Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Term Paper:
A major goal of learning is facilitation of basic literacy and language skills of difference students, the importance of which stems from a persistent school failure in the United States of students with Hispanic, African-American and American Indian background (Gay, 1994). Multicultural education can ease the tensions by teaching skills in a cross-cultural communication style that emphasizes interpersonal relations, perspective taking, contextual analysis and understanding differing points-of-view and frames of reference (Gay, 1994). Students must learn how their cultural condition may affect values, attitudes and beliefs, as well as preferences, expectations and behaviors (Gay, 1994).
As an experienced administrator working within the U.S. school system, I learned that within U.S. society there also still exists a strong ethnic prejudice as well as "ethnocentric values that are based and driven by cultural beliefs not based on fact; there is in fact a tendency in the U.S. To ascribe attributes and behaviors of individuals to an entire ethnic group which only serves to perpetuate stereotypes and prejudices" (Gay, 1994). The role of the educator particularly in the middle school and high school setting is to analyze the sources of prejudice behavior and confront stereotypes by supporting a culturally diverse environment, so that students have the ability to develop new and positive ethnic attitudes and beliefs that are more inclusive (Gay, 1994).
Working with immigrant students I learned that intercultural education should emphasize the "development of greater self-understanding, as well as positive self-concepts and pride in one's ethnic identity" (Gay, 1994). This will contribute to the overall personal development of students and contribute to academic, social and later career achievement for students (Gay, 1994). Students that feel good about themselves are "more likely to be open and receptive to interaction with others and to respect their cultures and identities" (Gay, 1004). If students aren't given the opportunity to learn in an environment that fosters intercultural communication they will not grow into well adapting adults.
The following conclusions about intercultural education may be drawn, confirmed by Gay (1994) and other researchers: (1) ethnicity and culture help shape an individuals identity and behavior; (2) cultural socialization and identity are ingrained early thus it is important that they are taught in a positive manner throughout the middle and high school years, (3) multicultural education is consistent with the U.S. cultural idealisms of democracy and thus important for a quality education; (4) a majority of students in the U.S. live in "ethnic and culturally homogenous "enclaves" therefore it is important that educators work to share information about people who might be culturally different from them"; (5) culture and ethnicity are "linked and interrelated," (6) cultural beliefs and systems shape human behavior as well as a students values, belief and sense of self-worth in the system of education (Gay, 1994).
Maximization of educational strategy and success requires that students learn social competence and "cultural congruity" (Gay, 1994).
Experience that led to learning:
worked to get my school certified with INS to serve non-immigrant students, frequently accepting Korean and student of Mexican-American Heritage.
learned how difficult it is for students of multicultural backgrounds to adapt to a homogenous classroom setting. Even between the Korean and Mexican-American students their were several differences evident in speech, mannerisms, colloquialisms and more.
Experience: The school I worked with had a very high ratio of special needs students:
learned that special needs students are very much the same as multicultural students, using their own forms of verbal and non-verbal communication systems to acclimate and adapt to the classroom environment. Even for special needs students as an administrator and teacher I found the same principles of a solid multicultural education were valid; students must be taught sensitivity and understanding to foster self-esteem and growth.
worked with the administrative team to sponsor immigration paperwork for a teacher from India.
learned that the teacher from India had adopted many unique teaching methods that were culturally dependent. It was very evident that the teaching system in the U.S. is more geared toward multi-culturalism due to the complex make up of classrooms.
Through teaching diverse population in the classroom, I learned that students react to different cultural systems at first with anxiety and stress. However if they are prepared with knowledge and sensitivity, they accept differences very well and learn to adopt shared communication strategies.
Gay, G. (1994). "A synthesis of scholarship in multicultural education." North Central
Regional Educational Laboratory. October 10, 2004, at http://www.ncrel.org/sdrs/area/issues/educatrs/leadrship/le0gay.htm
Gorski, P. & Covert, B. (2000). "Defining multicultural education." Multicultural
Pavilion. October 11, 2004, http://www.edchange.org/multicultural/initial.html
Neulipe, J.W. (2003).…[continue]
"Intercultural Communication Within The Classroom " (2004, October 12) Retrieved October 28, 2016, from http://www.paperdue.com/essay/intercultural-communication-within-the-classroom-56798
"Intercultural Communication Within The Classroom " 12 October 2004. Web.28 October. 2016. <http://www.paperdue.com/essay/intercultural-communication-within-the-classroom-56798>
"Intercultural Communication Within The Classroom ", 12 October 2004, Accessed.28 October. 2016, http://www.paperdue.com/essay/intercultural-communication-within-the-classroom-56798
This is an approach that is not current nor balanced. By echoing the importance of race and its ability to transcend the individual, soon all students will be able to belong to a single race of beings, the human race. Conclusions The literature extant on the ideas of culture and its impact on teachers ability to communicate successfully in the classroom has wide appeal to my specific research question. The aforementioned
Intercultural Communication Intercultural and Multicultural Communication Countries are no longer confined by borders. Today's society is a global society, and intercultural issues and intercultural communication have become a part of daily life, whether in business, education or personal. Type 'intercultural education' on Google's search engine, and over two million Web sites become available. Four such Web sites are The Young Society for Intercultural Education, Training and Research, The American Council on International
In terms of their body language towards their teachers, Japanese students are more likely to sit in their seats, raise their hands, and even outside of the classroom are more likely to accept advice from teachers about personal matters, such as how to speak politely and even matter of hygiene. The greater deference and focus on passing exams, rather than engaging in contentious or individualistic debate is also evident in
Multicultural Class Intercultural Communication Plan for a Multicultural Class The education field provides many unique challenges to educators and learners. Teachers have to deal with student absenteeism, tardiness, classroom management, creation of learning plans, and many other issues in creating a safe comfortable environment for learners to thrive in (Nissman, 2000). Today's globalized society has enabled populations to be filled with diversity. The modern teacher and learner must strive to overcome and
al, 1996). The teacher's surveyed at the elementary level acknowledged that their usage of computers in the classroom was quite limited, and suggested that this was due largely to their unfamiliarity with the potential benefits the computer had to offer in the classroom environment. This also coincides with information gathered from the literature review, specifically the work of Notar, Wilson & Yunker (2003) again who point out that teachers tend
Organizational Behavior - Communication How are new technologies affecting the way we manage & communicate? Technology will continue to exist so long as people continue to exist. In fact, the methods of forming tools are taken as the principal confirmation of the commencement of human culture. In general, technology has been a dominant force in the growth of civilization, especially so as its connection with science has been forged. (Chapter 3: The
Management Communication - the Role of Workplace Interpersonal Communication Communication, in simple terms, refers to "the process of sending and receiving messages" (Bovee & Thill, 2008, p. 2). Baack (2012); Bovee and Thill (2008) agree that there are two major facets of organizational communication -- internal communication (exchange of ideas and information within the boundaries of an organization) and external communication (exchange of information beyond an organization's borders). Internal communication can