.

  9. Keeping the intracellular vitamin C at a physiologically relevant level in endothelial cell culture

    DEFF Research Database (Denmark)

    Frikke-Schmidt, Henriette Rønne; Lykkesfeldt, Jens

    2010-01-01

    It is generally accepted that the addition of vitamin C to cell culture medium improves cell growth. However, once added, the vitamin C concentration declines rapidly. This situation differs from the in vivo environment where the endothelium is constantly supplied with ascorbate from the blood....... With a focus on intracellular vitamin C, we simulated constant supply of ascorbate by the hourly addition of freshly prepared medium containing 75 lM ascorbate and subsequently compared it with more practical regimens using combinations of ascorbate and 2-phosphoascorbate. We found that a single supplement...

  10. Quantitative assessment of organizational culture within hospitals and its relevance to infection prevention and control strategies.

    Science.gov (United States)

    Borg, M A; Waisfisz, B; Frank, U

    2015-05-01

    It has been suggested that organizational culture (OC) is an important driver of infection prevention and control (IPC) behaviour among healthcare workers. This study examined OC in seven European hospitals using a validated assessment tool based on Hofstede's model, and identified significant variations in OC scores. Hospitals with low prevalence of meticillin-resistant Staphylococcus aureus (MRSA) exhibited high scores for change facilitation and change readiness, whereas hospitals with high prevalence of MRSA exhibited low scores for these determinants. It is possible to use tools, available outside health care, to study OC within hospitals and gain better insight into IPC behaviour change strategies.

  11. Macromolecular crowding meets oxygen tension in human mesenchymal stem cell culture - A step closer to physiologically relevant in vitro organogenesis

    Science.gov (United States)

    Cigognini, Daniela; Gaspar, Diana; Kumar, Pramod; Satyam, Abhigyan; Alagesan, Senthilkumar; Sanz-Nogués, Clara; Griffin, Matthew; O’Brien, Timothy; Pandit, Abhay; Zeugolis, Dimitrios I.

    2016-01-01

    Modular tissue engineering is based on the cells’ innate ability to create bottom-up supramolecular assemblies with efficiency and efficacy still unmatched by man-made devices. Although the regenerative potential of such tissue substitutes has been documented in preclinical and clinical setting, the prolonged culture time required to develop an implantable device is associated with phenotypic drift and/or cell senescence. Herein, we demonstrate that macromolecular crowding significantly enhances extracellular matrix deposition in human bone marrow mesenchymal stem cell culture at both 20% and 2% oxygen tension. Although hypoxia inducible factor - 1α was activated at 2% oxygen tension, increased extracellular matrix synthesis was not observed. The expression of surface markers and transcription factors was not affected as a function of oxygen tension and macromolecular crowding. The multilineage potential was also maintained, albeit adipogenic differentiation was significantly reduced in low oxygen tension cultures, chondrogenic differentiation was significantly increased in macromolecularly crowded cultures and osteogenic differentiation was not affected as a function of oxygen tension and macromolecular crowding. Collectively, these data pave the way for the development of bottom-up tissue equivalents based on physiologically relevant developmental processes. PMID:27478033

  12. Macromolecular crowding meets oxygen tension in human mesenchymal stem cell culture - A step closer to physiologically relevant in vitro organogenesis

    Science.gov (United States)

    Cigognini, Daniela; Gaspar, Diana; Kumar, Pramod; Satyam, Abhigyan; Alagesan, Senthilkumar; Sanz-Nogués, Clara; Griffin, Matthew; O'Brien, Timothy; Pandit, Abhay; Zeugolis, Dimitrios I.

    2016-08-01

    Modular tissue engineering is based on the cells’ innate ability to create bottom-up supramolecular assemblies with efficiency and efficacy still unmatched by man-made devices. Although the regenerative potential of such tissue substitutes has been documented in preclinical and clinical setting, the prolonged culture time required to develop an implantable device is associated with phenotypic drift and/or cell senescence. Herein, we demonstrate that macromolecular crowding significantly enhances extracellular matrix deposition in human bone marrow mesenchymal stem cell culture at both 20% and 2% oxygen tension. Although hypoxia inducible factor - 1α was activated at 2% oxygen tension, increased extracellular matrix synthesis was not observed. The expression of surface markers and transcription factors was not affected as a function of oxygen tension and macromolecular crowding. The multilineage potential was also maintained, albeit adipogenic differentiation was significantly reduced in low oxygen tension cultures, chondrogenic differentiation was significantly increased in macromolecularly crowded cultures and osteogenic differentiation was not affected as a function of oxygen tension and macromolecular crowding. Collectively, these data pave the way for the development of bottom-up tissue equivalents based on physiologically relevant developmental processes.

