So, That is What You Said?

1999

Social Psychology of …

The current study investigated the value of Socratic classroom communication (e.g., critical debate and challenging each other on content matters) among students from various cultures (clustered into Western Europeans, Eastern Europeans and Non-Europeans) and from members of faculty at an international university in Germany. Students from Western cultures where Socratic communication had been valued in the school systems reported a greater ease of engaging in the respective communication style than did Eastern European and Non-European students. Furthermore, we assessed how strongly the faculty valued the respective kinds of behavior. The results show that overall students underestimated the extent to which Socratic communication behavior was esteemed by members of faculty. In addition, faculty members perceived themselves to be more explicit about their pedagogical principles than they were perceived by students. Finally, the easier it was for students to show Socratic classroom communication, the more academically satisfied they were and the better their grades. The results are discussed with regard to practical implications and the internationalization of universities.

In this paper, we explore the relationship between cultural orientation, cross-cultural communication and culturally-responsive pedagogy in university classrooms. Due to the rise of foreign-born learners and citizens of color in higher education institutions, educators should consider the dynamics of individualist and collectivist orientations and how they influence classroom communication. Drawing from the literature and our own practice, we explore ways to make the classroom more welcoming for students of nonwestern social and educational traditions. The purpose of this paper is to explore the interconnection between cultural orientation, cross-cultural communication and culturally-responsive pedagogy in promoting inclusive classrooms in adult education. Recognizing the increase in the foreign born learners as well as the increase of citizens of color in higher education institutions, there is an increasing need for educators to pay attention to the dynamics of cultural orientation and communication and their influence the classroom climate. Although some practitioners prescribe culturally-relevant pedagogy as an approach (Guy, 1999; Roberson, 2002) to making teaching and learning more relevant to people of color, there is a limited amount of data to inform practices in higher education institutions. Moreover, the models that guide instructions are generally based upon Eurocentric cultural values and ideals despite the fact the adult learners are drawn from both individualistic and collectivistic cultures. Drawing from the literature and from our own practice, we explore ways by which we can make the classroom environment more inviting for students whose worldviews, practices, and learning have been informed by nonwestern traditions. We begin with a review of the literature on the characteristics of individualistic and collectivist cultures (Hofstede, 1984), explore how communication is influenced by one's cultural orientations (Storti, 1999),and using sociocultural theory as a guiding framework (Rogoff, 1995; Vygotsky, 1978), present some strategies for building a more inclusive classroom culture. Individualism and Collectivism – Considerations for Teaching and Learning

2019

University education in the United States has become an increasingly global environment. In the classrooms of a modern university students and teachers from literally all corners of the world come together and reshape the face of higher education. Without a doubt the multicultural classroom of the 21st century necessitates fresh pedagogical approaches to university instruction that questions both established student and teacher models. This article then addresses intercultural relationships within a multicultural university classroom setting and the resulting changes for the conceptualization of student and teacher roles. While the essay raises interdisciplinary and multicultural issues we wish to encourage international and American readers alike to ponder fresh questions about the transnational learning environment of the modern university and consider how teaching in this ever evolving atmosphere forces us to question ourselves. Finally, this essay is guided by the conviction that a culturally diverse classroom, both on the level of pedagogical theory and practice, is the foundation of a successful university education in the 21st century. Keywords: Medici Effect, multicultural educators, autobiographic narratives, teaching assistants,

AN ANALYSIS OF INTERCULTURAL COMMUNICATION IN A CLASSROOM WITH A WIDE RANGE OF CULTURAL AND LINGUISTIC BACKGROUNDS

Intercultural communication has become essential for human relationships, collaboration, and understanding in a wide range of areas, including but not limited to science, politics, economics, journalism, psychology, and education. This is due to the dynamic integration of diverse cultures all over the globe. More specifically, how communication between different cultures occurs within a scope, such educational institutions need to be a main priority for educators and instructors concerned about effective communication throughout the teaching and learning process. This study is supplemented with dimensional descriptions of intercultural communication in a culturally and linguistically varied school. Qualitative data recovered from a teacher's holistic perspective of intercultural communication provides a vivid illustration of cultural reactivity in terms of language, identity, and local customs. Furthermore, the reflection technique serves as a mirror for the instructor, allowing them to "look" again at all of the pedagogical concerns that pertain to the curriculum and the tactics. In addition, the article helps ensure that educators' voices are heard when confronted with the positive and negative aspects of communication in multicultural environments.

Curriculum Inquiry, 2013

This discussion examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining my views of culturally responsive teaching and how I incorporate cultural responsiveness in my writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific actions essential to its implementation. They are restructuring teacher attitudes and beliefs about cultural, ethnic, and racial diversity; resisting resistance to cultural diversity in teacher education and classroom instruction; centering culture and difference in the teaching process; and establishing pedagogical connections between culturally responsive teaching and subjects and skills routinely taught in schools. Excerpts from samples of my own and others' scholarship are woven throughout to exemplify general patterns, themes, and principles of culturally responsive teaching.

Perspectives in Education, 2020

South Africa is characterised by its vast cultural diversity, and the current classrooms are filled with learners from multicultural and multilingual backgrounds. This cultural diversity has an impact on the classroom climate. The classroom climate is seen as a major determiner of classroom behaviour and learning. Research surrounding classroom practice is changing the way teachers organise their learning spaces as well as their methods of teaching and learning. This paper aimed to gain insight into the teachers' perceptions of the creation of invitational learning environments, using the Invitational Learning Theory as the basis. A qualitative case study involving methods such as focus group interviews with teachers and document analysis containing teachers' notes were examined through the lens of the Invitational Learning Theory of Purkey and Novak. The results indicated that the learning environment plays a significant role in teaching and learning. Teachers noted that when the learning environment was friendly and conducive, learners showed greater enthusiasm to participate in classroom activities. If classrooms were inviting, neatly organised and well-arranged, learners showed a willingness to learn and accepted responsibility for their learning. Teachers noted that learners would go to a specific subject table, for example, mathematics or literacy, and engage in peer learning with the materials.

A critical stance toward one's own views as well as th e ability to take on th e perspective of others is required for intercultural and interpersonal understanding. This chapter presents a study [rom an undergrad uate cours e used to fulfi ll a requirement in the category of gender. race, class. ethnicity, or non -western area stud ies. A critical soc ial-constructivist approach to pedagogy shaped this course. entitled Dialogue of the Sexes: Wometl and Afen in Germ an-speaking Societies. This study focused on the ways that meaning is made in computermed iated and face-to-face (FTF) discu ssions. Through th e analysis of qualitative and qua ntitative data from the course, it demonstrates that a blended class form at involving both FTF discu ssion and th readed, asynchronous computermediated comm unication (C!vIC) can promote the kind of sociality, critica lity, and co -construc tion that lead to important shifts of perspective.

Education Sciences

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity. This article outlines instructional activities that can be used by faculty in higher education programs to assist their students with learning to co-construct culturally responsive lessons. This type of instruction should lead to a process in which faculty in higher educational settings can assist their preservice teacher candidates and graduate-level students in u...