Teaching Culture Online

2022 ◽  
pp. 179-199
Author(s):  
Julia C. Baumgardt ◽  
Yuriko Ikeda
Keyword(s):  
Cultural Competency ◽  
Mobile Technology ◽  
Teaching Culture ◽  
Language And Culture ◽  
Face To Face ◽  
Learner Centered ◽  
Language Classes ◽  
Online Setting ◽  
Successful Teaching

This chapter explores the ways in which the language educator can be successful teaching culture together with language specifically in an asynchronous online environment. It provides examples of content, activities, and assessments that are meaningful, collaborative, and learner-centered, and that employ mobile technology familiar to the average instructor. In addition, it discusses the new role of the language professor in facilitating an integrated language and culture curriculum in a fully online setting. Through shifting the responsibilities and roles of the instructor, emphasizing social and teacher presence, and employing flexible learner-centered content and activities, previously face-to-face language classes can be successfully transformed to foster cultural competency asynchronously.

scholarly journals Culture and ELT: Cambodian teachers' perception and practice of textbook adaptation to realize intercultural awareness

2020 ◽  
Vol 9 (1) ◽  
pp. 65-74
Author(s):  
Davut Nhem
Keyword(s):  
Vital Role ◽  
Cultural Integration ◽  
Phnom Penh ◽  
Teaching Culture ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
Individual Interviews ◽  
Efl Teachers ◽  
Shed Light

Currently, it is recognized that language and culture go hand in hand, which means that when we teach a language, we also teach the culture of that language or other languages that appear in the textbooks being used. This wide recognition of the vital role of culture in the second language teaching has presented challenges for EFL teachers in various contexts. This article reports a qualitative study on three Cambodian teachers of English at one school in Phnom Penh. The study aims to investigate EFL teachers’ views and practices of textbook adaptation, as well as how they adapt textbooks to help students develop intercultural awareness in the ELT. To achieve these objectives, the qualitative data obtained from individual interviews, classroom observations, and teaching materials were engaged to shed light on the backdrop of the textbook adaptation and cultural integration in the ELT classroom. The findings in this study reveal an inconsistency between teachers’ views and practices about the textbook adaptation and the teachers’ limited capacity of interculturality-stimulated scholarship that is inherently tied to the development of cultural activities in the ELT classroom. This study suggests teacher training on the textbook adaptation and teaching culture should be provided to the teachers in the context and beyond.

Patient Empowerment and Analytics

2020 ◽  
pp. 200-215
Author(s):  
Sumate Permwonguswa ◽  
Dobin Yim
Keyword(s):  
Healthcare System ◽  
Data Analytics ◽  
Health Management ◽  
Patient Empowerment ◽  
Health It ◽  
Face To Face ◽  
Online Setting ◽  
Online Activities ◽  
Insight Into

The healthcare system is focusing more on patient empowerment leading to patients with active health management. In this process, although some mechanisms exist, there is a need for patient empowerment to move to a new realm where the empowerment process is activated remotely from the patient's side. With the increasing importance of Internet and e-health, it is believed that patient empowerment can be facilitated in the online setting and can be more effective than traditional face-to-face setting. Facilitating patient empowerment online also paves way to data analytics as various online activities can be tracked and the emerging analytic techniques can be utilized to gain insight into the data. This chapter provides knowledge on patient empowerment, data analytics, and their relationship including the role of patient empowerment in data analytics.

scholarly journals Shifting Language Paradigm: An Integration of Five Dimensions of Culture in Teaching English as a Foreign Language in Pakistan

2018 ◽  
Vol 8 (5) ◽  
pp. 53
Author(s):  
Hassan Bin Zubair ◽  
Abrar Qureshi ◽  
Adnan Tahir ◽  
Athar Munir
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Role Playing ◽  
Authentic Materials ◽  
Five Dimensions ◽  
Teaching Culture ◽  
Language And Culture ◽  
Efl Classrooms ◽  
Target Culture

This study explores the inseparable entities of language and culture. Mastering the cultural element is crucial in the EFL/ESL language learning process. Furthermore, the study investigates the role of culture in the EFL/ESL curriculum since the 1980s. The paper examines the integration of culture into the ESL/ EFL classrooms in Pakistan. Most Pakistani EFL classrooms continue to simply focus on the grammar-translation approach, where students have to memorize significant and non-significant grammar points and then do dozens of exercises drilling the newly learned grammatical form(s). The foundation for teaching culture language learning include the 5 Cs, the Five Dimensions of Culture, language learning authentic materials, and the Cultural Experiential Learning Cycle. Through experiencing role-playing situations and distinguishing similarities and differences between cultures, students are culturally prepared with appropriate behaviors and responses when they encounter a similar situation in the target culture. The recommendations provided should enable Pakistani educators and administrators to effectively integrate culture into EFL curricula. This Paper explores the incorporation of culture in the context of Pakistani language learning environments. It also investigates strategies and techniques that make the language learning process productive, so that Pakistani educators can incorporate them within their classrooms.