  13. Cultural responsiveness in EFL teaching: reflections from native instructors

    Directory of Open Access Journals (Sweden)

    Cinarbas H. Ibrahim

    2016-05-01

    Full Text Available In recent years, many international students from different parts of the world have been studying at Turkish universities, which creates a multicultural educational setting. Due to the multicultural educational setting, English has become the most widely used language for exchanging and sharing knowledge, therefore many international universities in Turkey put a great emphasis on English language education and offer English preparatory courses to students. In order to succeed at better language education, universities employ native English instructors to provide a richer language experience with cultural components embedded in language content. In this qualitative case study, cultural reflections of native English instructors at a Turkish university were investigated. Individual and focus group interviews were data sources for the study. Findings indicated that cultural responsiveness was considered to be constructed through time, and a necessity of orientation process was emphasized. However, the native instructors’ presumptions cause intolerance and underestimation of the host culture. In addition, educational issues and students’ misbehaviors, such as cheating and calling their instructors by their first name, were attributed to cultural background of the students.

  14. Teaching American Culture in France: Language Assistants' Identity Construction and Interculturality

    Science.gov (United States)

    Dargent-Wallace, Anne

    2013-01-01

    This study investigates the identity and interculturality development of English-language teaching assistants through their perceptions of their experiences living and working in France. The study is framed using Bourdieu's (1979, 2000) notions of habitus and cultural capital, and draws from Byram's (2000) "intercultural mediator" and…

  15. Variations in Beliefs and Practices: Teaching English in Cross-Cultural Contexts

    Science.gov (United States)

    Gu, Qing

    2010-01-01

    This article examines variations in beliefs and practices between British English language teaching (ELT) specialists and their Chinese colleagues in a cross-cultural educational development project which used interviews and a questionnaire survey to gather the perceptions and retrospective experiences of Chinese tertiary teachers and expatriate…

  16. Violence as an impediment to a culture of teaching and learning in ...

    African Journals Online (AJOL)

    Erna Kinsey

    School violence unfortunately impacts negatively on a culture of learning and teaching. In this project ... cation, children have become socialised to deal with their problems in aggressive and ... conflict between the different political parties, especially in black com- munities ... These incidents include murder, armed robbery ...

  17. Reflection on Teaching Language from Analysis of Interpersonal Func-tion in Cross-cultural Conversations

    Institute of Scientific and Technical Information of China (English)

    HU Xiao-rong

    2015-01-01

    The interpersonal function in Halliday’s system-functional grammar can instruct and apply to many-sided language communication.The article is aimed at analyzing language function reflected in the conversations between international students in different cultural background and native speakers,and then getting reflections on classroom teaching language.

  18. Archaeology, Ethics, and Character: Using Our Cultural Heritage to Teach Citizenship

    Science.gov (United States)

    Moe, Jeanne M.; Coleman, Carolee; Fink, Kristie; Krejs, Kirsti

    2002-01-01

    Archaeology is a highly interdisciplinary field. Its main goal is to construct culture histories, but it uses many scientific methods in the process. Ethical dilemmas inherent in archaeology make it a good vehicle for teaching ethics and character in the classroom (Moe 2000). The interdisciplinary nature of the field makes it possible to weave…

  19. Cultivating Innovative Learning and Teaching Cultures: A Question of Garden Design

    Science.gov (United States)

    Smith, Karen

    2011-01-01

    Calls for practitioners to "innovate" are common within higher education and universities, which go to some length to cultivate innovative learning and teaching cultures. The definition of innovation, however, is not clear cut and understandings of how innovations spread and innovative practices should be supported differ. This study aimed to…

  20. Teaching in Offshore Programmes: An Assessment of University Faculty's Self-Efficacy, Cultural Competence and Preparedness

    Science.gov (United States)

    Chen, Pi-Yun

    2016-01-01

    This study aims to examine the teacher self-efficacy and cultural competence of university faculty in the context of offshore programmes, and the impact of these two constructs on teaching satisfaction, intention and preparedness. A questionnaire survey collected data from the faculty members of universities in Taiwan, a non-English-speaking…

  1. Using Popular Culture to Teach the Community College Business Curriculum: A Comparative Study

    Science.gov (United States)

