Dissertations / Theses: 'Communication Multicultural education'

1

Padilla, Anne Hardie. "ESL: Teaching for Communication." TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1804.

Abstract:

Although the field of English as a Second Language – ESL – is a relatively new field for study, it grows out of a long tradition of teaching foreign or second languages. However, even without formal instruction in a second language, people throughout history have been learning second – and sometimes third and fourth – languages for purposes of trade, business, politics, social acceptance and even survival. Entering the last quarter of the twentieth century second or foreign language teachers had used three primary methods or approaches in their instruction: the Grammar-Translation method, the Audio-Lingual method, and the Cognitive Code approach. The extent to which any of these methods was successful was determined largely by the individual’s definition of success. In the world of the late 1970’s and the 1980’s, success in foreign or second language teaching has been defined in terms of the students’ ability to speak and understand – to use – the language for purposes of communication or interaction with native speakers of the target language, and to use it appropriately within a given context, at the end of a course of study. In the last fifteen years many new methods and approaches have been introduced and tried in second language classrooms, methods and approaches for which the goal has been communicative competence. Among them are the Silent Way, Total Physical Response, Counseling Learning, Suggestopedia, the Notional-Functional or Communicative Language Teaching approach, and various approaches or methods which use dramatic techniques. Although there may be considerable differences from one method or approach to another, these communicative approaches do share a common core: they involve the whole person – intellectual, emotional and social; they recognize the importance of minimizing stress within the learning environment; and they emphasize the importance of using the language in order to attain communicative competence in that language. One of these methods and one approach – Total Physical Response and Communicative Language Teaching – will be looked at in some detail in order to determine the underlying assumptions, particularly regarding learning and language theory; objectives and goals; syllabus; instructional materials; classroom activities; and the learner and teacher roles. Then a text which purports to reflect the method or approach will be briefly examined to determine the extent to which it does, in fact, reflect the method or approach.

APA, Harvard, Vancouver, ISO, and other styles

2

Al, musaiteer Suliman Saleh. "The Saudi students' experience in intercultural communication." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1439568586.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Zhang, Senquan. "Cultural communication and miscommunication: Chinese MBA students in a Canadian academic and sociocultural context." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6167.

Full text

Abstract:

This doctoral study deals with communication issues of MBA students from China at Eastern Canada University (pseudonym). The author investigates how Chinese cultural presuppositions can lead to miscommunication and misunderstanding in the Canadian academic and social context. The main research questions are: What is the nature of Chinese/Canadian cross-cultural miscommunication and misunderstanding? What are the reasons for such miscommunication and misunderstanding? What are the consequences of such miscommunication and misunderstanding? What are the strategies for dealing/coping with miscommunication and misunderstanding? In examining communication issues in non-instructional, real-life settings, the emphasis of the present study is on communicative competence (Hymes, 1971, 1972) and language socialization (Lazaraton, 1995). Firth & Wagner (1997) lament that although second and foreign language interactions in non-instructional settings are everyday occurrences, such as in the workplace, they have not yet attracted the attention of second language acquisition researchers. The present study addresses this gap. Johnson (1992) encourages ethnographic research, by saying that we can gain new insights by employing ethnographic approaches to understanding second and foreign language learners in schools and varied adult educational and workplace settings. The present study is a naturalistic inquiry employing ethnographic methods; data are collected through (1) observation of the participants, (2) in-depth interviews with key informants, (3) interviews with background informants, and (4) a questionnaire. Data analysis and interpretation follow the qualitative paradigms of phenomenology and hermeneutics (Tesch, 1990). Further, Spindler's (1997) concept of transcultural sensitization has inspired the present study towards a better understanding of the phenomena and concepts involved in learning an additional language and culture. Through its ethnographic approach, the present study shows that cultural factors significantly influenced the Chinese MBA students' sojourn in Canada and played a crucial role in various aspects of their academic work, their off-campus social interaction, their on-campus study-related interaction, and their relationships with Canadians. The present study is expected to contribute to a better understanding of language socialization in cross-cultural contexts and facilitate efficient language and professional training programs. With its emphasis on cross-cultural understanding on the conceptual level, it is further expected to contribute to the theory of language learning and language use in international settings.

APA, Harvard, Vancouver, ISO, and other styles

4

Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

Full text

Abstract:

The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.

APA, Harvard, Vancouver, ISO, and other styles

5

Boyne, Grace Marie 1948. "Cross-cultural communication: Perceptions on an educational institution by urban and traditional Indians." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291447.

Full text

Abstract:

Cross cultural communication is difficult because of the different cultural parameters. The cultural experiences define your perspective. Behavior in culture, moreover, is dependent on many factors as historical, sociological and psychological experiences. These experiences further define your worldview and determine your reactions.

APA, Harvard, Vancouver, ISO, and other styles

6

Schwartz, Michael Adam. "Communication in the doctor's office deaf patients talk about their physicians /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ball, Charlene L. "Intercultural dialogue for civic engagement: Perspectives from the multicultural community." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/236.

