Mentoring Asian Graduate Students Who Attend Communication Sciences and Disorders Programs in the United States

2009 ◽  
Vol 12 (1) ◽  
pp. 24-31
Author(s):  
Meng-Ju Tsai ◽  
Julie Scherz ◽  
Anthony DiLollo
Keyword(s):  
United States ◽  
Graduate Students ◽  
Qualitative Study ◽  
Support System ◽  
English Language ◽  
Language Skills ◽  
The United States ◽  
Faculty Members ◽  
Cultural Understanding ◽  
American Students

Abstract This qualitative study provided an overview of American faculty members' perceptions of Asian graduate students who are in Communication Sciences and Disorders (CSD) programs in the United States. American faculty members with experience working with Asian graduate students in CSD programs were interviewed to identify their experiences with Asian graduate students compared to those with American students. Further, faculty members were asked about skills that were most helpful in mentoring Asian graduate students. Results yielded a variety of common themes across participants that were classified into three major categories: characteristics of Asian graduate students, English language skills, and teaching and mentoring changes or modifications. Moreover, four primary mentoring skills were identified, including cultural understanding, person-oriented, support system, and reconfirmation.

The Lingua Franca Mandate

2019 ◽  
pp. 13-26
Author(s):  
Tsedal Neeley
Keyword(s):  
United States ◽  
English Language ◽  
Language Skills ◽  
The United States ◽  
Work Process ◽  
Marketing Manager ◽  
Work Requirements ◽  
Daily Work ◽  
The Core ◽  
English Speaking

This chapter sets the stage with the dramatic announcement by Hiroshi Mikitani, CEO of Rakuten, informing his 10,000 employees, of which over 7,100 are Japanese nationals, that from that day forward they would need to speak English in the workplace. In two years, they would be required to clear a proficiency test or risk demotion. This chapter introduces three employees who represent the categories that make up the core of the book. The first is Kenji, a Japanese engineer gripped by shock and fear that his years of hard work with the company will count for naught, who then receives the technical and emotional support to practice new English language skills. Next is Robert, a native English-speaking marketing manager from the United States, thrilled that the company is switching to his native language and who anticipates an easy career advance only to have his sense of privilege curtailed by new, daily work requirements, followed by a trip to Japan where his cultural blinders begin to loosen. Finally, there is the German IT technician, Inga, who is pleased by the announcement, who hopes it will streamline her work process—and learns that it does once she climbs the steep and often frustrating learning curve.

scholarly journals Engaging Actively with Issues in the Responsible Conduct of Science: Lessons from International Efforts Are Relevant for Undergraduate Education in the United States

2013 ◽  
Vol 12 (4) ◽  
pp. 596-603 ◽  
Author(s):  
John D. Clements ◽  
Nancy D. Connell ◽  
Clarissa Dirks ◽  
Mohamed El-Faham ◽  
Alastair Hay ◽  
...  
Keyword(s):  
United States ◽  
Graduate Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
National Research Council ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Faculty Members ◽  
Original Research ◽  
Responsible Conduct

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish “train-the-trainer” programs at their home institutions.

scholarly journals ESOL pre-service teachers’ experiences and learning in completing a reflection paper and digital storytelling

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Ho-Ryong Park
Keyword(s):  
United States ◽  
Graduate Students ◽  
Qualitative Study ◽  
Digital Storytelling ◽  
Hybrid Learning ◽  
The United States ◽  
Teaching English ◽  
Teachers Experiences ◽  
Speakers Of Other Languages ◽  
Culture Education

This qualitative study investigated how pre-service teachers of English for Speakers of Other Languages (ESOL) experienced and learned from their completion of a reflective project, including a reflection paper and digital storytelling. The participants were 20 graduate students in a program for Teaching English to Speakers of Other Languages (TESOL) at a university in the United States. This study aimed to identify participants’ experiences when completing the project and its influences on their learning. The findings demonstrated their diverse performance and perspectives during the tasks, as well as their learning in language, culture, education, and technology. Based on these findings, dialogic hybrid learning and the pedagogical implications are discussed.

Cuban American College Students’ Perceptions Surrounding Their Language and Cultural Identity

2019 ◽  
Vol 20 (1) ◽  
pp. 17-32
Author(s):  
Kelly M. Torres ◽  
Samantha Tackett ◽  
Meagan C. Arrastia-Chisholm
Keyword(s):  
United States ◽  
College Students ◽  
Qualitative Study ◽  
Cultural Identity ◽  
The United States ◽  
Political Climate ◽  
Cuban American ◽  
American Students ◽  
Fourth Wave ◽  
Cuban Immigrants

Four waves of Cuban immigrants have arrived to the United States from the early 1960s with the fourth wave still in progress. The changing reasons these immigrants fled Cuba have resulted in diverse characteristics for each wave of immigration. This qualitative study investigated Cuban American students’ perceptions of their cultural background and Spanish proficiencies. The results of this study indicate that all participants possessed limited Spanish proficiencies and a strong desire to maintain their heritage. Implications are discussed in light of the current political climate in the United States.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Gendered differences in emigration and mobility perspectives among European researchers working abroad

2014 ◽  
Vol 7 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Elisabeth Scheibelhofer
Keyword(s):  
United States ◽  
Qualitative Research ◽  
Qualitative Study ◽  
Social Relations ◽  
The United States ◽  
Research Strategy ◽  
The Future ◽  
Highly Skilled

This paper focuses on gendered mobilities of highly skilled researchers working abroad. It is based on an empirical qualitative study that explored the mobility aspirations of Austrian scientists who were working in the United States at the time they were interviewed. Supported by a case study, the paper demonstrates how a qualitative research strategy including graphic drawings sketched by the interviewed persons can help us gain a better understanding of the gendered importance of social relations for the future mobility aspirations of scientists working abroad.

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