    Passero, Thomas

    2011-01-01

    This study addressed a need for comprehensive quantitative empirical studies to determine the effectiveness of using popular culture media as a teaching technique. A quasi-experimental design was implemented to examine whether a group of community college students taking a first-semester introduction to business course who were exposed to a…

  2. Adult Learners' Perceptions of the Significance of Culture in Foreign Language Teaching and Learning

    Science.gov (United States)

    Brooks-Lewis, Kimberly Anne

    2014-01-01

    Is learning about culture important when learning a foreign language? One would think that after its long history in the field of foreign language teaching this question had been answered with a resounding "yes". However, I saw little evidence of this in the classroom when I returned to the university to learn a foreign language or when…

  3. The Logics of Good Teaching in an Audit Culture: A Deleuzian Analysis

    Science.gov (United States)

    Thompson, Greg; Cook, Ian

    2013-01-01

    This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we…

  4. An Exploratory Study of Culturally Responsive Teaching Practices for Students Who Are ELLs

    Science.gov (United States)

    Nagarkar, Sushama

    2011-01-01

    The purpose of this study was to explore whether teacher characteristics such as teacher quality, skills in teaching English language learners (ELLs), knowledge of second language acquisition, and attitudes towards ELLs impacted teachers' perceived importance and reported use of culturally responsive practices within their classrooms. The numbers…

  5. Teaching about Vietnamese Culture: Water Puppetry as the Soul of the Rice Fields.

    Science.gov (United States)

    Contreras, Gloria

    1995-01-01

    Maintains that educators can use Vietnamese history and culture to teach about human-environment interaction, adaptation, and modification. Describes Vietnamese water puppetry and recommends its use in U.S. classrooms. Includes five photographs, a description of water puppetry, and instructional suggestions. (CFR)

  6. Ambivalent cultural schemas: why teachers feel uncomfortable teaching comprehensive school-based sexuality education in Uganda

    NARCIS (Netherlands)

    de Haas, Billie; Hutter, Inge

    2013-01-01

    Societal changes in Uganda have created an adolescent period in which young people experience sexual needs but are not supposed to be sexually active yet. This paper explores how these societal changes affect teachers’ comfort to teach sexuality education. Cultural schema theory is used to explore

  7. Assessing the Culture of Teaching and Learning through a Syllabus Review

    Science.gov (United States)

    Stanny, Claudia; Gonzalez, Melissa; McGowan, Britt

    2015-01-01

    Content analysis of course syllabi can answer a variety of questions about the structure of courses and the campus culture of teaching and learning. The authors report a review of the full population of undergraduate syllabi at one institution during one academic term (n = 1153), including rubric design and training procedures for reviewers. The…

  8. Culturally Responsive Teaching in the Context of Mathematics: A Grounded Theory Case Study

    Science.gov (United States)

    Bonner, Emily P.; Adams, Thomasenia L.

    2012-01-01

    In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These…

  9. Archaeology, Ethics, and Character: Using Our Cultural Heritage to Teach Citizenship

    Science.gov (United States)

    Moe, Jeanne M.; Coleman, Carolee; Fink, Kristie; Krejs, Kirsti

    2002-01-01

    Archaeology is a highly interdisciplinary field. Its main goal is to construct culture histories, but it uses many scientific methods in the process. Ethical dilemmas inherent in archaeology make it a good vehicle for teaching ethics and character in the classroom (Moe 2000). The interdisciplinary nature of the field makes it possible to weave…

  10. Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School

    Science.gov (United States)

    Levrini, Olivia; Bertozzi, Eugenio; Gagliardi, Marta; Tomasini, Nella Grimellini; Pecori, Barbara; Tasquier, Giulia; Galili, Igal

    2014-01-01

    The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture…

  11. Being Aware of Sino-west Cultural Differences in the Teaching of English

    Institute of Scientific and Technical Information of China (English)

    李启东

    2007-01-01

    This is an attempt to analyse the cultural differences between China and those countries whose people speak English as their mother tongue. The analysis is made here to caution that enough emphasis should be placed on this very difference in the teaching of the English language.