Full text

Abstract:

Since the 1980s, intercultural dialogue has become increasingly recognized as a way to reduce prejudice, improve relationships, increase intercultural understanding, manage diversity, and contribute to democratic processes. Similarly, civic engagement has emerged as a key priority of municipalities to effectively serve and meet the needs of a culturally diverse public. I conducted an exploratory qualitative research study using focus groups with 13 ethnocultural community leaders in Edmonton, Alberta. The main goals were to understand from their lived experiences and perspectives how intercultural dialogue could contribute to meaningful and culturally appropriate civic engagement for ethnocultural communities. The findings indicated that ethnocultural community leaders are passionate about and committed to improving the lives of their communities, identify strongly with Canada and Edmonton as their home, and appreciate being meaningfully involved in civic affairs. The findings indicated that intercultural dialogue is meaningful if it takes place in a larger framework of civic engagement practices. This framework of meaningful practices is presented along with recommendations that can be adapted and implemented by municipalities, institutions, and organizations that wish to engage meaningfully with and respond effectively to diverse ethnocultural communities.

APA, Harvard, Vancouver, ISO, and other styles

8

Flaherty, Bridget Eileen. "Cultures in Residence: Intercultural Communication Competence for Residence Life Staff." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05152009-083236/.

Full text

Abstract:

Despite a recent plateau in the number of international students coming to the U.S., international students still make up a significant portion of the student body at institutes of higher education. Along with attendance at schools, many international students live in campus housing, such as residence halls, and are often placed with a U.S. roommate. Previous research has shown that international and U.S. students may have cultural conflicts, particularly when living together. Since many younger students may not be interculturally competent, it is left to the staff of Residence Life offices, such as resident assistants, to counsel students through their issues; yet many resident assistants do not receive any type of intercultural competence training. A needs analysis was conducted with the current Resident Assistants at The University of Montana, and the results were used to develop intercultural communication competence training for the incoming Resident Assistants in Fall 2009.Body of paper begins here.

APA, Harvard, Vancouver, ISO, and other styles

9

French, Lorie J. Waggoner. "A study on how multi-cultural awareness training changes the cultural sensitivity of teachers /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/frenchl/loriefrench.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Rodriguez, Lisa Ann. "A Q-methodology study of adult English language learners' perceptions of audience response systems (clickers) as communication aides." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/808.

Full text

Abstract:

This study explored the perceptions of adult English language learners about the use of audience response systems (clickers) to facilitate communication in a classroom environment. In the early stages of second language acquisition, learners' receptive capabilities surpass expressive capabilities, often rendering them silent in their second language. Educational strategies and tools may be available to help English language learners communicate more effectively by enabling them to demonstrate their knowledge and express their opinions nonverbally. Many studies have been conducted with clickers, but none were found pertaining to adult English language learners. Second language acquisition theory provided the theoretical base for this research. In this Q-methodological study, adult English language learners enrolled in a computer skills course ranked statements about using clickers according to how closely they align with their personal perceptions. Factor analysis was performed to identify commonalities and patterns in perceptions. The findings support the view that second language acquisition theory influences how technology tools are perceived by English language learners. Adults with lower English language proficiency levels perceived the anonymity provided by clickers to be beneficial. Participants with beginning to intermediate levels of English proficiency perceived the clickers to be more valuable for communication than did those with lower levels of English proficiency. Results of this study may affect positive social change by leading to more effective instructional and assessment practices for adult English language learners and by fostering research into the viability of educational technology communication tools with all English language learners.

APA, Harvard, Vancouver, ISO, and other styles

11

McParker, Matthew Carl. "Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms." Thesis, Portland State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132008.

Full text

Abstract:

The largest refugee group entering the United States in recent years is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In middle school, students are particularly reliant upon their peers for support, making peer interactions especially important. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States.

I used a qualitative, transcendental phenomenological approach to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions, through interviews, observations, and stimulated recall.

The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students.

Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development.

APA, Harvard, Vancouver, ISO, and other styles

12

Warell, Suzanne Scaffidi. "An exploration of the impact of an online MBA course on intercultural sensitivity development." [Milwaukee, Wis.] : e-Publications@Marquette, 2009. http://epublications.marquette.edu/dissertations_mu/14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Drake, Penny Marie. "Classroom as text: A study of the integration of multiculturalism." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1076.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Mackey, Renee L. "The stranger is one of us." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Costandius, Elmarie. "An exploration of the use of African proverbs and metaphors in a visual communication design course." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5898_1253841261.

Full text

Abstract:

This study was envisioned to investigate and improve multicultural education in a visual communication design course. It aimed to explore the educational use of proverbs for the benefit of improving multicultural teaching and learning. Proverbs and metaphors are an essential source for the composition of visual narratives. Overall results of this study revealed that, even though proverbs are a significant part of the experience of black African students, the students seldom directly use narratives and proverbs as inspiration for their designs.

APA, Harvard, Vancouver, ISO, and other styles

16

Harrison, David B. "Experiential learning modules for developing intercultural competency skills a short-term course for new missionaries from Asia /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Linson, Lisa Marie McGill Duan Changming. "The effect of level of involvement in learning a message and race of the communicator on attitudes toward biracial people." Diss., UMK access, 2005.

