My interest in intercultural communication and determination of pursuing a career in international education motivated me to apply for the MA ICBP at Warwick University. The decision has been carefully made based on my bachelor degree in International Communications Studies with Spanish, voluntary teaching in primary schools in China and Cameroon. After graduation, I wish to work for as an administrative coordinator in an international education institution or as a program manager of NGO, promoting quality education. With 3-5 year working experience, I will head for a PhD degree to prepare myself for a research-oriented position.
Undertaking my bachelor degree in the first Sino foreign university, the University of Nottingham Ningbo China (UNNC), is the first step for me to engage in cross-cultural communication as a learner. The adapting to a western education system requires students, who received over 12 years traditional Chinese education, to use their transferable learning skills within a totally different teaching and learning style. At the beginning, I was faced with difficulties because of many differences in assessment system, attitudes towards answers, student-teacher relationship, and degree of participation. Although the first year of the university is about foundational modules for academic writing, presentations and research, I think the learning would have been more effective if the university had provided students with relevant courses in cross-cultural
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Many of my teachers remarked me as “reassuring”, and a lot of my friends have told me that “It seems that you’re so chilled but you actually know what you’re doing”. Yes, I was born with a phlegmatic personality, but it was not until last year when I “failed” the AMC (luckily I was still qualified for the AIME) that I started to learn how to manage time and resource wisely and actually grew up. I spent my first 14 years in my life in China, and in the summer 2013, I moved to US with my family, seeking for new challenges-- I’ve always believed that unfamiliar environment provokes one to learn the most. However though I thought I was prepared for the worst, things got out of hand, as how it goes every time one is put in a new wonder land. It didn’t take more than a month to surmount the language barrier, but
Point 1: Sociolinguistics (8) 174w When it comes to reading, every student has different experiences in regards to what they are interested in reading. Working with students that are extremely diverse sociocultural theory addresses the importance of incorporate reading that students can relate to culturally. Implementing culturally diverse material, students begin to reflect with the story that they are reading and they are motivated to read because they are becoming part of the story. By implementing different cultures books, they are expanding their knowledge of other cultures that they are not familiar or were never aware. Adapting to students culture is important for a teacher to do, especially when teaching a diverse school because making those personal connections are crucial to building relationship with the students and their community.
During this semester, I gained a lot of skills and knowledge about interpersonal relations. As a human being, as a member of the "global village", everyone need to communicate with others. It is important to learn how to communicate well and how to build a healthy and positive interpersonal relationship with others. Like the textbook’ name “Looking Out Looking In”, we looked in the communication itself, looked out the language barrier, nonverbal messages and effective listening, and looked at relational dynamics. I learned and recognized about how environmental factors can impact our communication.
The University of Louisiana at Monroe has a diverse group of students, all of which are divided into different sub-cultures. Graduates are a group of students many people might define as responsible, mature, and even dedicated. They are slightly older than your average undergraduate student, and as a graduate assistant, many can be found in a professor’s class or office doing research. There are several types of graduate students with different cultural backgrounds. Focusing on the differences or similarities of the cultural dynamics between two graduates and how their upbringing prompted their academic choices.
The focus of college or any education is about the experiences acquired through the process of learning. However, for the majority of society the new focus is now on the degree, which to many, represent the key to success. Hence, students now equate knowledge and intellect as something that can be readily purchased. Yet, the key to success lies within our actions. This very concept is derived from the Hsun Tzu’s short reading titled “Encouraging Learning”.
Culture influences each and every life stage of a person. Hence culture plays a very important role in his stage of education. In some situations cultural difference makes some constraints to students with diverse culture. It is essential a culture based teaching strategy to overcome these problems. Culturally Responsive Pedagogy is pedagogy which emphasizes the cultural background of the learner, can helps to overcome
Personal Statement for NQT Year I have been lucky enough to have been taught by some truly inspirational teachers and am aware of the effect they have had on my life and the choices I have made subsequently. My own passion for working with young children extends from my desire to emulate these role models and perform the same inspirational function in the lives of my students. I have always enjoyed being around young people and have supplemented my interests in primary teaching with as much work experience as possible. I completed my PGCE Education course and qualified in 2006.
