Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

Implementation of CORE Traits to Become an Interculturally Responsive Leader in a Second Language Classroom

The objective of this chapter was to describe CORE leadership traits for teachers and leaders that will assist them in being interculturally responsive educators and improve learning in the second language classroom. Communication, organization, relationships, and enthusiasm (CORE) are traits that consistently improve teacher/leader social interactions with students and thus improve the educators' ability to enhance the learning experience (Mixon, 2010). What's in your CORE? Being predisposed to cultural issues is imperative for pre-service teachers to prepare appropriately to teach students of other cultures (Barnes, 2006; Cooper, 2007; Walker-Dalhouse & Dalhouse, 2006). Henkin and Steinmetz's (2008) goal was to produce teachers who are prepared to provide an academically sound education in a culturally responsive classroom. The culturally responsive classroom is pivotal to align with the globalization of students that has dramatically changed the demographics in our educational institutions today.

Education Abroad Co-Curricular Experiences that Result in Intercultural Responsive Leadership Growth

To better prepare the educators who will guide students into their global future, educational leadership programs have become more focused on developing globally competent students who are not only more marketable, but who are also better prepared to make positive contributions to a global society. This chapter portrays that cross institutions in America there is a need to prepare students more adequately for the challenges of an increased global workforce. In the chapters, we follow the experiences of two scholars as they progressed through their development of becoming intercultural responsive educators by means of a study abroad program. From this experience, reflection questions encompass self-reflection about global perspectives. Also, interactions of others who hold various interests, values, and perspectives as they related to their growth in leadership. Situational leadership as a part of a critical skill set will also be examined.

Biculturalism

Intercultural responsiveness in the Second Language Learning Classroom should encompass addressing bicultural education. Bicultural education must expand the spectrum of choice for cultural identity that students will eventually make, but should not make choices for them. The purpose of this chapter is to provide details, which incorporate researched-based information that will provide a deeper understanding of biculturalism. Biculturalism encompasses more than just cultural behaviors. Individuals choose aspects from their culture and receiving cultures and integrate them into one that does diminish either custom.

C.O.R.E. Personal Practices Implemented by Global Educational Leaders

Marshall (2016) conducted a phenomenological narrative research study that explored global leadership practices. The leaders who responded were from eight different states in the U.S., and they all worked in higher education settings. The successful global educational leaders shared C.O.R.E. personal practices they implement: Compassion for others, Open communication, Respectfulness, and Ethnorelativism. These personal practices enabled these higher education faculty members to not only lead in a global environment, but also to prepare students to become global citizens who are not only competitive in the global market, but who will also make positive contributions to sustaining our global world.

The Promotion of Persistence for First Generation Hispanic College Students

This qualitative research study examined the lived experiences of five successful first generation Hispanic college students. Findings from this study confirm the influences for student success in college regarding their persistence towards graduation. These factors included: commitment, expectations, support systems, feedback, involvement, and the learning process. Other conclusions from the study included the significance of role models and mentorships for students throughout their college experience. The building of relationships supported the students through the transition into college as well as steering them through the barriers and challenges they faced while in college. Findings also confirmed the significance of family influences, financial obligations, and self-transformation.

Intercultural Nonverbal Communication Competence as Intercultural Responsiveness in the Second Language Learning Classroom

This chapter examines the important role intercultural nonverbal communication competence plays as intercultural responsiveness in the second language learning classroom. The researcher reviewed relevant theory about intercultural nonverbal communication competence and focused on the research question. First, nonverbal communication styles are part of a culture, and the differences between low-context culture and high-context culture are represented in direct and indirect communication style in classroom communication activities. Second, speakers from different cultures use different nonverbal communication rules and behave differently and this can cause misunderstanding. Third, intercultural nonverbal communication differs between people from polychronic culture and those from monochronic culture. Different time concepts result in different behaviour patterns. Second language teachers should undertake training in intercultural nonverbal communication to facilitate students learning. The pedagogical implications for the second language teachers are discussed.

Integrating Culture in Language Preparatory Programs

This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.

English Language Interventions that Improve International Business Student Group-Work Performance

English-taught business degrees now represent an important part of the global education market. These attract students from all parts of the world, many whose first language is not English. Universities hosting these courses have developed language support mechanisms and programmes which have proven effective in supporting language needs in the academic context. However, these have not generally included specialised attention to group-work where the demands for communicating in English may be significantly more challenging than in a classroom environment. In this chapter, the authors consider the growth of English language support mechanisms in general, and outline a study that quantifies the impact of English in group work performance. They also detail the design of a short intervention programme focused on group-work that can improve the skills learned by students with English as a second language, and increase their performance significantly. They use this study to suggest mechanisms, and to propose improvements to English support programmes.

The Self-Determined English Language Learner

English Language Learners have their own, individual set of needs. According to Deci and Ryan (1985), individuals need self-determination skills to be successful in their environment. Researchers agree that self-determination skills produce positive outcomes for individuals both in and out of school. This chapter provides families, students, and educators a working definition of self-determination and instructional practices that assist English Language Learners to develop self-determination skills both at school and in the home.