Find full text

Abstract:

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in counseling psychology." Advisor: Changming Duan. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 84-99 ). Online version of the print edition.

APA, Harvard, Vancouver, ISO, and other styles

18

Patterson, Paula K. "Effect of study abroad on intercultural sensitivity." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4422.

Full text

Abstract:

Thesis (Ed. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

19

McKay-Cody, Melanie Raylene 1962. "Plains Indian Sign Language: A comparative study of alternate and primary signers." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278590.

Full text

Abstract:

An extensive literature review has been undertaken to create an accurate portrayal of North American Indian Sign Language as used by both deaf and hearing American Indians. Historical accounts are stressed as the primary source for understanding the extent of signed language use among the American Indians of North American and its decline to the present status as an endangered language. This sign language has functioned in two significant ways: (1) primarily (for hearing tribal members) as an alternative to the spoken language and (2) as a primary, or first language for deaf tribal members. It is critical to bear this distinction in mind for future investigations into the linguistic status of North American Indian Sign Language. Additional historical accounts related to American Indians' encounters with the signed language use among Deaf Anglos are also included. An ongoing research project involving the preservation of old film in which North American Indian Sign Language has been documented in 1930s and the current data collection of deaf NAISL signer is discussed as a potential source for future research and as a viable access to the heritage of American Indians.

APA, Harvard, Vancouver, ISO, and other styles

20

Song, Ho Kil. "Simplified hermeneutics and sermon development skills for the Korean Chinese house church leaders." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

Full text

Abstract:

Thesis (D. Miss.)--Western Seminary, Portland, Or., 1997.
Western Seminary staff have determined that much of the material in this thesis was copied from another Western Seminary D. Min. product: Schmid, J. David / Explore the Bible: from text to sermon, 1991 (note added 8/29/2001). Abstract. Includes bibliographical references (leaves 362-372).

APA, Harvard, Vancouver, ISO, and other styles

21

Fitzpatrick, Kelley Denise. "The Use of Global Issues in A University ESL Classroom: The Students' Perspective." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4736.

Full text

Abstract:

There is increasing interest on the part of ESL educators in the inclusion of contemporary, global issues in their classrooms. Theory about content-based ESL, as well as trends in education, generally, lend support to such enthusiasm. However, ESL educators may be erroneously assuming that their interest in this material is shared by their students. Global issues can also be controversial. Their inclusion in the classroom has the potential to create an uncomfortable, and therefore ineffective, learning atmosphere in a multicultural ESL setting. This qualitative case study examined the use of global issues as the content material in a university-based ESL advanced listening/ speaking class, from the perspective of ten students. A variety of data-gathering methods were employed: direct observation of whole-class sessions; observation and audio-recordings of small-group discussions; tape-recorded journals created by the subjects; audio-recordings of two interviews conducted with each subject. The study focused on three areas: awareness of/interest in global issues developed by the subjects while in their home countries; background experiences and interest in critical analysis developed by the subjects prior to the study; possible changes experienced by the subjects, both in comfort and interest in using global issues in the ESL classroom, during the study. The results indicate that the majority of the subjects entered the classroom with some exposure to several specific global issues. Most had little experience in analyzing the issues using the type of critical analysis common to American academic settings. Initially, most felt hesitant about publicly expressing opinions regarding controversial issues; this reluctance was alleviated by the end of the term. Interest in the material also increased for most subjects during the term. The primary difficulties were found to be related less to global issues and more to the activities performed while working with the subject matter. The study concludes that global issues may be better- suited to classroom activities requiring less public expression of individual ideas and opinions. It also recommends training for ESL educators in intercultural conflict resolution, to enable them to facilitate effective classroom discussion of controversial issues.

APA, Harvard, Vancouver, ISO, and other styles

22

Coats, Cecilia E. "Intercultural awareness education in grades kindergarten through fourth." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/653.

Full text

Abstract:

This thesis examines how intercultural awareness education can be taught to kindergarten through fourth grade children. The concept of what it means to be interculturally aware and what is needed for teachers to instinct awareness in young students is examined. Literature research and data gathered from teachers through interviews and surveys is used to create a framework for teaching intercultural awareness education. In addition a set of recommendations for instruction and a bibliography for professional development around intercultural education are presented.

APA, Harvard, Vancouver, ISO, and other styles

23

Smith, Catherine Tillie, and Dahlia Avila. "An evaluation of the California Brief Multicultural Competence Scale and training for mental health practices." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3317.

Full text

Abstract:

This study was designed to investigate the effectiveness of the California Brief Multicultural Competence Scale (CBMCS) and training as a tool to increase cultural competency skills. The interest of this was to determine if the training brought about a change in empathy or effectively increased knowledge about the importance of culture.

APA, Harvard, Vancouver, ISO, and other styles

24

Godson, Linda I. "Conversational Structure in Electronic Mail Exchanges." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4848.