The Effectiveness of the i2Flex Methodology and the CoI in Addressing Complex Instructional Design Needs in High School Language Classes

2021 ◽  
pp. 280-290
Author(s):  
Tonia Fyrigou
Keyword(s):  
Community Of Inquiry ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Methodology ◽  
Face To Face ◽  
Educational Framework ◽  
Language Classes ◽  
Need To Evaluate ◽  
French Class

In this chapter, the goal is to describe the effectiveness of the implementation of the i2Flex in two different courses in the past five consecutive academic years in an attempt to meet more effectively the educational needs of the new educational framework. Starting with the description of the i2Flex methodology in a Greek class and in an online French class, the author presents the instructional (re-)design of the Moodle shell to reflect the new teaching methodology, and the need to evaluate this via an appropriate framework. It is obvious that the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is in two different educational frames. At the same time, the use of community of inquiry (CoI) is taken in consideration to evaluate this educational process. Finally, the new role of the teacher, face to face and virtually, is observed to prove the progress of the educational environment.

Collection of Ego-Centered Network Data with Computer-Assisted Interviews

Methodology ◽  
2006 ◽  
Vol 2 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Joachim Gerich ◽  
Roland Lehner
Keyword(s):  
Survey Methods ◽  
A Priori ◽  
Dynamic Structure ◽  
Computer Assisted ◽  
Network Data ◽  
Great Effort ◽  
Self Administration ◽  
Face To Face ◽  
Full Network

Although ego-centered network data provide information that is limited in various ways as compared with full network data, an ego-centered design can be used without the need for a priori and researcher-defined network borders. Moreover, ego-centered network data can be obtained with traditional survey methods. However, due to the dynamic structure of the questionnaires involved, a great effort is required on the part of either respondents (with self-administration) or interviewers (with face-to-face interviews). As an alternative, we will show the advantages of using CASI (computer-assisted self-administered interview) methods for the collection of ego-centered network data as applied in a study on the role of social networks in substance use among college students.

Multilingual interactions in clinical dental education: A focus on mediated interpreting

2012 ◽  
Vol 8 (3) ◽  
pp. 197-210
Author(s):  
Susan M. Bridges ◽  
Cynthia K.Y. Yiu ◽  
Colman P. McGrath
Keyword(s):  
Staff Development ◽  
Healthcare Team ◽  
Clinical Settings ◽  
Clinical Communication ◽  
Dental Surgery ◽  
Language And Culture ◽  
Medical Interpreting ◽  
Essential Resource ◽  
Intercultural Mediators

In clinical dental consultations in multilingual contexts, medical interpreting is often performed by the supporting staff as part of routine triadic formulations. As academic dentistry becomes increasingly internationalised, issues of language and culture add to the interactional complexity of clinical communication and education. A multivariate approach was adopted to investigate one case of multilingualism in dentistry in Asia. Collection of both survey (n=86) and interactional data provided empirical evidence regarding language use and language demands across integrated Polyclinics. Descriptive statistics of Dental Surgery Assistant (DSA) perception data and conversation analysis (CA) of mediated interpretation indicate that, as members of the oral healthcare team, DSAs in Hong Kong are an essential resource in their role of intercultural mediators between patients and clinicians, both staff and students. Discussion of sociolinguistic notions of place-as-location and place-as-meaning supports a wider conceptualisation of the role of support staff as interpreters in clinical settings. Implications are drawn for policy, curriculum and staff development.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Mr. and Mrs. Smith: A Student Introduction to Federal Tax Compliance and Documentation

2015 ◽  
Vol 31 (1) ◽  
pp. 119-132 ◽  
Author(s):  
Michaele L. Morrow ◽  
Shane R. Stinson
Keyword(s):  
Communication Skills ◽  
Professional Practice ◽  
Income Tax ◽  
Tax Compliance ◽  
Personal Income Tax ◽  
Initial Information ◽  
Face To Face ◽  
Client Advocacy ◽  
Tax Practice

ABSTRACT In this case, students assume the role of new accounting staff tasked with the preparation of a personal income tax return and supporting documentation for a client of their firm. Students are provided prior year work papers and client communications, a copy of the prior year's tax return, as well as a letter and supporting documents from the client for the current year. To complete the case, students generate questions based on the initial information provided, meet face-to-face with the client, and roll forward a set of electronic work papers before submitting a complete current year engagement file for senior review. This case adds work papers and client interaction to the traditional tax compliance case to reinforce both the technical and communication skills valued in professional practice. The formulation of questions for the client also allows students to practice discussing technical topics in a non-technical manner and underscores the required balance between attitudes of client advocacy stressed in professional tax practice and legal requirements for “good-faith” tax return reporting. This case is appropriate for an individual income tax course at either the undergraduate or graduate level, and can be easily adapted to increase or decrease difficulty.

Sign in / Sign up

Export Citation Format

Share Document