With the development of world globalization, English works as a lingua franca for intercultural communication among different cultures in the world. This shift implies that introducing solely English native speaking c...With the development of world globalization, English works as a lingua franca for intercultural communication among different cultures in the world. This shift implies that introducing solely English native speaking cultures to students is not sufficient for their needs. This paper depicts the reflective teaching process of my ten years of experience of teaching intercultural communication.The paper describes how the teacher systematically reflects on the practice of teaching,continuously revises the curriculum, and finally formulates an efficient model of integrating students’ personal experiences into developing students’ intercultural communicative competence and awareness. This reflective study attempts to provide some pedagogical implications for intercultural communication education.展开更多
As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students＇ writing...As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students＇ writings. Using a dialogue format representing ＂narratives of classroom life＂ （Nelson, 2011a）, this paper demonstrates two polemic views held by teachers and researchers： one view sees students＇ language use as problematic as it differs from the expected standards required for academic success in the U.S., while the other calls for more tolerance of the students＇ linguistic and cultural diversity and accordingly, more strategic ways to give ＂error feedback.＂ By opening up the debate, the paper explores possibilities for teachers in the U.S. and around the world to help their students address the gap between academic expectations, and what they are currently capable of.展开更多
文摘With the development of world globalization, English works as a lingua franca for intercultural communication among different cultures in the world. This shift implies that introducing solely English native speaking cultures to students is not sufficient for their needs. This paper depicts the reflective teaching process of my ten years of experience of teaching intercultural communication.The paper describes how the teacher systematically reflects on the practice of teaching,continuously revises the curriculum, and finally formulates an efficient model of integrating students’ personal experiences into developing students’ intercultural communicative competence and awareness. This reflective study attempts to provide some pedagogical implications for intercultural communication education.
文摘As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students＇ writings. Using a dialogue format representing ＂narratives of classroom life＂ （Nelson, 2011a）, this paper demonstrates two polemic views held by teachers and researchers： one view sees students＇ language use as problematic as it differs from the expected standards required for academic success in the U.S., while the other calls for more tolerance of the students＇ linguistic and cultural diversity and accordingly, more strategic ways to give ＂error feedback.＂ By opening up the debate, the paper explores possibilities for teachers in the U.S. and around the world to help their students address the gap between academic expectations, and what they are currently capable of.