Full text

Abstract:

Electronic mail has become a widely used medium of communication in academia, government, and business. It is unique as a communication medium because it makes conversations across time, space, and organizational levels possible. The ability of electronic mail to "forward" a message allows for the creation of chains that preserve the entire conversation for each participant. This appears to be a new linguistic form in which the interactive features of spoken conversation are realized using electronically transmitted text. The purpose of the present study was to determine the extent of the similarities and differences between spoken conversation and electronic mail exchanges. The research questions addressed were 1) What techniques that occur in spoken conversations also occur in electronic mail exchanges?, and 2) How are the techniques used in spoken conversations modified or different in electronic mail exchanges? The data used in this study consisted of electronic mail text collected by the author in the course of her daily work in the data processing division of a large financial institution. The authors were computer technicians and middle managers with a wide diversity of educational backgrounds. Sixteen samples of message "chains" that contained at least three individual messages were selected for in-depth analysis. These samples were analyzed for conversational openings and closings, tum-taking mechanisms, adjacency pairs, and repetition. Of the structural features studied, repetition was used in ways most similar to its uses in spoken conversation. The feature having the most differences from spoken interaction was the tum-taking system. In the electronic mail exchanges there was more variation in the sender's selection of the next sender, including the option for multiple simultaneous replies. Openings and closings took many forms, some of them the same as in spoken conversation. Among the forms that differed were openings that resembled the salutation in a letter and closings that followed each individual message in a "chain." Adjacency pairs such as questions and closings were paired as in spoken conversation, while openings, thanks, and apologies occurred as single utterances.

APA, Harvard, Vancouver, ISO, and other styles

25

Teufel, Charla Margaret. "A Cross-cultural Study of the Speech Act of Refusing in English and German." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5212.

Full text

Abstract:

Language students must learn to communicate effectively in cross-cultural settings, avoiding unwitting violations of culturally determined norms of behavior. This study compares German learners of English ( GEs) with native speakers of English ( AEs) and German (GGs), studying pragmatic transfer associated with the face-threatening speech act of refusal. Data elicitation involved a written role-play questionnaire composed of twelve refusal situations, including four refusal stimulus types (requests, invitations, offers, and suggestions) and interlocutors of higher, lower, and equal status. Response strategies were identified and classified, and the three groups were compared in terms of frequency and content of strategies chosen. Overall, the findings suggest that the AEs strove for friction-free interactions, while the German subjects tended to be candid. The AEs opted for inoffensive, routinized responses, emphasizing face-protection, and eschewing expressions of unwillingness. The AEs generally provided only vague excuses, relying extensively on positive forms aimed at preserving rapport. Social distance affected AE levels of politeness. By contrast, GG response patterns were situation-specific. Toward unjustified requests or unwelcome suggestions, the GGs exhibited directness, outspokenness with critical remarks, and willingness to risk confrontation, regardless of relative status. In more neutral situations, status and social distance influenced levels of politeness. The GEs appeared to assess situational factors in much the same way as the GGs; however, GE responses were consistently more tempered. Both groups of Germans were more open with expressions of unwillingness than the AEs. They tended to provide solid justification for refusals, while maintaining a more aloof stance. When there was no cause for irritation, the GEs recognized the need for greater tactfulness in English (probably responding according to explicit teaching). When aggravated, however, they lapsed into pragmatic patterns of their native language, following their "gut reactions." Sometimes GE efforts to exceed German native speaker levels of politeness led to "hyper-correction" (i.e., going beyond the AEs' degree of politeness).Occasionally, the GEs transferred German native speaker strategies for increasing politeness. In situations of potential conflict, the GEs might startle native speakers with unexpected candor, the shock exacerbated by cultural proximity and the GEs' near approach of native speaker norms on other levels.

APA, Harvard, Vancouver, ISO, and other styles

26

Schramm, Mark J. "Supervision across cultures directions for ministry supervision during the SVD crosscultural training program /." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0837.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Bhebhe, Lindelihle. "Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2804.

Full text

Abstract:

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018.
This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light of the dynamics that cultural semiotics present. There is a need to equip students with the cultural awareness to design communication that is sensitive to the varying needs of their consuming audiences. By its very nature, visual communication is vulnerable to an unintended array of misinterpretations because of the audiences’ differing semiotic backgrounds. The pedagogic duty of academy is to equip communication students in this case Graphic Design students with adequate tools to facilitate the understanding of their audiences, the communicative purpose of their designs is compromised. Vygotsky’s (1978) learning theory is therefore applied to examine the role of culture in the teaching and learning of culturally diverse students. Concepts from JoAnn Phillion’s (2002) Narrative Multiculturalism are also used to understand how the narratives collected from the respondent students, lecturers and an industry expert in this study offered guidelines for the effective teaching of Graphic Design. To investigate the teaching and learning of Graphic Design holistically the research employed a mini-ethnographic case study method. Data for this research were obtained through participant observations, semi-structured informal interviews of participants narratives and document analysis. The findings point to a lack of a cohesive and coordinated approach to teaching and learning, which in turn reflects a lack of sensitivity to cultural diversity in the Graphic Design department at the Cape Peninsula University of Technology. This is evidenced in the unreformed curriculum and a culturally unbalanced staff complement. Industry’s lethargic participation also seems to have done nothing to ensure the standardisation of the curriculum to align with industry demands nor guide the career paths of students. As a result, the gap in these areas may leave some historically vulnerable students feeling excluded and despondent about both their academic and career prospects.

