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Teacher Education and Refugee Students
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In: Faculty Contributions to Books (2019)
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| 2 |
A Grounded Theory Investigation of Supervisors’ Perspectives on Multicultural Strength-based Supervision
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In: ETD Archive (2019)
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| 3 |
Acculturation Experiences of Asian Indian Immigrant Math and Science Teachers in a K-12 Urban School District in Ohio
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In: ETD Archive (2019)
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| 4 |
Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations
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In: Dissertations & Theses (2019)
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| 5 |
The Use of Word Games to Enhance the Vocabulary of Sixth Grade Students
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In: Dissertations (2019)
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| 6 |
Entrepreneurs’ Learning Skills and Strategies as Represented in the PIAAC Survey Empirical Research
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In: Adult Education Research Conference (2019)
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| 7 |
Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools
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In: NPP eBooks (2019)
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| 8 |
The Impact of Math Vocabulary on Conceptual Understanding for ELLs
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In: Networks: An Online Journal for Teacher Research (2019)
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| 9 |
Rags to Riches: One Migrant Worker's Journey to Educational Triumph
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In: Educational Considerations (2019)
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| 10 |
Perceptions of Tennessee Employees in Higher Education and K-12 working with Confucius Institutes
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In: Electronic Theses and Dissertations (2019)
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| 11 |
The Perceptions and Effects of Schools' Names on Black Professional Educators and Their Students
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In: Theses, Dissertations and Capstones (2019)
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| 12 |
English for Speakers of Other Languages (ESOL) Teacher Experiences with Newcomer Students at the Secondary Level: A Phenomenological Study
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In: Doctoral Dissertations and Projects (2019)
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| 13 |
No.7, March 2019: Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion
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In: Education and Policy Briefs (2019)
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| 14 |
Strengthening Spanish-Speaking English Learners’ Acquisition of English by Supporting Cross-Language Transfer During Early Childhood
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In: Award Winners (2019)
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| 15 |
Intersections at a Multiethnic High School: C3WP Meets Culturally Relevant and Sustaining Pedagogy
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In: Language Arts Journal of Michigan (2019)
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| 16 |
Teachers’ Critical Reflections on using the NYSED Bilingual Common Core Progressions and Implications and their use for the Quality of Multilingual Learners’ Instruction
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In: Journal of Multilingual Education Research (2019)
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| 17 |
In the Midst but Nowhere--- Narrative Inquiry into Expereince of Chinese Hui Ethnic Minority in Ningxia, China
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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| 18 |
The Centrality of Intercultural Communication in the 21st Century’s Liberal Arts Curriculum
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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Abstract:
Globalization presents opportunities and challenges that demand a new kind of citizens, who must be equipped to live, compete, collaborate, and succeed in an increasingly interconnected, interdependent and diverse world. Thus, innovative educational models are emerging in an effort to empower citizens to become effective, productive members of the global society. Unfortunately, most models ignore intercultural learning, the most essential ingredient for citizens to thrive in a constantly changing transnational world. Intercultural competence seeks to understand how people from different countries and cultures act, communicate and perceive the world around them; it empowers citizens to have positive interactions with those from other cultures and to appreciate the interdependence of humanity. This underscores the urgency to develop pedagogical models that can help learners acquire intercultural communication skills. Within the framework of the aforementioned global realities, and using the following research questions, this paper aims to examine effective methodologies to equip citizens with skills and knowledge that transcend conventional geopolitical borders and cultures: What are the challenges of interacting with people from other cultural, socioeconomic and religious backgrounds? How does intercultural learning empower people to become effective global citizens? What are the theories, best practices and tools for building intercultural awareness, promoting intercultural learning, and sustaining intercultural competence? How can educators effectively integrate intercultural learning into curricular and co-curricular programs? How equipped are educators to impart intercultural competence in students? The goal of this paper is to establish the urgency of integrating intercultural learning into the curriculum through effective methodologies, and demonstrate the ability of intercultural competence to empower citizens to become effective, productive leaders who have the capacity to think globally, live globally, and engage globally.
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Keyword:
and Multicultural Education; Bilingual; curriculum; Education; empowering citizens; intercultural competence; intercultural learning; methodologies; Multilingual
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URL: https://digitalcommons.georgiasouthern.edu/seccll/2019/2019/32
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| 19 |
Reaching English Learner (EL) Families Through a Bilingual Family Literacy Program
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In: National Youth Advocacy and Resilience Conference (2019)
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| 20 |
Preparing Culturally Responsive Educators in the 21st Century: White Pre-service Teachers Identification of Unearned Privileges
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In: Georgia Educational Researcher (2019)
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