scholarly journals Intercultural Sensitivity, Gender, And Nationality Of Third Culture Kids Attending An International High School

2017 ◽  
Vol 13 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Antonio Morales
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Third Culture Kids ◽  
Third Culture ◽  
School Students ◽  
Korean Students ◽  
International High School ◽  
Different Cultures

Due to the globalization and interconnectedness of people from different cultures, intercultural competence is a prerequisite to communicating effectively across different cultures.  The Intercultural Sensitivity Inventory (ICSI) measures a person’s ability to modify behavior in culturally appropriate ways when coming into contact with diverse cultures.  The ICSI is a measurement based on the concepts of individualism and collectivism. The majority of research on intercultural competence and intercultural sensitivity (ICS) has primarily focused on adult populations in business, international education exchange programs, and adult third culture kids (ATCKs).  However, such research involving high school students attending an international school outside of the United States is scant.  The purpose of this quantitative study was to examine the differences in intercultural sensitivity (ICS) among Third Culture Kids (TCKs).  Specifically, this study assessed the differences in ICS among the independent variables of gender and participant’s passport country.  Additionally, the study examined the difference in ICS between Korean females and non-Korean females.  The ICSI was used to measure the participants’ ICS.  The sample consists of 139 international high school students.  The independent samples t-test revealed no statistically significant in ICS among males and females, as well as Korean females and non-Korean females.  However, the results revealed a statistically significant difference between Korean and non-Korean students.  Korean students scored lowered on the ICSI than their counterparts.

scholarly journals A Preliminary Study on Teaching Korean students Chinese tones: Taking Korean High School Students as an Example

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Zefang Xu
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Teaching Methods ◽  
School Students ◽  
Korean Students ◽  
Preliminary Study ◽  
One Year

This paper takes the learners who have a one-year experience of learning Chinese in Korean high schools as the investigated and studied sample, concludes the teaching methods of the first, second, third, and fourth Chinese tones, and focuses on the methods of tone teaching.

scholarly journals The Relationship between Enhancing Efficiency and Reducing Anxiety in the Class during the Assessment

2017 ◽  
Vol 7 (1) ◽  
pp. 38
Author(s):  
Bajram Demollari ◽  
Batjar Halili
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
School Students ◽  
Language Of Instruction ◽  
Learning Skills ◽  
The Republic ◽  
Different Cultures ◽  
The Relationship

Through this work we suppose to find the relationship between enhancing the efficiency and the circumstance of anxiety in the classroom during the evaluation by the teachers in the Republic of Kosovo, particularly focused in the region of Prizren.For this study we have researched various approach theories and practices that are close to the topic of investigating.We have researched the characteristics of evaluation and efficiency of anxiety that appear to students in the Republic of Kosovo; considering that the language of instruction varies from different cultures and contexts of individual and educational students, such as gender, motivation, styles and lessons, years of learning, skills and achievements. The study deals with the strategies used to teach English at high school students, examines the relationship between language learning and anxiety.

EXAMINING INTERCULTURAL COMPETENCIES AMONG BOSNIAN HIGH SCHOOL STUDENTS

2019 ◽  
Vol 12 (3) ◽  
pp. 27-44
Author(s):  
Senad Bećirović ◽  
◽  
Belma Delić ◽  
Amna Brdarević-Čeljo
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
School Students ◽  
Grade Point ◽  
Grade Levels ◽  
Intercultural Competencies ◽  
And Gender ◽  
Ending Process ◽  
The Impact

A period of globalisation and the interconnectedness of people across the world has increased the demand for greater intercultural competences among young people in particular. Being interculturally competent entails modifying behaviour in culturally appropriate ways when establishing contact with diverse cultures. The development of this competence is a long and never-ending process that which is influenced by a variety of factors, some of the most important being school policies, surroundings, individual work, personal needs and curiosity. The purpose of the current study was to investigate the impact of grade level, grade point average (GPA) and gender on intercultural competences by distributing the questionnaire developed by Portalla and Chen (2010) to 211 Bosnian high school students. The results showed that the students’ grade levels and GPAs did not have a statistically significant influence on their intercultural competences, whereas gender only had a significant impact on their intercultural competences on the Interactant Respect subscale. Due to the fact that the students should be taught intercultural competence at school, their competence is expected to improve in each study grade; thus, based on the students’ GPAs, this study may help teachers to identify a gap in their instruction and to modify their teaching content so that it contributes to the development of the students’ intercultural competence, as well as to the promotion of the importance thereof.

scholarly journals “Yearning for it” and “no turning back”—A study on Chinese international high school students’ motivations in the context of the COVID-19 outbreak