APA, Harvard, Vancouver, ISO, and other styles

28

Boldt, Barbara A. "Does intervening in the learning of study abroad students facilitate the development of intercultural competencies?" Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/684.

Full text

Abstract:

This thesis explores the effects of intervening in the learning of study abroad students via a class called Skills for International Management. It looks specifically at the development of intercultural competencies, and compares two different methods of assessing those outcomes. Thirty-four study abroad students participating in an international management class in Italy were given pre- and post-tests using The Global Competencies Inventory. Qualitative data were gathered using a reflection paper that the students wrote at the end of the semester. The results showed that the qualitative data were better at reflecting what the students learned, while the quantitative results reflected a slight increase in Overall Global Competency for the group. The results confirmed that intervening in the learning of study abroad students during their sojourn positively impacts their overall levels of intercultural competency and they also supported the contention that multiple assessment methods should be used to assess study abroad learning outcomes.

APA, Harvard, Vancouver, ISO, and other styles

29

White, Soltero Sonia. "Collaborative talk in a bilingual kindergarten: A practitioner researcher's co-construction of knowledge." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/282884.

Full text

Abstract:

The purpose of this field based study is to analyze the linguistic and cognitive transactions of immigrant language minority kindergarten students in the context of classroom collaborative talk in their native language and conducted through the observations and reflections of a teacher-researcher. The research questions addressed in this study are; (1) How do children use prior knowledge to negotiate meaning and develop shared understandings? (2) How do cognitive and linguistic processes develop as children participate in classroom collaborative talk to co-construct new knowledge and negotiate meaning? (3) In what ways do children extend and internalize understandings of vocabulary and word meaning while engaging in classroom collaborative talk? This case study draws upon the data collected during a year-long inquiry I conducted in my own classroom in an urban school. Twenty-seven students, all from Hispanic origin, mostly recent arrivals from Mexico, participated in the research. The collaborative talk transactions were transcribed and translated into English from thirteen videotaped sessions from which I selected excerpts of varying lengths to examine. The findings are threefold. First, the collaborative talk transactions, framed within a cognitive and linguistic stance, demonstrate how meanings and new understandings are constructed and restructured; show how the teacher and the learners make use of their cultural values, assumptions, attitudes and experiences to construct new meanings and shared understandings; and reveal how learners engage in oral literacies in collaboration with the teacher and then begin to formulate and test hypotheses without the teacher's mediation. Second, the collaborative discourse, situated within an empowerment through voice perspective, show how culturally responsive modes of teaching and learning maximize the use of language minority students I linguistic, cultural and cognitive resources; reveal that these learners display high motivation and interest when the topics are relevant to their lives; and illustrate how learners make connections between the concepts embedded in discourse and their own experiences and understandings. Finally, our discursive practices reflect the importance of native language use in allowing culturally and linguistic diverse students to express their thinking and understandings in their more competent linguistic system and in the language of their culture and social worlds.

APA, Harvard, Vancouver, ISO, and other styles

30

Oehlschlaeger, Jan Marie. "Intercultural training and international exchange : an exploratory study of the association of intercultural training with hosting goals of American families." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3897.

Full text

Abstract:

This study investigated the host family experience, specifically examining the goals of host families and intercultural training of host families. It compares the the importance and accomplishment of goals between interculturally trained host families and untrained host families.The focus of the research addressed the following research questions: 1) Do host families who receive intercultural training rate their goals differently than families who do not receive intercultural training? 1a) Do host families who receive intercultural training rate differently the goals in which the student meets intra-family needs than families who do not receive intercultural training? 2) Do host families who receive intercultural training report the level of accomplishment of their goals differently than host families who do not receive intercultural training? 2a) Do host families who receive intercultural training report the level of accomplishment of goals regarding cultural awareness differently than families who do not receive intercultural training? 3) To what extent is there a relationship between trained host family ratings of importance and ratings of accomplishment of goals? 3a) To what extent is there a relationship between untrained host family ratings of importance and ratings of accomplishment of goals?

APA, Harvard, Vancouver, ISO, and other styles

31

Hermanis, Piet. "Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole /." Link to the online version, 2005. http://hdl.handle.net/10019/1588.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Sun, Hao. "Telephone conversations in Chinese and English: A comparative study across languages and functions." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282739.

