Cross-Cultural Teaching and Learning for Home and International Students

2012 ◽  
Keyword(s):  
International Students ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Cultural Teaching

scholarly journals Book Review

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Winifred Oluchukwu Eboh
Keyword(s):  
Higher Education ◽  
International Students ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Cultural Teaching ◽  
Pedagogy And Curriculum

Cross-Cultural Teaching and Learning for Home and International Students - Internationalisation of Pedagogy and Curriculum in Higher Education

Exploration of Multi-cultural Teaching and Learning in a Collaborative Virtual Environment

2011 ◽  
pp. 295-312
Author(s):  
Gonca Telli Yamamoto ◽  
Michael D. Featherstone ◽  
Faruk Karaman ◽  
Patricia C. Borstorff
Keyword(s):  
Virtual Environment ◽  
Teaching And Learning ◽  
Collective Intelligence ◽  
Virtual Team ◽  
Cross Cultural ◽  
Collaborative Virtual Environment ◽  
Cultural Teaching

The chapter details the experiences both students and instructors encountered in creating and participating in a cross-cultural virtual team conducted predominantly in a virtual environment. We describe problems encountered and often (though not always) overcome. Students learned both the rewards and the frustrations such teams experience as they learned to participate in and contribute to the collective intelligence of the team.

Reciprocal e-mentoring

2009 ◽  
Vol 52 (6) ◽  
pp. 811-822 ◽  
Author(s):  
Carol A. Plummer ◽  
Tom Omwenga Nyang'au
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
International Exchange ◽  
Internet Communication ◽  
Non Profit ◽  
Cultural Teaching ◽  
Travail Social ◽  
Trabajo Social ◽  
International Exchanges

English Few have been able to benefit from international exchanges due to the distance, cost and complications of cross-cultural teaching and learning. This article discusses how university and non-profit social work professionals can create, sustain and benefit from internet communication. A case example provides concrete examples of possibilities inherent in this international exchange. French Seuls quelques individus ont pu bénéficier d’échanges internationaux: à cause de la distance, du coût et des complications de l’enseignement et de l’apprentissage interculturels. Cet article traite de la façon dont l’université et les professionnels du travail social à but non lucratif peuvent créer, maintenir et bénéficier de la communication internet. Une étude de cas apporte des exemples concrets de possibilités inhérentes à cet échange international. Spanish Pocos han podido beneficiarse de intercambios internacionales debido a la distancia, el costo y las complicaciones del aprendizaje y la enseñanza intercultural. Este artículo discute como las universidades y los profesionales del trabajo social sin fines de lucro pueden crear, mantener y beneficiarse de la comunicación vía Internet. Un caso tipo provee ejemplos concretos de las posibilidades inherentes a este intercambio internacional.

International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

Development of English teaching theory and practice research from the cross-cultural perspective

2021 ◽  
pp. 002072092110077
Author(s):  
Shuang Liu
Keyword(s):  
Cross Cultural ◽  
Theory And Practice ◽  
Classroom Culture ◽  
Practice Research ◽  
Cultural Perspective ◽  
Foreign Teachers ◽  
English Teaching ◽  
Cultural Teaching ◽  
Culture Teaching ◽  
Average Proportion

The progress of science and technology and the development of information technology have accelerated the speed of information dissemination and cultural transformation. In the context of multiculturalism, if we want to cultivate talents who can communicate across cultures, domestic English teaching needs further reforms. The unified implementation of English teaching in China has lasted for decades, and the research on teaching theory has gradually formed a stable framework. But from an overall point of view, instillation teaching under test-oriented education is not conducive to improving students' English practice level. In order to solve this problem, this article analyzes the cultural teaching content in college English teaching from a cross-cultural perspective, and emphasizes the importance of cultural infiltration in English teaching. At the same time, it analyzes the problems in teaching practice from multiple aspects of listening, speaking, reading, writing and translation, and puts forward suggestions for the construction of a cross-cultural communication ability training system. Experiments show that in the classes taught by ordinary English teachers, the average proportion of classroom culture teaching is only 14.995%; under the same conditions, the average proportion of classroom culture teaching in the classes taught by foreign teachers reaches 33.865%. Combined with the higher average scores of students in foreign teachers' classes, it can be known that cultural teaching can play a certain role in improving the level of comprehensive English teaching.

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