Developing a curriculum designed to overcome intolerance: A conceptual approach

2020 ◽  
Vol 16 (2) ◽  
pp. 181-201
Author(s):  
Michael B. Hinner
Keyword(s):  
Multicultural Education ◽  
Diversity Training ◽  
Self Esteem ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Self Awareness ◽  
Conceptual Approach ◽  
Cultural Diversity Training ◽  
Self Image ◽  
Low Levels

Abstract The paper examines the theoretical foundation of intolerance and explores potential topics for a curriculum designed to overcome intolerance. Previous research has shown that a negative self-image and low self-esteem seem to foster intolerance. Likewise, individuals with low levels of self-awareness tend to be more willing to express intolerance while paying less attention to the impression their behaviour and communication has among others. Individuals with a negative self-image and low self-esteem often resist change and tend to look for information that confirms and reinforces their existing viewpoints while ignoring information that contradicts their viewpoints. The research of Kruger and Dunning (1999), though, suggests that instruction in metacognition can overcome these negative characteristics. Especially if metacognitive training is coupled with multicultural education, cultural diversity training, and foreign language instruction as other research has revealed.

THE POWER OF LANGUAGE AND THE LANGUAGE OF POWER

2020 ◽  
pp. 96-105
Author(s):  
Lyudmila A. Khalilova ◽  
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Educational Process ◽  
Foreign Language Instruction ◽  
Conceptual Approach ◽  
Analytical Skills ◽  
The People ◽  
Innovative Environment ◽  
A Chain ◽  
And Behavior

A language cannot be a simple template of human activity; a language is the history and culture of the people, their long and thorny road to civilization. The informative nature of a discourse will be insignificant if we only take into consideration the visible data of the text. The single viable way to carry out research on the mentality and behavior of the representatives of different cultures is to dig into the implication and the conceptual framework of the discourse. The author’s idea might be interpreted according to the background knowledge of the reader. Such an approach turns the text into a conglomerate of sense messages that reveal the power of the language and its inextricable link to the history, culture and civilization of the nation whose language the students learn. This notional “intervention” is akin to a chain reaction and the language develops into a means of power over a human being. The conceptual approach to a foreign language material helps improve students’ cognitive and analytical skills, turns the educational process into a particular type of an innovative environment, leads to motivation increase in a foreign language instruction.

scholarly journals Pedagogical framework for poly multicultural education of foreign language students seeking a degree in teaching

2021 ◽  
Vol 5 (3) ◽  
pp. 605-616
Author(s):  
Oksana Chaika ◽  
Nataliya Chahrak ◽  
Marianna Zhumbei ◽  
Halyna Apelt ◽  
Yurii Kopchak
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Language Proficiency ◽  
Multicultural Competence ◽  
Professional Competence ◽  
Language Instruction ◽  
Bachelor's Degree ◽  
Foreign Language Instruction ◽  
Research Assessment ◽  
Pedagogical Framework

The research aims to explore and establish the ways of creating pedagogical framework for (i) popularizing the idea of poly-/multiculturalism, and (ii) forming relevant students' skills and abilities in foreign language instruction; to determine the extent to which the engaging mentoring teacher in the educating role may influence their poly-/multicultural competence.  To this end, poly-/multicultural competence is seen prerequisite of a foreign language teacher's professional competence. Experiment is the main method of the research. Assessment of the experiment effectiveness was carried out with the involvement of surveys/questionnaires, conducted in stages, along with observation as a method applied. The obtained data confirmed the key research hypothesis: the pedagogical framework for the formation of poly-/ multicultural competence with students seeking their bachelor’s degree to become teachers of a foreign language connects with mastering two or more foreign languages while intensifying the poly-/multicultural component of education. The main findings result in the contemporary need for formation of a FL teacher’s poly-/multicultural competence regarded as the improvement in foreign language proficiency, basic communication skills in a poly-/multiethnic environment, following the proactive positioning of such teacher.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Social and Temporal Comparisons as Moderators of Psychological Resources Associations With Wellbeing

2016 ◽  
Vol 37 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Hasida Ben-Zur
Keyword(s):  
Life Satisfaction ◽  
Positive Affect ◽  
Subjective Wellbeing ◽  
Social Comparisons ◽  
Self Esteem ◽  
Psychological Resources ◽  
Low Levels ◽  
Age Range ◽  
General Wellbeing

Abstract. The current study investigated the associations of psychological resources, social comparisons, and temporal comparisons with general wellbeing. The sample included 142 community participants (47.9% men; age range 23–83 years), who compared themselves with others, and with their younger selves, on eight dimensions (e.g., physical health, resilience). They also completed questionnaires assessing psychological resources of mastery and self-esteem, and three components of subjective wellbeing: life satisfaction and negative and positive affect. The main results showed that high levels of psychological resources contributed to wellbeing, with self-enhancing social and temporal comparisons moderating the effects of resources on certain wellbeing components. Specifically, under low levels of mastery or self-esteem self-enhancing social or temporal comparisons were related to either higher life satisfaction or positive affect. The results highlight the role of resources and comparisons in promoting people’s wellbeing, and suggest that self-enhancing comparisons function as cognitive coping mechanisms when psychological resources are low.

The Negative Consequences of Stuttering for Perceptions of Leadership Ability

2020 ◽  
pp. 1-8
Author(s):  
Virgil Zeigler-Hill ◽  
Avi Besser ◽  
Yuval Besser
Keyword(s):  
Self Esteem ◽  
Negative Association ◽  
Negative Consequences ◽  
Community Members ◽  
Perceived Leadership ◽  
Negative Perceptions ◽  
Low Levels ◽  
Perceptions Of Leadership

Abstract. The purpose of the present study was to extend previous research concerning the negative perceptions of stuttering by considering the perceived leadership ability of targets who stuttered compared with targets who did not stutter. We were also interested in the possibility that negative perceptions of the targets (i.e., low levels of self-esteem, intelligence, dominance-based status motivation, and prestige-based status motivation) would mediate the association between stuttering and a lack of perceived leadership ability as well as the possibility that manipulating the ostensible self-esteem level of the target would further moderate these associations. The results for 838 Israeli community members revealed a negative association between stuttering and perceived leadership ability that was mediated by the perceived self-esteem level and dominance-based status motivation of the target. Further, the associations between stuttering and perceptions of leadership ability were moderated by the ostensible self-esteem level of the target. Discussion focuses on the implications of these results for understanding the negative halo that surrounds stuttering.

Mirror, mirror on the wall...: Effect of self-awareness among insecure self-esteem individuals

2006 ◽  
Author(s):  
Clara Michelle Cheng ◽  
Olesya Govorun ◽  
Tanya L. Chartrand
Keyword(s):  
Self Esteem ◽  
Wall Effect ◽  
Self Awareness ◽  
Mirror Mirror
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