Full text

Abstract:

The purpose of this study was multifold: it aimed to investigate similarities and differences between Chinese and English telephone conversations, to test the validity of the theoretical distinction between transactional talk and interactional talk, and to examine L2 learners' use of the target language. Comparisons along four dimensions were conducted: (1) across languages--Chinese and English, (2) across functions--transactional and interactional talk, (3) across settings--China and the U.S., (4) L1 vs. L2--English as native language and English as a second language. The data consist of natural telephone conversations in Chinese and in English recorded by eighteen female participants (native speakers of Chinese and native speakers of American English) and interviews with the participants. Four sets of data were analyzed: Chinese telephone conversations recorded in China, Chinese telephone conversations recorded in the U.S., English telephone conversations recorded in the U.S., and English telephone conversations recorded in the U.S. by native speakers of Chinese. The findings suggest that primary differences between Chinese and English telephone conversations occur in identification, phatic talk, and leave-taking. Transactional calls and interactional calls display variation in greeting, phatic talk, initiation of closing, and register. The comparison of the use of language between the two settings reveals differences predominantly in transactional calls. The examination of L2 discourse suggests that learners' communicative competence will be further enhanced with the promotion of sociolinguistic knowledge and pragmatic awareness of the communicative event.

APA, Harvard, Vancouver, ISO, and other styles

33

Issah, Mohammed. "Communication of Organizational Values to Staff through Non-Formal Educational Activities: The Case of Not-For-Profit Organizations." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276876720.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Hoare, Lynnel. "So near and yet so far : an ethnographic evaluation of an Australian transnational education program /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002386.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Schuerman, James T. "A spirituality for intercultural seminary formation for diocesan priesthood." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Atmane, Miriam, and Elin Olsson. "Hur bra är de svenska universiteten och högskolorna på att kommunicera till utländska studenter? : En kvalitativ studie om hur utländska studenter uppfattar svenska högskolor och universitets kommunikation inför och under utbytesstudier." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30350.

Full text

Abstract:

Purpose: To create an understanding of how foreign students perceive the communication they receive from universities and colleges before and during exchanges with regard to cultural differences. Theory: The theoretical framework of this study is based on three different theories and prior research. The three theories are Shannon & Weaver’s (1963) The Linear Communication Model, Duncan & Moriarty’s (1998) The Scope of Marketing Communications and Hofstede et als (2011) cultural theories. Scientific articles on culture and communication were used to see how university communication is applied in practice. Method: The research has been conducted with a qualitative research with a deductive approach. Two focus groups took place in order to carry through with the research. These groups equally consisted of four participants each. The topics of the discussion amongst them were culture and communication. The participants are foreign students studying at Södertörn University College in Stockholm during the spring semester of 2016. The selection of participants was made with a convenience sample where contact was made through email invitations of participation in a focus group. Conclusion: The study has shown that all of the participating foreign students perceived the communication they had with the Swedish university as effective and informative. It was also clearly for them whom they could go to when help was needed in certain matters. Additionally, it was also shown that cultural differences have a moderate effect on the perception of the communication in the organizational culture of higher education.
Syfte: Att skapa förståelse för hur utländska studenter uppfattar den kommunikation de får från universiteten och högskolorna inför och under utlandsstudier med hänsyn till olika kulturella skillnader. Teori: Den teoretiska referensramen i denna studie bygger på tre olika teorier och tidigare forskning. De tre teorierna är Shannon & Weavers (1963) Linjära kommunikationsmodell, Duncan & Moriartys (1998) Omfattningen av marknads- kommunikation samt Hofstede et als (2011) kulturteorier. Vetenskapliga artiklar inom kultur och kommunikation användes för att se hur universitetskommunikation ser ut i praktiken. Metod: Forskningen har bedrivits med en kvalitativ forskningsmetod som har en deduktiv ansats. För att få fram studiens resultat har två fokusgrupper genomförts med fyra deltagare i varje grupp, där en diskussion kring teman kultur och kommunikation fördes. Deltagarna är utländska studenter som studerar vid Södertörns Högskola i Stockholm under vårterminen 2016. Urvalet av deltagarna gjordes med ett bekvämlighetsurval där kontakt togs genom utskick av mail med inbjudan om deltagande i fokusgrupp. Slutsats: Studien har visat att samtliga utländska studenter uppfattar den kommunikation som de får från svenska universitet som effektiv, informativ samt att det är tydligt vem de ska ta kontakt med beroende på vad för sorts hjälp de behöver. Det har även visats att kulturella skillnader har måttlig påverkan på hur de uppfattar kommunikationen vid högskolan som organisation vilka alla är en del av.

APA, Harvard, Vancouver, ISO, and other styles

37

Koller, Brenda Joyce. "Practitioners' insights on intercultural predeparture training : design and practices." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/723.

Full text

Abstract:

This research presents practitioners' insights on the concepts, theories, models, assessments tools, and other training practices that are currently considered when creating a two-day predeparture intercultural training (ICT) specifically for Americans departing for at least a one-year international assignment. This study reports data gathered by using a web-based survey that was completed by 25 practitioners from the intercultural communication field who provide predeparture ICT. The current literature in the field of ICT is presented as well as a sample outline of a two-day predeparture ICT program based on the results of this study and the literature. The outline indicates the primary content elements, one possible sequencing of such a program, as well as descriptions of how the elements are delivered and what tools are used to support the delivery. The motivation for this study was to provide a bridge between theory and practice in the field of ICT as there is an abundance of literature regarding the theory of the field, but very little has been written about how practitioners are employing the theories in their work.

