The healthcare team's responsibility to the non-English speaking patient: Coping with cultural values and alleged spousal abuse

HEC Forum ◽  
1996 ◽  
Vol 8 (1) ◽  
pp. 68-70
Keyword(s):  
Cultural Values ◽  
Spousal Abuse ◽  
Speaking Patient ◽  
English Speaking

scholarly journals The Speech Act of Complimenting as Part of the Ukrainian, Russian and English-Speaking Communities: Ukraine and the USA

2019 ◽  
Author(s):  
Anzhelika Solodka ◽  
Luis Perea
Keyword(s):  
Cultural Values ◽  
Speech Acts ◽  
Native Speakers ◽  
The United States ◽  
Personal Appearance ◽  
The Usa ◽  
On Line ◽  
Native Speakers Of English ◽  
English Speaking ◽  
Language Context

Compliments as speech acts have the reflection and expression of cultural values. Many of the values reflected through compliments are personal appearance, new acquisitions, possessions, talents and skills. It is especially important in linguistic interaction between people. This research aims to analyze the speech acts of complimenting in Ukrainian and American cultures in order to use them for teaching pragmatics second language (L2) students. Defining the ways of complimenting in Ukrainian, Russian and American English help to avoid misunderstandings and pragmatic failures. This study uses a method of ethnomethodology. Speach acts are studied in their natural contexts. To carry out this research native speakers of English in the United States and native speakers of Russian and Ukrainian from all over Ukraine were interviewed on-line. The analysis was made on the data that included: 445 Russian, 231 Ukrainian and 245 English compliments. Results of this study show how native speakers tend to compliment people: syntactical structure of expressions, cultural lexicon, attributes praised and language context. It has implications for teaching English to Ukrainians and for teaching Russian and Ukrainian to speakers of English. Knowing how to use speech acts allows the speaker to have pragmatic competence. Upon completion of the data analysis on the current study, further information on deeper analysis in terms of semantics and metaphorical language can be provided.

Acculturation of non-native English-speaking teachers in accounting: an ethnographic study

2019 ◽  
Vol 33 (1) ◽  
pp. 1-15
Author(s):  
Nadana Abayadeera ◽  
Dessalegn Getie Mihret ◽  
Jayasinghe Hewa Dulige
Keyword(s):  
Cultural Values ◽  
Ethnographic Study ◽  
Cultural Issues ◽  
Content Type ◽  
Host Culture ◽  
Learning And Teaching ◽  
Acculturation Process ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

Purpose This paper aims to examine ethnographic evidence on the acculturation of non-native English-speaking teachers in accounting (ANNESTs) in an Australian university to understand the process, strategies and outcomes of the acculturation process. Design/methodology/approach Ethnographies of five ANNESTs representing diverse cultural backgrounds were studied. Data were collected from publicly available sources and informal discussions supplemented by semi-structured interviews. Findings The findings show that integration – that is, learning and participating in the Australian host culture while maintaining original cultural values – is the most popular acculturation strategy, followed by assimilation, whereby ANNESTs interact primarily with the host culture and retain loose links with their original culture. ANNESTs covered in this study fall into different stages of the acculturation process depending on their English language competency, the extent of contact with native Australians, cultural proximity and length of residence in Australia. Practical implications This paper concludes that challenges of acculturation confronting ANNESTs concern broader cultural issues than language proficiency alone. Institutional support directed at enhancing teaching effectiveness of ANNESTs should be devised from this perspective. Originality/value Given the cultural relevance of accounting systems and the influence of culture on the learning and teaching styles of ANNEST, the study illuminates that ANNEST’s acculturation strategies could facilitate or hinder the ANNEST’s speed of cultural understanding necessary to productively engage in the learning and teaching.

Serving the Non-English Speaking Patient

2002 ◽  
Vol 2 (4) ◽  
pp. 111-115
Author(s):  
Susan M. Detwiler
Keyword(s):  
Speaking Patient ◽  
English Speaking

Chinese Cultural Values and Performance at Job Interviews: a Singapore Perspective

2000 ◽  
Vol 63 (1) ◽  
pp. 9-22 ◽  
Author(s):  
Irene F. H. Wong ◽  
Lai Phooi-Ching
Keyword(s):  
Cultural Values ◽  
Multinational Corporations ◽  
Power Distance ◽  
Job Interviews ◽  
National Cultures ◽  
Entry Level ◽  
Chinese Cultural Values ◽  
English Speaking ◽  
Anglo American ◽  
And Performance

In a country like Singapore, which is rated high in power distance and low in indi vidualism (using Hofstede's dimensions of national cultures), interviews for entry- level positions in multinational corporations (MNCs) may reveal subtle clashes in culture. To test this hypothesis, we analyzed transcripts of job interviews involving nine English-speaking applicants from Chinese backgrounds and two experienced interviewers from Anglo-American MNCs in Singapore. Our assumption was that a person's cultural background and upbringing influence his or her perform ance at job interviews. The findings reveal that Chinese applicants tend to defer to the interviewer (i.e. superior) and focus on the group or family, besides being averse to self-assertion. Hence, applicants from a Chinese background may be dis advantaged when being interviewed for jobs with MNCs which are heavily influ enced by Anglo-American culture.

scholarly journals CHALLENGES IN PRESENTING ACADEMIC CRITICISM: CASE STUDY OF INDONESIAN STUDENTS

2019 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Nova Ariani
Keyword(s):  
Graduate Students ◽  
Cultural Values ◽  
Critical Literacy ◽  
Academic Writing ◽  
Critical Discussion ◽  
Literacy Practice ◽  
Focus Group Interviews ◽  
English Speaking ◽  
Group Interviews

Presenting academic criticism in academic papers is one of the most challenging study tasks for students from Non-English-Speaking Background (NESB) countries studying in Australia. Most lecturers in Australian university expect students to engage in critical discussion and put their adversarial position in academic writing. This study investigates the challenges experienced by Indonesian students studying in Australia in presenting academic criticism. Data were collected through questionnaires along with two focus group interviews of Indonesian graduate students in Australia. The study has found that cultural values, socio-political situations, and previous educational experience in Indonesia have contributed to participants’ limited writing experience and limited critical literacy practice. All of these have manifested to their struggle of presenting academic criticism and writing according to the expected dominant discourse in Australia.

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