scholarly journals Cross-Cultural Mentoring: Cultural Awareness & Identity Empowerment

Author(s):  
Linli Zhou
Author(s):  
Tim Lomas

Positive psychology—the scientific study of well-being—has made considerable strides in understanding its subject matter since emerging in the late 1990s. However, like mainstream psychology more broadly, it can be deemed relatively Western-centric, with its concepts and priorities influenced by ways of thinking and understanding that are prominent in Western cultures. Consequently, the field would benefit from greater cross-cultural awareness, engagement, and understanding. One such means of doing so is through the study of “untranslatable” words (i.e., those lacking an exact equivalent in another language, in this case English). This chapter reflects on the nature of untranslatable words, considers their significance to positive psychology (and psychology more broadly), and offers suggestions for why and how the field should engage with them.


2021 ◽  
pp. 001312452110625
Author(s):  
Saghar Chahar Mahali ◽  
Phillip R. Sevigny

Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed.


2019 ◽  
Vol 9 (10) ◽  
pp. 1315
Author(s):  
Zhengjun Yang

The public sign, a “window” of a city or scenic spot, carries more information and plays the informative role in people’s daily life. The translation of public signs not merely transfers the linguistic information of the signs, but also acts as a cross-cultural communication activity. The study analyzes the types of public signs, investigates the common mistakes of English translation of public signs, and puts forward some suggestions for the public signs translation. The improvement of translators’ competence and cross-cultural awareness, the uniformity of the text, readers’ response, and the cultural context should be taken into consideration. They can contribute to the greater acceptability of public signs translation.


2017 ◽  
Vol 2 (3) ◽  
pp. 1
Author(s):  
Zhonghao Zhou

Culture and language are inseparable, and cultures as groups adopt particular practices and norms of behavior. Culture teaching is a long and complex process concerning something more than language use itself. The two popular theories influencing practice today are the Constructivist and the Creative Constructionist approaches, and the technique for conveying cultural awareness is cultural assimilator, which has been designed for specific cultures around the world. Cross-cultural training can be used to promote cultural awareness, that is, sensitize people to the influence of culture on people’s values and behaviors and help them recognize and accept the existence of cultural differences.


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