APA, Harvard, Vancouver, ISO, and other styles

38

Yamaguchi, Misato. "The Role of International Cross-Cultural Experiential Knowledge in Enhancement of Students’ World-Mindedness." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311225148.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Pitty-Murillo, Ileana del Carmen. "Family-teacher communication and literacy practices in a culturally and linguistically diverse family." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/25.

Full text

Abstract:

Parent-teacher communication is a key element of parent-teacher relationship and of family involvement. Such communication influences children's wellbeing and academic success. There are many gaps in the literature regarding the dynamics of parent-teacher communication and how this influences family and school literacy practices. Using a qualitative design, this case study focused on the communication of a family from a culturally and linguistically diverse background and the children's teachers. The study examined the conceptions of communication and perspectives on parent-teacher communication of a mother and three teachers. The study also examined the diverse ways they communicated literacy practices and expectations to one another and the outcomes derived from their communication. Findings of this study revealed that parent-teacher communication is a complex process influenced by multiple factors related to the microsystems of school and home and the varied ways they interact. The study found a disconnection between parent and teacher communication conceptions and approaches.

APA, Harvard, Vancouver, ISO, and other styles

40

Bwire, David. "Meaning Across Difference: Exploring Intercultural Communication Strategies in an Alaska-Kenya Collaboration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469088653.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Warren, Joseph Rizal. "Linguistic constructions of identity in the discourse of American international students studying at Stellenbosch University : a positioning theory account." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71827.

Full text

Abstract:

Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The number of students studying outside of their country of birth is growing rapidly. While the United States of America only sends a small number of students abroad every year, high profile institutions and individuals have argued that studying abroad has become an important developmental experience in the globalized world. This effects (and will continue to effect) countries that send students as well as those that accept such students. While it is recognised that study abroad is both a business and an educational endeavour, the relative importance accorded each facet is disputed by those working and researching in the field. Some argue that to reduce study abroad to a ‗business endeavour‘ would be to remove the quintessential benefits of the experience. Nevertheless, the field (along with all education) is moving to embrace neoliberalisation. Research into the effect of this mass movement is sparse, scarcer still is research into the actual effects on students participating in this movement. This study is an analysis of the linguistic identity construction of American students shortly after a semester abroad at Stellenbosch University. Forty seven surveys were analysed to demonstrate how the way in which students construct their identities is influenced by broader practices in the field. The research shows how identities are co-constructed and suggests that the field of study abroad needs to be critically self-reflective in order to mitigate the potential negative effects of the practices they use.
AFRIKAANSE OPSOMMING: Die aantal studente wat buite hul land van geboorte studeer is vinnig besig om toe te neem. Alhoewel die Verenigde State van Amerika jaarliks slegs ŉ klein aantal studente oorsee stuur, beweer hoë profiel institute en individue dat ŉ buitelandse studiegeleentheid ŉ belangrike ontwikkelingsondervinding is in ŉ toenemend geglobaliseerde wêreld. Dit beïnvloed (en sal aanhou om te beïnvloed) beide die lande wat studente stuur en die lande waarnatoe die studente gestuur word. Hoewel dit algemeen erken word dat ŉ buitelandse studiegeleentheid beide ŉ besigheid en ŉ opvoedkundige aangeleentheid is, betwyfel navorsers en die wat in die praktyk werk die mate waartoe beide aspekte bydra tot die praktyke wat gebruik word. Sommige beweer dat om ŉ buitelandse studie geleentheid te reduseer tot ŉ besigheidsaangeleentheid, die ervaring van sy wesenlike voordele ontneem. Ten spyte van die kritiek word toenemend meer waarde geheg in die veld van 'buitelandse studie geleenthede' (saam met ander opvoedkundige kontekste) aan neoliberalisme. Navorsing wat die invloed van neoliberalisme op onderrigpraktyke ondersoek is raar, nog raarder is navorsing wat die effek van neoliberalisme op studente ondersoek. Hierdie studie analiseer die linguistiese identiteitskonstruksie van Amerikaanse studente kort na hul ŉ buitelandse studiegeleentheid van ŉ semester by Stellenbosch Universiteit voltooi het. Sewe en veertig opnames is geanaliseer om te demonstreer hoe die manier waarop studente hul identiteit konstrueer deur die praktyke in die veld beïnvloed word. Die studie dui aan dat identiteite saam gekonstrueer is en beveel aan dat die veld van 'buitelandse studiegeleenthede' krities en self-reflektief moet wees om potensiële negatiewe effekte van die praktyke wat gebruik word teen te werk.

APA, Harvard, Vancouver, ISO, and other styles

42

Berner, Cameron. "A Rose by Any Other Name: Shakespeare and the Cinematic Bridge of Love." Miami University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1240926671.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Hipple, Dean A. "Re-entry training and education for returning sojourner undergraduates of French grandes écoles." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/562.

Full text

Abstract:

This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners. With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally. This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.

APA, Harvard, Vancouver, ISO, and other styles

44

King, Heidi C. "Study Abroad and Self-perceptions of Cross-Cultural Adaptability." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5285.