  12. Presentation of Local and International Culture in Current International English-Language Teaching Textbooks

    Science.gov (United States)

    Shin, Jeeyoung; Eslami, Zohreh R.; Chen, Wen-Chun

    2011-01-01

    The place of culture in teaching English as an international language (EIL) is a complex issue, given the diversity of contexts in which English is currently being used globally. Building on a sociocultural perspective that language use is open to negotiation and is context-dependent, this paper argues that the design and content of…

  13. Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach

    Science.gov (United States)

    Kean, Ang Chooi; Kwe, Ngu Moi

    2014-01-01

    This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…

  14. Thinking Globally, Teaching Locally: The "Nervous Conditions" of Cross-Cultural Literacy

    Science.gov (United States)

    Eck, Lisa

    2008-01-01

    Teaching postcolonial literature to American college students involves taking them through a dialectical process of thinking about identification. In the first stage, students are encouraged to note similarities between their own lives and those of the work's characters. With the second step, students examine how the work's cultural and historical…

  15. Teaching and training for global engineering perspectives on culture and professional communication practices

    CERN Document Server

    Flammia, Madelyn

    2016-01-01

    Provides a foundation for understanding a range of linguistic, cultural, and technological factors to effectively practice international communication in a variety of professional communication arenas This book presents a range of perspectives, examples, and concepts for teaching international professional communication in different settings. Industry professionals and academic researchers alike have written entries for Teaching and Training for Global Engineering: Perspectives on Culture and Professional Communication Practices, which have been organized into four cohesive, context-based sections that examine central issues associated with offering effective instruction on communication in global settings. The first section presents approaches for teaching issues of language and visual design related to international communication. The second section reviews aspects of software use and ethical practices associated with communicating globally. The third ection discusses how educators can use information a...

  16. Uncovering study abroad: foreignness and its relevance to nurse education and cultural competence.

    Science.gov (United States)

    Greatrex-White, Sheila

    2008-07-01

    This paper reports some of the findings from a hermeneutic phenomenological research project designed to uncover the nature of the phenomenon 'study abroad' in the context of Nursing Higher Education in the United Kingdom. The research question asked was 'How is study abroad manifest in the experience of nursing students?' Informed by the philosophy of Martin Heidegger, the analysis of 26 study abroad students' diary accounts uncovered six general structures, or ways for study abroad to be, namely; leaving behind, escape, foreigner, self-discovery, learning and risk. The focus here is on the general structure 'foreigner' and the far-reaching implications this can have in terms of understanding how study abroad comes to be. The relationship between study abroad, positive disturbance and the development of students who are able to recognise diversity across different cultures is discussed. It is suggested that if one of the major aims of nurse higher education is the development of culturally competent practitioners, study abroad is deserving of far greater attention than is currently the case.

  17. Cultural diversity process improves organizational community in urban teaching medical center.

    Science.gov (United States)

    Carter, R; Spence, M M

    1996-01-01

    An urban teaching facility with nearly 3,000 employees had communication problems associated with race, gender and other cultural differences. It also competed for health care dollars and faced possible reduction in federal funding. The medical center instituted mandatory training in cultural diversity and customer service-and integrated the training process with the hospital's overall quality improvement plan and marketing strategy. The integrated approach affected the bottom line-Hurley's patient base has increased, and the medical center operates in the black. Training in cultural diversity and customer service is an effective tool to improve employee communication and improve financial outlook.

  18. The Importance of Culture in Language Teaching and its Implications for the Role of Teachers

    Institute of Scientific and Technical Information of China (English)

    李阳

    2009-01-01

    Understanding and alleviating the influence of culture in a language-learning environment is not simply which a case of ensuring effective communication, it is also imperative to ensure that the students are actually able to learn the language according to their own culturally specific learning methods. Effective communication between student and teacher may not produce the desired results if the learner is unable to incorporate this new knowledge into their existing understanding of the world. This paper is mainly about the element of culture in the process of language teaching. In the meanwhile, the author will present the ideas and examples on its implications for the roles of English teachers.

  19. Cultural Sensitivity: The Key to Teaching Global Business.

    Science.gov (United States)

    Timm, Judee A.

    2003-01-01

    More ethical practices in business begin with ethical training in business schools. International business education classes can compare corporate codes and actual behavior; explore the role of cultural differences in values, principles, and standards; and analyze ethical dilemmas in a global environment. (SK)

  20. Culture Shock: Using Art and Art Controversy To Teach History.

    Science.gov (United States)

    McBride, Robert, Jr.

    1999-01-01

    Endorses the television series entitled "Culture Shock" that views controversial art as an artifact suggesting that the arts, and controversies surrounding them, can help viewers think critically about the issues of past and present societies. Focuses on "The Adventures of Huckleberry Finn," the painting "Olympia,"…