Teaching Intercultural Rhetoric and Professional Communication

2011 ◽  
pp. 343-378
Keyword(s):  
Teaching Strategies ◽  
Professional Communication ◽  
Comprehensive Model ◽  
Writing Class ◽  
Intercultural Rhetoric ◽  
The U.S

This chapter first examines the cultural and rhetorical assumptions implicit in three popular U.S. rhetoric and writing textbooks, denaturalizing the U.S. foundation for these texts and showing how to adapt them to global and intercultural contexts. The second part describes an intercultural rhetoric and writing class that I have been teaching for 13 years, including syllabus, course goals, assignments, teaching strategies, and assessments. It provides the first comprehensive model of an intercultural rhetoric and writing class.

scholarly journals TEACHING STRATEGIES IN WRITING CLASS

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Juwita Crestiani M
Keyword(s):  
Active Learning ◽  
Teaching Strategies ◽  
School Teacher ◽  
Teaching Writing ◽  
Primary School Teacher ◽  
English Writing ◽  
The Third ◽  
Writing Class ◽  
The Media ◽  
Primary School Teacher Education

This research deals with the teaching strategies used by the lecturers in writing class at Palopo Cokroaminoto University. The population of this research was lecturers of primary school teacher education of Palopo Cokroaminoto University. The total numbers of the population are 20 lecturers. The researcher used purposive sampling and chose one lecturer in the third semester as the sample because the lecturer taught writing subject and often use various strategies in teaching writing. The instruments in this research were observation checklist, recording and interview. The researcher used observation checklist and recording in the class when the lecturers taught writing. The researcher found the lecturer used two strategies in teaching English writing namely lecturing strategies and active learning. Active learning such us, the lecturer uses media in explaining material, giving question to the students to encourage their motivation, create an enjoyable atmosphere to make students more creative in producing writing, analyzing and doing assessment about students’ work, giving motivation to the students for making a report such as composition. Lecturing strategies such us, preparing the media, explaining the material, help and encourage the students to attention and listen accurately, the teacher can use her/his experience in teaching or explaining material especially in giving an example, make a conclusion of the materials.

scholarly journals ESP TEACHING STRATEGIES OF UKRAINIAN BORDER GUARDS TRAINING ON THE EXPERINCE OF EUROPEAN UNION COUNTRIES

2019 ◽  
pp. 455
Author(s):  
Oksana Ivanivna Komarnytska ◽  
Andrii Vasyliiovych Balendr ◽  
Ihor Hryhorovych Bloshchynskyi
Keyword(s):  
Best Practices ◽  
Foreign Language ◽  
Teaching Strategies ◽  
The State ◽  
Professional Communication ◽  
Main Attention ◽  
Language Competence ◽  
Listening And Speaking ◽  
Border Surveillance ◽  
Effective Service

The study identifies the ESP teaching strategies of the personnel of the State Border Guard Service of Ukraine (SBGSU) training in the framework of European language standards. According to the results of the needs analysis, the Ukrainian border guards require improving their professional foreign language competence based on the European educational standards and best practices. The main attention is paid to developing listening and speaking skills of border guards. The methodology of the course is aimed at forming the border guards’ foreign-language professional competency, which will facilitate their effective service in the state border protection units. The course program provides border guards with the opportunity to develop the language competence and strategies they need to effectively engage in situations of professional communication that they can have at the border, both while conducting border surveillance activities and border checks.

scholarly journals Supporting Black, Indigenous, and Students of Color in Learning Environments Transformed by COVID-19

2021 ◽  
Vol 23 (1) ◽  
pp. 162
Author(s):  
Min Mize ◽  
Crystal Glover
Keyword(s):  
Cultural Competence ◽  
Learning Environments ◽  
Teaching Strategies ◽  
Students Of Color ◽  
Culturally Relevant ◽  
Competence Model ◽  
The World ◽  
The U.S

This article sheds light on the challenges that Black, Indigenous, and students of color in the U.S. face in dealing with uncertainties and prejudice caused by the worldwide pandemic. It provides recommendations on culturally relevant, responsive, and sustaining teaching strategies based on the cultural competence model (Pedersen, 1994; Sue, 2001; Sue et al., 1992;) and curriculum reframing. Teachers of Black, Indigenous, and students of color around the world will find this article particularly useful because there are limited research-based recommendations applicable to schools in the U.S. and around the world. 

Assessing and Teaching Competence

2004 ◽  
Vol 67 (4) ◽  
pp. 412-429 ◽  
Author(s):  
Terri Grant
Keyword(s):  
Student Perceptions ◽  
Teaching Strategies ◽  
Real Life ◽  
Professional Communication ◽  
Teaching Competence ◽  
Communication Program ◽  
Computer Mediated ◽  
Communication Needs ◽  
University Of Cape Town ◽  
The University

The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more effective than their 3 to 4-year degree per se in delivering communication instruction, but certain business fields (e.g., actuarial science) felt this more strongly than others (e.g., information systems). The implications are that expert tuition is essential and that a customized, more nuanced approach will ensure greater job literacy. Experiential teaching strategies that encourage student voice; workshop diversity; real-life scenarios; and supportive, scaffolding marking interventions will further consolidate skills development. In particular, communication teachers need to work with students and other stakeholders to deepen understanding of computer-mediated communications (CMC) and the expanded needs of a multicultural global society.

Decolonizing decoloniality

2021 ◽  
Vol 9 (1) ◽  
pp. 20-31
Author(s):  
Cana Uluak Itchuaqiyaq ◽  
Breeanne Matheson
Keyword(s):  
Teaching Strategies ◽  
Corpus Analysis ◽  
Professional Communication ◽  
Communication Design ◽  
Research And Teaching ◽  
Definition Of ◽  
Technical And Professional Communication ◽  
Indigenous Land

As the field of technical and professional communication (TPC) has moved toward more inclusive perspectives, the use of decolonial frameworks has increased rapidly. However, TPC scholarship designed using decolonial frameworks lacks a clear, centralized definition and may overgeneralize and/or marginalize Indigenous concerns. Using a corpus analysis of TPC texts, we assess the ways that the field uses "decolonial" and propose a centralized definition of "decolonial" that focuses on rematriation of Indigenous land and knowledges. Further, we offer a heuristic that aids scholars in communication design appropriate for decolonial research and teaching strategies.

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