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...
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
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
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
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
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
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now