Cultural Competence in Korean Education and Development of Cultural Competence Test Tools on Beginning Level

Eunha Park;

doi:10.15652/ink.2016.13.3.145

Features of modern preschool education in South Korea: experience of study

Pedagogy and Psychology ◽

10.51889/2020-1.2077-6861.21 ◽

2020 ◽

Vol 42 (1) ◽

pp. 164-171

Author(s):

Aliya Konysbayeva ◽

◽

Gulmira Myshbayeva ◽

Shin Namin ◽

◽

...

Keyword(s):

Foreign Language ◽

Information Sources ◽

Preschool Education ◽

School Education ◽

Point Of View ◽

Preschool Age ◽

Korean Education ◽

Knowledge And Attitude ◽

The Republic ◽

Education And Development

The article deals with the modern features of the pre-school education system in the Republic of Korea, on the example of the functioning of state kindergartens. The system of Korean education is described from the point of view of its characteristics in information sources, as well as an analysis of the experience of staying in pre-school education institutions, in public kindergartens. The article considers the attitude of teachers of public kindergartens of Korea to the process of teaching children of preschool age, the priority directions of pedagogical activity are marked. The leading pedagogical technology of education and development is presented. The attitude of Korean teachers to the game and its role in the organization of the process of education and development. Implementation of the principle of naturalness. Approach to knowledge and attitude to the introduction of a foreign language in the pedagogical process. The conditions of the organization of the process of education and development are described.

Download Full-text

Polish Adaptation of the Cross-Cultural Competence Inventory: An Overview

Pielegniarstwo XXI wieku / Nursing in the 21st Century ◽

10.2478/pielxxiw-2020-0006 ◽

2020 ◽

Vol 19 (1) ◽

pp. 15-21

Author(s):

Krystian Barzykowski ◽

Anna Majda ◽

Paweł Przyłęcki

Keyword(s):

Cultural Competence ◽

Psychometric Properties ◽

Convergent Validity ◽

Reliability And Validity ◽

Cross Cultural ◽

Professional Activities ◽

Validity Criterion ◽

The Cross ◽

Polish Adaptation ◽

Education And Development

AbstractIntroduction. The growing cultural diversity of Polish society creates new challenges for people who, in their professional activities, deal with culturally divergent people. Therefore, on the one hand, there is an urgent need for education and development in cross-cultural competences; on the other hand, there is a need to measure these competences with reliable and accurate methods.Aim. The goal of the present paper is recommendation of the Polish adaptation of the Cross-Cultural Competence Inventory (CCCI). In addition, the paper discusses the possible usage of the CCCI within the Polish healthcare system.Methods. The CCCI was adapted to Polish in a multistage process [1]. Briefly, it consisted of two studies, with 455 (Study 1) and 347 (Study 2) participants, in which the psychometric properties of the CCCI were evaluated in terms of reliability, internal consistency, factorial structure, test-retest reliability, and theoretical validity, criterion and convergent validity.Results. Although the original version of the CCCI was assumed to have a 6-dimensional factor structure, confirmatory factor analysis did not provide strong evidence for this assumption. However, as demonstrated in two studies, the Polish adaptation of the CCCI has satisfactory psychometric properties, such as reliability and validity (theoretical, criterion and convergent).Conclusions. Results of Study 1 and Study 2 support the conclusion that the CCCI can be successfully used in empirical research among healthcare professionals and students of medical courses. Future work may focus on further improvements of the CCCI by, for example, developing Polish standardized norms for different groups of professionals.

Download Full-text

Cultural Competence and the Global Role of Dietitians: A Haitian Medical Mission and Inter-Professional, Service-Learning Nutrition Course

The Open Nutrition Journal ◽

10.2174/1876396001509010035 ◽

2015 ◽

Vol 9 (1) ◽

pp. 35-41 ◽

Cited By ~ 2

Author(s):

Joanne Christaldi ◽

Jessica R. Bodzio

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Medical Care ◽

Nutrition Education ◽

Western Hemisphere ◽

Professional Service ◽

Healthcare Team ◽

Medical Mission ◽

Dietetics Education ◽

Education And Development

As the poorest Western Hemisphere country, Haiti has a long history of health disparity including elevated rates of hypertension, HIV/AIDS, and tuberculosis. In the summer of 2012, a four-week knowledge and skills based course, including a one-week medical mission, was developed to meet the need for medical care in Haiti, and to provide an interprofessional, service-learning environment to enhance students’ cultural competence. A nonprofit volunteer organization that connects healthcare people with a community in need assisted in developing the mission trip. Background on the culture of Haiti, medical education, and development of nutrition education materials were incorporated into the course. Students participated in classroom activities, assisted with development of nutrition education materials, and maintained a reflective journal during the mission trip. Basic nutrition education, nutrition assessment and evaluation, and breastfeeding instruction were provided to Haitian patients. Additionally, students and faculty interacted with each member of the healthcare team; facilitating a greater understanding of an interprofessional approach to medical care. Incorporating a medical mission trip into dietetics education provides an opportunity to increase cultural competence of faculty and students while providing another outlet for students to gain hands-on experience. Interprofessional service-learning further enhances the educational experience and should be considered as a worthwhile educational technique. Programs looking to incorporate such a mission trip into their curriculum can follow a similar scheme of course development.

Download Full-text

Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds16.1.11 ◽

2009 ◽

Vol 16 (1) ◽

pp. 11-19 ◽

Cited By ~ 1

Author(s):

Ashley M. Frazier

Keyword(s):

Sexual Orientation ◽

Cultural Competence ◽

Service Delivery ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Populations ◽

Cultural Issues ◽

Willingness To Disclose ◽

Bisexual And Transgender ◽

Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

Download Full-text

Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

Download Full-text

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.64 ◽

2015 ◽

Vol 22 (2) ◽

pp. 64-76 ◽

Cited By ~ 7

Author(s):

Catherine J. Crowley ◽

Kristin Guest ◽

Kenay Sudler

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

Cultural Competence ◽

York City ◽

Cultural Sensitivity ◽

Graduate Program ◽

Language Disorder ◽

New York State ◽

Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

Download Full-text