Four major classroom communication patterns--total integration, conditional interaction, marginal participation, and silent observation--are identified among the participants and discussed across sociocultural, affective, cognitive, linguistic, and pedagogical/environmental factors. Also discussed are the Asian concepts of face saving, politeness, and social identity in multiple discourse communities in light of Asian students' perceptions of and modes in classroom participation. The book concludes with a call for the development of cultural transformation competence, which encompasses social identity negotiation skills, and culture-sensitivity knowledge and mindful reflexivity in addition to communicative competence.
Unlikely Allies in the Academy brings the voices of women of Color and White women together for much-overdue conversations about race. These well-known contributors use narrative to expose their stories, which are at times messy and always candid. However, the contributors work through the discomfort, confusion, and frustration in order to have honest conversations about race and racism.
The narratives from Chicanas, Indigenous, Asian American, African American, and White women academicians explore our past, present, and future, what separates us, and how to communicate honestly in an effort to become allies. Chapters discuss the need to interrupt and disrupt the norms of interaction and engagement by allowing for the messiness of discomfort in frank discussion. The dialogues model how to engage in difficult dialogues about race and begin to illuminate the unspoken misunderstandings about how White women and women of Color engage one another. This valuable book offers strategies, ideas, and the hope for moving toward true alliances in the academy and to improve race relations. This important resource is for Higher Education administrators, faculty, and scholars grappling with the intersectionality of race and gender as they work to understand, study, and create more inclusive climates.
Exploring examples of intercultural interventions in a wide variety of countries from pre- to post-study abroad, this book helps readers develop a critical awareness of their strengths and limitations, and provides directions for future developments in intercultural pedagogy. Written by intercultural educators and study abroad scholars from different parts of the world, each chapter describes an innovative pedagogical intervention that has been designed to enhance intercultural learning and engagement, including:
designing and implementing pre-sojourn intercultural workshops;
using guided, critical reflection to deepen students' intercultural learning and engagement;
monitoring class interaction to maximize intercultural learning;
optimizing intercultural learning and engagement abroad through online mentoring.
Truly international in scope, this text is essential for study abroad professionals who seek to enhance the intercultural development, global-mindedness, and second-language learning of students through innovative intercultural programming.
This book has four purposes:
* to provide the background story to the evolution and establishment of the ILT
* to document the central role of the assessment of prior learning (APL)
* to support the institutions and individuals who are moving to engage with the ILT and in particular take the APL route for the first time
* to speculate on the possible consequences of the ILT itself and APL within it.
The ILT is a professional membership organisation which is open to all institutions and academics. This book will be of interest to all those who teach and support learning in higher education.
That guide is this book.
Expanded from the blog post "21 Secrets for Your 20s" that spread like Internet wildfire with nearly a million readers in 190 countries, 101 Secrets for Your Twenties will encourage, inspire, prompt a plethora of LOLs, and kick-start your life forward with its witty, honest, and hilarious wisdom-stuffed pearls to help you rock life in your twenties.
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