2021 ◽  
Vol 10 (3) ◽  
pp. 221258682110466
Author(s):  
Yuhuan Feng ◽  
Xie Xinyi ◽  
Fan Aiai
Keyword(s):  
High School ◽  
High School Students ◽  
Online Teaching ◽  
Individual Choice ◽  
School Students ◽  
Studying Abroad ◽  
International High School ◽  
K 12 ◽  
Demand Effect ◽  
Cost Effect

This paper studies the macro situation of studying abroad in the context of the COVID-19 outbreak and the motivations of Chinese international high school students studying abroad. The research shows that from the macro situation, the “push” growth is caused by the epidemic situation, racial discrimination, tightening employment and immigration policies, online teaching, and other reasons, while the “pull” growth is caused by the good control of the epidemic situation and the sense of belonging and security for students in China; however, from the perspective of individual choice, most international high school students still insist on studying abroad, “demand effect” and “cost effect” can explain their motivations of studying abroad. The motivation of those students going abroad unshakably mainly shows “demand effect.” They tend to satisfy the differentiated demand of personal development through studying abroad and believe that this demand is more difficult to obtain in home country. While the motivation of those students going abroad reluctantly mainly shows “cost effect.” The cost of early investment including not only monetary expenditures but also behavioral choices in K-12 education leads to their continued investment.

scholarly journals Online English Club for High School Students: Going Globa

2022 ◽  
Vol 4 (2) ◽  
pp. 770-781
Author(s):  
Adaninggar Septi Subekti ◽  
Andreas Winardi ◽  
Arida Susyetina ◽  
Fransisca Endang Lestariningsih
Keyword(s):  
High School ◽  
High School Students ◽  
Community Service ◽  
Intercultural Competence ◽  
English Language ◽  
Meaningful Learning ◽  
Extracurricular Activity ◽  
School Students

The community service programme was conducted in the form of an English Club intended for high school students. The high school partner was SMA Immanuel Kalasan, Sleman, Yogyakarta Special Regency. A total of 13 students participated in this extracurricular activity. There were six online, synchronous meetings conducted once a week. Themed "Going Global", the programme aimed to not only facilitate the student participants to improve their English language but also to facilitate them to possess intercultural competence. It was hoped that they would consider globalisation era an opportunity to understand one another and to collaborate to achieve goals together. In practice, each meeting used the combination of a 60-90 minute synchronous Zoom session and asynchronous activities through tasks that should be completed and submitted before the next synchronous meeting. Seen from the indicators of attendance and submission of tasks, it could be stated that several participants were not very motivated to actively participate in the programme. However, seen from the qualitative testimonies of several participants, the programme was engaging and could provide them with meaningful learning. Based on the evaluation of the degree of success of the programme, several conclusions were suggested along with suggestions for future programmes’ improvements.

scholarly journals The Impact of Short-Term Cross-Cultural Experience on the Intercultural Competence of Participating Students: A Case Study of Australian High School Students

2021 ◽  
Vol 10 (8) ◽  
pp. 313
Author(s):  
Wendy Nelson ◽  
Johannes M. Luetz
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
Qualitative Interviews ◽  
Cross Cultural ◽  
Short Term ◽  
School Students ◽  
Cultural Experiences ◽  
Quasi Experimental ◽  
The Impact

Over recent years, globalisation occasioned a dramatic rise in cross-cultural interactions until this was disrupted by the COVID-19 pandemic. The ability to competently engage in a multicultural world is often considered the “literacy of the future”. Global interconnectedness has brought studies into intercultural competence to centre stage. This has increased the demand for cross-cultural education experiences that facilitate such learning. However, there is a dearth of empirical research into the issues and effects surrounding short-term cross-cultural educational experiences for adolescents. This mixed-methods study extends previous research by looking specifically into what impact short-term cross-cultural experiences may have on the formation of intercultural competence (IC) and emotional intelligence (EI) of Australian high school students. This study used two instruments for measuring IC and EI in a pre- and post-test quasi-experimental design (n = 14), the General Ethnocentrism (GENE) Scale and Toronto Empathy Questionnaire (TEQ). Moreover, it conducted in-depth post-experience qualitative interviews (n = 7) that broadly followed a phenomenological paradigm of inquiry. The findings suggest that fully embodied cross-cultural immersive experiences can effectively support the formation of IC and EI in high school students and may thereby play a contributing role in redressing ignorance, xenophobia, prejudice, and discrimination. A greater understanding of the linkages between immersive cross-cultural experiences and intercultural competence offers prospects for policymakers, educators, pastoral carers, and other relevant stakeholders who might employ such experiential learning to foster more interculturally and interracially harmonious human relations.

Sign in / Sign up

Export Citation Format

Share Document