I think I am still weak in this aspect. One is that, although the university is an international one and has students from all over the world, our courses are mainly focusing on the Asian area, especially Hong Kong and Mainland China. For example, in my courses of Taxation and Business Law, I was only taught the practices of Hong Kong. In addition, it is difficult to change the personal ways of thinking, which has been kept for many years. I always express ideas only from the perspective of a Chinese, instead of a global outlook, and that has narrowed my thoughts to a great extent.
Through this life-changing experience, I decided that I’d like to continue representing the United States and to pursue a career in international relations. It also prepared me for the challenges of international travel and adjusting to host family dynamics. I place significant value in education and have worked hard to maintain strong academic achievement. My desire to learn has motivated me in my schoolwork and has prepared me for the vigorous study necessary for success in the NSLI-Y program. I am eager to further my language abilities to seek out experiences that will help me succeed in an international
Despite the fact that intercultural competence has different terminology when referring to disciple or approach, it can also relate to the debate about global citizenship. Intercultural competence is seen as the capability to develop an objective knowledge, attitude, and skills that prompt visible behavior and communication that are both successful and appropriate in intercultural interaction. In other words, intercultural competence is a range of different skills; cognitive, affective, and behavioral skills that lead to communicate effectively and suitable with different surrounding and culture. Intercultural competence can also be broken down into three constituent elements seen as knowledge, skills, and attitude. (Deardorff, 2006)
Cultural identity plays a very vital role in cross cultural communication, people from a particular culture communicate with partners and employees from many different cultures and in this situation every individual strives to keep their cultural and individual identity. According to Gardiner and Kosmitzki, identity is defined as “a person 's self-definition as a separate and distinct individual, including behaviours, beliefs, and attitudes” (Gardiner & Kosmitzki, 2008, p. 154). Also, Ting-Toomey defines identity as a "reflective self-conception or self-image that we each derive from our family, gender, cultural, ethnic, and individual socialization process"( Ting-Toomey, 2005). Both definitions bring out the generalisation of cultural identity
Comparisons of Education in East and West A combination of these teaching methodologies can prove to be effective in the western world as we tend to spend a lot of time explaining and not being able to cover the Syllabus where as in the eastern world that is impossible. Both has its advantages and disadvantages. In the Eastern world the pass rates are higher but in the western world there is more creativity and innovation in terms of communication.
nternational marketing in export and franchising Objectives International marketing is the export, franchising, joint venture or full direct entry of a marketing organization into another country. • To bring countries closer for trading purpose and to encourage large scale free trade among the countries of the world. • To bring integration of economies of different countries and there by to facilitate the process of globalization of trade. • To establish trade relations among the nations and thereby to maintain cordial relations among nations for maintaining world peace. • To facilitates and encourage social and cultural exchange among different countries of the world.
Thailand’s education system was known to implement rote teaching (Wiriyachitra, 2002), while most countries’ education system had been utilizing more progressive teaching methods such as the aforementioned natural approach. However, some local institutions in Thailand have been showing some progress. Not only these institutions offered International/English programs, they are also leaning towards more western teaching approaches. In this regards, the following hypotheses below were
Cultural exchange programs are for connecting, enriching and empowering the global community. Cultural exchange programs expose students to people from different cultural, geographic, religious and socio-economic backgrounds and provide the opportunity for students to develop a greater understanding of diversity both in their home country and visiting country. Cultural Exchange Program allows students to interact with and learn from people who are different from themselves and to participate in new and distinctive experiences beyond their own communities. Cultural exchange helps students to develop positive relationships with others, understand a broader range of perspectives, and develop the knowledge and skills needed for participation in our multicultural society. Participating in International Cultural and Educational Exchange programmes is a life changing experience.