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Cultural Compatibility in Educational Contexts: Japanese Native-Speaker Teachers in Australian Classrooms [Mīkstie vāki]

  • Formāts: Paperback / softback, 250 pages, height x width x depth: 234x155x18 mm, weight: 381 g
  • Izdošanas datums: 23-Feb-2010
  • Izdevniecība: University Press of America
  • ISBN-10: 0761850236
  • ISBN-13: 9780761850236
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Cultural Compatibility in Educational Contexts: Japanese Native-Speaker Teachers in Australian ClassroomsPalielināt
  • Formāts: Paperback / softback, 250 pages, height x width x depth: 234x155x18 mm, weight: 381 g
  • Izdošanas datums: 23-Feb-2010
  • Izdevniecība: University Press of America
  • ISBN-10: 0761850236
  • ISBN-13: 9780761850236
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780761850236.html
Keywords:
Cultural Compatibility in Educational Contexts examines the mechanism of control and efficacy underlying specific cultural contexts, intercultural value differences, and consequential conflicts, which invisibly and unintentionally cause communication difficulties and negative performances. This specific study centers on Japanese language classrooms in Australia taught by native Japanese speakers. Comparative studies were carried out in classrooms in both Japan and Australia, and identified specific teaching strategies perceived to be effective in each cultural context. The book concludes by asserting that the notion of culture in the educational context goes beyond ethnic and linguistic differences; an awareness of cultural compatibility should be recognized as one of the professional responsibilities of all educators. This is particularly relevant to multicultural societies such as Australia, where both teaching and learning populations are increasingly diverse, as well as being applicable to other social contexts.
Tables v
Abbreviations vii
Preface ix
Acknowledgments xi
Introduction xiii
Chapter 1 Self, subjectivity and a story of multiple voices 1
1.1 Introduction: Producer, process and product
1
1.2 Self, selves and identity
2
1.3 Knowing self through the other
3
1.4 Knowing the other through self
7
1.5 Influence of the self on the name of the data
9
1.6 Textual representation: A story of multi-voices
12
1.7 Conclusion
16
Chapter 2 Research overview and methodology 19
2.1 Introduction
19
2.2 Research as a learning process
19
2.3 Questions, aims and rationale
22
2.4 Overview of the study
23
2.5 Conclusion
39
Chapter 3 Cultural compatibility in teaching and learning 41
3.1 Introduction
41
3.2 Culture in the classroom
41
3.3 Cultural compatibility in teaching and learning
47
3.4 The culture of learning: Japanese and Australian classrooms
50
3.5 The study
58
3.6 Students' perceptions about the host country's classroom culture
63
3.7 Students' observation of the host country's classroom culture
66
3.8 Conclusion
72
Chapter 4 Japanese native-speaker teachers in Australian classrooms 75
4.1 Introduction
75
4.2 Australia's awareness of countries with geographical, economic and political significance
76
4.3 Promotion of Asian languages
79
4.4 Japanese language education in Queensland schools
81
4.5 Rapid growth of Japanese language education and consequent teacher shortage
85
4.6 Teacher qualifications
88
4.7 Teaching approaches promoted in LOTE education
95
4.8 The JNS teachers
98
4.9 The JNS teacher trainees' classroom experience
103
4.10 Findings and analysis
105
4.11 The rust-year JNS teachers' classroom experience
114
4.12 Fine and analysis
115
4.13 Discussions about support for INS teachers' professional development
120
4.14 Conclusion
124
Chapter 5 JNS teachers' classroom language use and development of lesson management strategies 125
5.1 Introduction
125
5.2 The study - aims of the two stages
126
5.3 The nature of teachers' classroom language use
127
5.4 Communicative competence in classrooms
128
5.5 Directives
130
5.6 Development of a framework for analysis: expanding the definition of directives
134
5.7 Summary and integrated framework
142
5.8 Teachers' background
145
5.9 Arrangements for classroom observation
147
5.10 Stage 1 findings and analysis
151
5.11 Stage 2 findings and analysis
167
5.12 Conclusion
174
Chapter 6 Conclusion 177
6.1 Introduction
177
6.2 Research as a self-development process - reflections on producer, process and product
177
6.3 Making the invisible visible and defining the assumed undefinable
180
6.4 Research implications
184
6.7 Application of the research to other educational contexts: broadening the horizon of cross-culturalness
188
6.8 Conclusion: moving forward
190
Bibliography 193
Notes 219
Kumi Kato teaches environmental studies and intercultural communication at the University of Queensland, Australia and Wakayama University, Japan. She is also a research associate at the Australian Centre for Peace and Conflict Studies, The University of Queensland, and a research director for Global Cities Institute (Kansai), UN Global Compact (Kansai). She specializes in intercultural value conflicts in environmental issues.