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While it is beneficial for foreign students studying in the U.S. To understand the domestic culture, it is as important that the domestic classroom setting incorporates sufficient cultural studies in lessons. This implementation provides a level of familiarity and comfort to the student while allowing the collective student class to experience parts of one another's lives.
Just as "children" can often be cruel, adults and high school to college-aged students can be cruel. Bullying is another obstacle the Asian student encounters. To avoid situations that may lead to conflict and confrontation, academic setting much incorporate positive communication. It is also important for teachers and domestic students to understand that the Asian culture instill a preference to "keep problems within the family." Therefore, a domestic student's interest in an Asian ESL student's life, classes, et al., may be perceived as prying. As a preventative measure, schools and universities must work to provide intervention solutions for conflicts. Language is one of the most demanding of all barriers. Often Asian students have difficulty in understanding U.S. students and teachers and visa versa.
IV. The Pop-Culture:
Asian students also see vast differences in the pop culture in the U.S. than in their respective countries. However, the love of entertainment tends to be universal. Many of the movies and films shown and music produced in the U.S. are sold in Asian countries. In fact, in a June 2004 article (Virgin), the Seattle Post-Intelligencer states:
Japan is not just Akira Kurosawa movies, tea ceremonies, Noh Theater and clean, nature-inspired design. Japan is also the garish signage of Tokyo's Akihabara electronics district, pachinko parlors and television programs so vapid they make their American counterparts seem positively intellectual by comparison (think the twittish TV host Bill Murray has to endure in "Lost in Translation"). In whatever culture you're talking about, the mass market is not exactly a highbrow market.
According to Robert Thompson, professor of media and culture and director of the Center for the Study of Popular Television at Syracuse University, "Japanese pop culture has had for some time now an uncanny ability to cross demographic lines in its appeal to an American audience... In its imagery and style, derived from video games and comic art, Japanese culture seemed to ride the wave of postmodernism ahead of its American counterparts, it seemed 'foreign' and strange, which was part of its appeal." (Ibid)
Spaventa and Bowen explain that students who come from diverse ethnic backgrounds "bring different perspectives to classroom discussions." However, also pointed out, the authors state that this diversity not only provides the opportunity to learn about different ways of viewing the world, but it also provides the opportunity for students to examine their own beliefs, which may not be explored in a more homogenous environment.
There are many considerations in the educating of the Asian student as this work has shown. All of the elements of culture, society, ethnicity, ethics of the Asian family and other societal and cultural issues must be factored in to the intervention, interaction and education of the Asian Student.
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Virgin, Bill. "Japanese pop culture isn't lost in translation." Seattle Post-Intelligencer, Thursday, June 17, 2004.
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"Asian ESL Students Asian Studies" (2004, December 15) Retrieved December 9, 2016, from http://www.paperdue.com/essay/asian-esl-students-studies-60646
"Asian ESL Students Asian Studies" 15 December 2004. Web.9 December. 2016. <http://www.paperdue.com/essay/asian-esl-students-studies-60646>
"Asian ESL Students Asian Studies", 15 December 2004, Accessed.9 December. 2016, http://www.paperdue.com/essay/asian-esl-students-studies-60646
(Echevarria, Short & Powers, 2006) References Arriaza, G. (1997). Grace under Pressure: Immigrant Families and the Nation-State. Social Justice, 24(2), 6+. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15. California Department of Education, Educational Demographics Unit. (2004). Statewide Stanford 9 test results for reading: Number of students tested and percent scoring at or above the 50th percentile ranking (NPR). Retrieved January 5, 2007, at http://www.cde.ca.gov/dataquest/ Echevarria, J.,
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, notes at that there has been a "paucity of studies" on the effectiveness of video in teaching culture through foreign-language programs. Herron investigated whether students retain more ("little c") cultural "practices" or ("big C") cultural "products" by watching video in a second-language program (Herron, 1999, p. 522). Thirty-eight students were given a pretest before watching the 10 videos that were part of the French-language curriculum. Immediately afterward they were
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Mathematics Instruction in English on ELL Second Grade Students J. Elizabeth Estevez Educ2205I-Content Research Seminar Mathematics is a powerful tool for interpreting the world. Research has shown that for children to learn how to use mathematics to organize, understand, compare, and interpret their experiences, mathematics must be connected to their lives. Such connections help students to make sense of mathematics and view it as relevant. There has, however, been controversy with regard
They treasure what they have been lost since becoming destitute and homeless. On the opposite, American removes coming forward mostly. They yearn native land is actually for the memories about childhood which has gone forever. At the same time, the future is waiting for them in a broad space faraway." (Bai, 2007) V. DIFFERENCES in EDUCATION The work of Price and Briley (1999) entitled: "Culture, Education and Cognition: A Review and
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