scholarly journals Practical Challenges to Teachers and Students in Asynchronous Cross-cultural Communication Projects

2021 ◽  
Vol 4 (4) ◽  
pp. p73
Author(s):  
Kate J. M. Sato ◽  
Birte W. Horn
Keyword(s):  
Information And Communication Technologies ◽  
English Language ◽  
Cross Cultural ◽  
Student Experiences ◽  
Successful Outcome ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Teachers And Students ◽  
Information And Communication ◽  
World English

Teachers are expected to prepare their students for life in a world that changes daily, fueled by technological progress and globalisation (Howells, 2018). In this internationalized world, English has become the lingua franca for business, science and education (Tatsioka et al., 2018). Young professionals are expected to be proficient in English and able to easily communicate with colleagues from other countries. Achieving these objectives presents challenges for teachers and students. Practical approaches to incorporating authentic communication across cultures in the English language classroom are discussed in this paper. Over three years we authors implemented several projects using different didactic methods to bring students from Japan and Germany together to improve their proficiency in language as well as their cross-cultural communication skills. Students worked in small teams on joint tasks, in which the use of ICT (information and communication technologies) was crucial to successful outcome. Naturally, any careful advance planning was quickly met by the emergence of unforeseen problems that needed immediate attention from teachers and students. In this paper, we focus on challenges teachers and students may encounter when developing new strategies to include meaningful cross-cultural and intercultural exchanges in the tertiary ELF classroom, based on teacher and student experiences.

scholarly journals Instructional Design for the Information and Communication Technology (ICT)-Assisted Intercultural Communication Course

2017 ◽  
Vol 12 (06) ◽  
pp. 132 ◽  
Author(s):  
Yu-Chih Doris Shih
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Intercultural Communication ◽  
Information And Communication Technologies ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Communication Course ◽  
Cross Cultural Communication ◽  
Information And Communication ◽  
Global Understanding

Today’s era of societies comprise of one coherent global village, in which learning about and understanding other cultures is crucial. Fu-Jen Catholic University (FJCU), a private university in northern Taiwan, has joined the “Global Academic Initiatives” (GAI) coordinated by East Carolina University (ECU) in USA since 2007. A course entitled Cross-Cultural Communication: Global Understanding is offered in FJCU to allow students in the English department to discuss cultural topics with students from two other countries via Information and Communication Technologies (ICTs) for authentic contacts. The ICT tools support both the synchronous and asynchronous mode of communication. This paper describes the instructional design of the Cross-Cultural Communication: Global Understanding course including the pre-connection trainings and the connection discussions. For the post-connection part, students’ learning and reflections will be discussed along with their e-learning styles. This example could offer other educators who are interested in designing similar intercultural communication courses.

scholarly journals Awareness of Historical Background as One of the Factors of Better Language Acquisition

2018 ◽  
Vol 7 (1) ◽  
pp. 15-21
Author(s):  
Almira K Garaeva ◽  
Ildar G Ahmetzyanov
Keyword(s):  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Cross Cultural ◽  
Historical Background ◽  
Educational Institutions ◽  
Cultural Communication ◽  
Historical Aspects ◽  
Cross Cultural Communication ◽  
History Of

The article deals with the problems of language learning within the educational universities. These theme is a major one, because it is important for English learners and moreover it is connected with other aspects of the language that can be linked with students’ awareness of the English language itself The essence of the issue is that the perfect acquisition of the language studied can be achieved only by learning the history of the language and the country studied as well as its relation to culture and people. The purpose of the article is to reveal a number of historical aspects of language learning, which include acquisition of material and awareness of historical background. The leading approach to the study of the problem is systematic.We suppose that it will facilitate shaping skills needed for cross-cultural communication. Any language is perceived as a social phenomenon, which comprises not only linguistic items, but also a combination of economic, behavioral and historical aspects. The materials of this paper can be recommended for use in modern practice of various educational institutions.

scholarly journals Cross-Cultural Communication in the Teaching Process at SDN 18 Parhorasan in Samosir

2021 ◽  
pp. 271-278
Author(s):  
Euis Amalia ◽  
Lenny Bey B ◽  
Rahmad Husein Napitupulu
Keyword(s):  
Elementary School ◽  
Qualitative Method ◽  
Language Barriers ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cross Culture ◽  
Teaching Process ◽  
Cross Cultural Communication ◽  
Teachers And Students ◽  
Communication Barrier

This research examines cross-cultural communication between teachers and students who could not speak English well at SDN 18 Parhorasan in Samosir. There were 17 participants, who were grade five students in elementary school. The students had different social backgrounds and so found speaking English difficult. They were used to using their Batak dialect when they tried to speak English. The pronunciation seemed to be a joke for them. The researchers investigated the cultural and language barriers in communication among the teachers and students when they learn English in the class. This research was conducted using a descriptive qualitative method. The findings highlighted the barriers in expression, intonations and sentences. 50% of the barriers were cultural and 50% were language. Keywords: cross-culture, communication barrier, language barrier

The Global School in the Local Classroom

2014 ◽  
pp. 217-228
Author(s):  
Jenna Copper
Keyword(s):  
Implementation Strategies ◽  
Cross Cultural ◽  
Survey Study ◽  
Cultural Communication ◽  
Global Awareness ◽  
Classroom Implementation ◽  
Global Perspectives ◽  
Cross Cultural Communication ◽  
Information And Communication ◽  
Communication Practices

This chapter was written to highlight the value for cross-cultural communication practices in schools with the support of innovative Information and Communication Technology (ICT). A detailed theoretical foundation was provided to justify the inclusion of global perspectives in the classroom through cross-cultural communication, which is made possible with ICT. This chapter details the perceptions of 80 pre-K to 12 teachers via a survey study, which shaped the author's suggestions for practical ICT cross-cultural communication opportunities in the classroom. Implementation strategies include classroom-to-classroom and classroom-to-world cross-cultural communication opportunities. This chapter suggests practical solutions supported by solid theoretical justifications for utilizing ICT to facilitate cross-cultural communication and improving student global awareness.

scholarly journals An Analysis of Code-Mixing and Code-Switching in EFL Teaching of Cross Cultural Communication Context

AL-TA LIM ◽  
2014 ◽  
Vol 21 (3) ◽  
pp. 174-182
Author(s):  
Martin Kustati
Keyword(s):  
Cross Cultural ◽  
Code Switching ◽  
Cultural Communication ◽  
State Institute ◽  
Cross Cultural Communication ◽  
Code Mixing ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Communication Context ◽  
Depth Interviews

The objective of the paper is to determine types of code-mixing and code-switching made by teachers and students in EFL cross cultural communication class and to identify reasons for the emergence of code-switching and mixing in the classroom. The data was obtained through observation and in-depth interviews of the second year students of undergraduate program of English in Tarbiyah Faculty, IAIN IB Padang. The finding showed that tag-switching, intra-sentential, inter-sentential, and intra-word were commonly used by EFL teachers and students in classroom. It was also found that the teachers used code-mixing and switching in the process of clarifying certain issues to make them more comprehensible to students. Teachers also do these kinds of switching during their attempt to promote relationship with students, to switch the topic, and to persuade or motivate students to be more engaged in learning English. Meanwhile, the students mix and switch their language to overcome their lack of knowledge of English. It is expected that this study provided empirical evidence to advise on their optimal uses in EFL teaching of State Institute for Islamic Studies.Copyright © 2014 by Al-Ta'lim All right reserved

Sign in / Sign up

Export Citation Format

Share Document