Full text

Abstract:

With growing recognition of the duality of language and culture, the TESOL profession is placing increasing emphasis on the importance of understanding intercultural dynamics in the second language classroom. Currently, however, there is a lack of empirical information and measurement instruments to aid understanding within the field of cross-cultural communication. In response to this lack of instrumentation, Kelley and Meyers (1993) recently created the Cross-Cultural Adaptability Inventory (CCAI), a 5 0-item, self-perception inventory designed to measure cross-cultural adaptability through a total score and four contributing dimensions: Emotional Resilience, Flexibility/Openness, Perceptual Acuity and Personal Autonomy. The two primary purposes of this study were: (1) to add to a limited empirical base by studying the effect of four independent variables--host culture contact, cultural distance, second language proficiency, and length of previous experience abroad--on the dependent variable of cross-cultural adaptability; (2) to explore the possibility of using the CCAI for cross-cultural training in the TESOL profession. Two hundred and forty-five college/university students from two schools participated in the study. Subjects were selected based on location and length of previous cross-cultural experience abroad. Twenty-eight subjects with academic minors in TESOL were also specifically selected. The statistical methodology of this study differed from that of Kelley and Meyers in its treatment of the CCAI Likert scale data as ordinal rather than interval data. After creating an index based on rank scores, one-way analysis of variance and Pearson's correlation coefficient were used for statistical analysis. Overall, the four primary variables of the study were shown to be significantly related to self-perceptions of cross-cultural adaptability. Of the four, cultural distance showed the weakest relationship. One scale, Personal Autonomy, stood out for consistently different results than those of the other three scales. Results were also discussed for TESOL vs. non-TESOL minors, age, gender, and satisfaction with sojourn abroad.

APA, Harvard, Vancouver, ISO, and other styles

45

Parrish, Anna. "Improving Instruction for English Language Learners through the Development of Coteaching." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1860.

Full text

Abstract:

Researchers have described how a missing element in instructional services for English language learners is effective collaboration between general education and English for speakers of other languages (ESOL) teachers. This collaboration is vital to the success of English language learners. This multisite case study was designed to gain insight into current practices and how to improve collaboration between educators in a way that improves instructional services for English language learners. Knowles' theory of andragogy, the transfer of learning theory, and constructivism were used as a basis for analyzing educators' perspectives and instructional practices. Two sites were selected for the study-one that implemented pull-out services for ESOL students and one that implemented coteaching. Data included individual interviews with 24 educators and 17 observations of lessons within the classroom. Data were open coded and thematically analyzed. Results from the interviews indicated that coteaching was perceived by teachers as beneficial in improving instructional practices for English language learners when educators participate in structured planning with face-to-face communication. Observation findings included similarities between the content, delivery, and format of instruction between schools, which indicated the potential success of implementing coteaching in the school that initially implemented pull-out services. This study may be beneficial to schools and districts seeking to transition from the format of pull-out instructional services to more inclusive models.

APA, Harvard, Vancouver, ISO, and other styles

46

Rathore, Animesh S. "The Influence of Gender and Ethnicity on the Use of ICT in Higher Education: A Case of Arts and Social Sciences Students in Universiti Malaya." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1227064208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Alali, Shatha Abdulmohsen. "BUSINESS COMMUNICATION IN GLOBAL CONTEXTS: STUDYING THE EXPERIENCES OF NATIVE ENGLISH SPEAKING (NES) AND NON-NATIVE ENGLISH SPEAKING (NNES) PROFESSIONALS IN MULTILINGUAL, MULTICULTURAL ORGANIZATIONS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556203981889352.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Alzomily, Faisal M. "Has Safeer Improved SACM's Work and Helped Saudi Students in the USA Resolve Their Needs Quickly." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1274.

Full text

Abstract:

This study examined efficiency of the Safeer by gathering and analyzing the perception of 131 Saudi students from Bowling Green, KY. The purpose of the study was to ensure that the system is able to perform its function as the bridge between different institutions and Saudi students studying in the US who require assistance in processing their academic requirements. A self-administered survey using five scale points was employed. Results were summarized using descriptive statistics at 95% confidence level. The result confirmed the hypothesis that the use of the Safeer program provides quality service delivery within SACM, which in turn benefits Saudi’s students in the USA by making and facilitating their requests faster. Findings show that students found the Safeer software interface easy to use. The overall impact of Safeer to SACM in serving the student community from Saudi Arabia is generally positive. It made SACM more responsive, convenient, and accessible. However, some students demonstrated concerns about the loading speed, security of personal data, and other issues. Safeer not only made SACM’s services more accessible to students, it also provided a more current and technologically relevant option for the users and contributed to the organization’s goal of bridging culture, geography and technology while providing quality service to Saudi Students from all over the US.

APA, Harvard, Vancouver, ISO, and other styles

49

Rychener, Melissa Anne. "Intercultural experiential learning through international internships the case of medical education /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1087182917.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xv, 177 p.; also includes graphics. Includes bibliographical references (p. 141-149).

APA, Harvard, Vancouver, ISO, and other styles

50

Pariyadath, Renu. "A Sense-Making Study of How People Overcome Stereotypes about Others through Social Interaction." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248106595.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Communication Multicultural education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles