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multi-cultural learning</title> <meta name="description" content="Search results for: multi-cultural learning"> <meta name="keywords" content="multi-cultural learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="multi-cultural learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7297</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: multi-cultural learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7297</span> Empowering Business Students with Intercultural Communicative Competence through Multicultural Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dorsaf%20Ben%20Malek">Dorsaf Ben Malek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The function of culture in language teaching changed because of globalization and the latest technologies. English became a lingua franca which resulted in altering the teaching objectives. The re-evaluation of cultural awareness is one of them. Business English teaching has also been subject to all these changes. It is therefore a wrong idea if we try to consider it as a diffusion of unlimited listing of lexis, diagrams, charts, and statistics. In fact, business students’ future career will require business terminology together with intercultural communicative competence (ICC) to handle different multicultural encounters and contribute to the international community. The first part of this paper is dedicated to the necessity of empowering business students with intercultural communicative competence and the second turns around the potential of multicultural literature in implementing ICC in business English teaching. This was proved through a qualitative action research done on a group of Tunisian MA business students. It was an opportunity to discover the potential of multicultural literature together with inquiry-based learning in enhancing business students’ intercultural communicative competence. Data were collected through classroom observations, journals and semi-structured interviews. Results were in favour of using multicultural literature to enhance business students’ ICC. In addition, the short story may be a motivating tool to read literature, and inquiry-based learning can be an effective approach to teaching literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communicative%20competence" title="intercultural communicative competence">intercultural communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20literature" title=" multicultural literature"> multicultural literature</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20stories" title=" short stories"> short stories</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a> </p> <a href="https://publications.waset.org/abstracts/55553/empowering-business-students-with-intercultural-communicative-competence-through-multicultural-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7296</span> Educational Psychologists in Instructional and Mentoring Contexts: The Significance of Multicultural Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yassir%20Semmar">Yassir Semmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the past two decades, the topic of multicultural competence has gained much attention in the psychology field, most notably in the clinical and counseling specializations. While higher education institutions have been placing a premium on sensitizing their faculty, staff, and student bodies to various diversity and multicultural issues, little emphasis has been directed towards mandating multicultural training for graduate learners in the educational psychology specialty. Given the increasingly diverse student population, it is imperative for educational psychologists to become multiculturally competent particularly in instructional and mentoring contexts. Strategies and conditions for attaining multicultural competence are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicultural%20competence" title="multicultural competence">multicultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20practices" title=" pedagogical practices"> pedagogical practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a> </p> <a href="https://publications.waset.org/abstracts/14581/educational-psychologists-in-instructional-and-mentoring-contexts-the-significance-of-multicultural-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7295</span> Intercultural Competency for Teachers at the Public Multicultural Alternative School for Immigrants and Multicultural Family Student’s School Maladjustment in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiseob%20Chung">Kiseob Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonmin%20Kang"> Hyeonmin Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore what is intercultural competency needed for teacher through their experience at the public multicultural alternative school. The public alternative multicultural school is an accredited school for immigrants or students from multicultural families who have experienced school maladjustment at public school. This school has self-regulation in curriculum and function of bridge to public school by helping their adaptation. In particular, this study answers the following questions: What are the most difficulties for teacher at the multicultural alternative school in comparison to public school? What competencies are required for teacher at the multicultural alternative school? Which competencies in cognitive, emotional and practical area should be more required in order for teacher to communicate with student effectively (successfully) in class and other activities in school? What is the background of that we called these competencies especially as ‘intercultural’? This study focuses to clarify teacher’s competency to help immigrants of students from multicultural background to adjust to school life with the term of intercultural competency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competency%20for%20teacher" title="intercultural competency for teacher">intercultural competency for teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20alternative%20school" title=" multicultural alternative school"> multicultural alternative school</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20students" title=" multicultural students"> multicultural students</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20maladjustment" title=" school maladjustment"> school maladjustment</a> </p> <a href="https://publications.waset.org/abstracts/34200/intercultural-competency-for-teachers-at-the-public-multicultural-alternative-school-for-immigrants-and-multicultural-family-students-school-maladjustment-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34200.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7294</span> Lay Approach of Psychological Flexibility: Concept, Prototype, and Its Application in Multicultural Adaptation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuanyuan%20Shi">Yuanyuan Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Being psychologically flexible is important, especially, under a globalized cultural milieu. Treating psychological flexibility as a form of multicultural competence, we conducted five studies to construct the lay concept of psychological flexibility (Study 1 and 2) and test the association between psychological flexibility and multicultural adaptation (Study 3-5). In Study 1, we first identified the components of psychological flexibility by prototype analysis among lay Chinese (N = 165) and American (N = 165). In Study 2, we examined the convergent validity of the lay concept of psychological flexibility consisted with hypothesized structures via survey among Chinese (N = 172) and American participants (N = 165). Then, we examined the relationship between psychological flexibility and multicultural orientation in American and Chinese contexts (Study 3, N = 6245), and tested the influence of experimentally-manipulated psychological flexibility on foreign cultural accommodation (Study 4 N = 409; Study 5, N = 320). The results showed, higher flexibility was accompanied by higher cognitive flexibility, emotion reappraisal, resilience, and openness to experience, and lower need for cognition closure; besides, people with high psychological flexible turned out to have stronger multicultural orientation and better multicultural adaptations. Our research highlights the importance of psychological flexibility in multicultural situations and extends the understanding of the relationship between multicultural experience and well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptation" title="adaptation">adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20flexibility" title=" psychological flexibility"> psychological flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20competence" title=" multicultural competence"> multicultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20orientation" title=" multicultural orientation"> multicultural orientation</a> </p> <a href="https://publications.waset.org/abstracts/100923/lay-approach-of-psychological-flexibility-concept-prototype-and-its-application-in-multicultural-adaptation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7293</span> Diversity: Understanding Multicultural Concerns in Counseling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zuwaira%20Abdullahi">Zuwaira Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this increasing changing world, it is important to be aware of the needs of clients when it comes to race and ethnic diversities. These diversities create difficulties for multicultural counselling: the counsellor’s own culture, attitudes, and theoretical perspective; the client's culture; and the multiplicity of variables comprising an individual's identity. This paper examines the level of realization, sensitization and attitude of counsellors towards individuals that come from different cultural, social and economic background. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicultural" title="multicultural">multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=diversities" title=" diversities"> diversities</a>, <a href="https://publications.waset.org/abstracts/search?q=counselling" title=" counselling"> counselling</a>, <a href="https://publications.waset.org/abstracts/search?q=needs" title=" needs"> needs</a> </p> <a href="https://publications.waset.org/abstracts/40446/diversity-understanding-multicultural-concerns-in-counseling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7292</span> A Sociocultural View of Ethnicity of Parents and Children's Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thapanee%20Musiget">Thapanee Musiget</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ethnic minority children’s language learning is believed that it can be developed through school system. However, many cases prove that these kids are left to challenge with multicultural context at school and sometimes decreased the ability to acquire new learning. Consequently, it is significant for ethnicity parents to consider that prompting their children at home before their actual school age can eliminate negative outcome of children's language acquisition. This paper discusses the approach of instructional use of parents and children language learning in the context of minority language group in Thailand. By conducting this investigation, secondary source of data was gathered with the purpose to point out some primary methods for parents and children in ethnicity. The process of language learning is based on the sociocultural theory of Vygotsky, which highlights expressive communication among individuals as the best motivating force in human development and learning. The article also highlights the role of parents as they lead the instruction approach. In the discussion part, the role of ethnic minority parents as a language instructor is offered as mediator. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title="ethnic minority">ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20context" title=" multicultural context"> multicultural context</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a> </p> <a href="https://publications.waset.org/abstracts/52184/a-sociocultural-view-of-ethnicity-of-parents-and-childrens-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7291</span> Learning in Multicultural Workspaces: A Case of Aged Care</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20John%20Godby">Robert John Godby</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To be responsive now and in the future, workplaces must address the demands of multicultural teams as they become more common elements of the global labor force. This is especially the case for aged care due to the aging population, industry growth and migrant recruitment. This research identifies influences on and improvements for learning in these environments. Its unique contribution is to illuminate how culturally diverse workplaces can work and learn together more effectively. A mixed-methods approach was used to gather data about this topic in two phases. Firstly, the research methods included a survey of 102 aged care workers around Australia from two multi-site aged care organisations. The questionnaire elicited both quantitative and qualitative data about worker characteristics and perspectives on working and learning in aged care. Secondly, a case study of one aged care worksite was formulated drawing on worksite information and interviews with workers. A review of the literature suggests that learning in multicultural work environments is influenced by three main factors: 1) the individual workers themselves, 2) their interaction with each other and 3) the environment in which they work. There are various accounts of these three factors, how they are manifested and how they lead to a change in workers’ disposition, knowledge, or expertise when confronted with new circumstances. The study has found that a key individual factor influencing learning is cultural background. Their unique view of the world was shown to affect their approach to both their work and co-working. Interactional factors suggest that the high requirement for collaboration in aged care positively supports learning in this context; however, it can be hindered by cultural bias and spoken accent. The study also found that environmental factors, such as disruptions caused by the pandemic, were another key influence. For example, the need to wear face masks hindered the communication needed for workplace learning. This was especially challenging due to the diverse language backgrounds and abilities within the teams. Potential improvements for learning in multicultural aged care work environments were identified. These include more frequent and structured inter-peer learning (e.g. buddying), communication training (e.g. English language usage for both native and non-native speaking workers) and support for cross-cultural habitude (e.g. recognizing and adapting to cultural differences). Workplace learning in cross-cultural aged care environments is an area that is not extensively dealt with in the literature. This study addresses this gap and holds the potential to contribute practical insights to aged care and other diverse industries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20learning" title="cross-cultural learning">cross-cultural learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20in%20aged%20care" title=" learning in aged care"> learning in aged care</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20learning" title=" migrant learning"> migrant learning</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20learning" title=" workplace learning"> workplace learning</a> </p> <a href="https://publications.waset.org/abstracts/145224/learning-in-multicultural-workspaces-a-case-of-aged-care" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7290</span> Identifying the Goals of a Multicultural Curriculum for the Primary Education Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Havas%20Beigi">Fatemeh Havas Beigi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to identify the objectives of a multicultural curriculum for the primary education period from the perspective of ethnic teachers and education experts and cultural professionals. The research paradigm is interpretive, the research approach is qualitative, the research strategy is content analysis, the sampling method is purposeful and it is a snowball, and the sample of informants in the research for Iranian ethnic teachers and experts until the theoretical saturation was estimated to be 67 people. The data collection tools used were based on semi-structured interviews and individual interviews and focal interviews were used to collect information. The data format was also in audio format and the first period coding and the second coding were used to analyze the data. Based on data analysis 11 Objective: Paying attention to ethnic equality, expanding educational opportunities and justice, peaceful coexistence, anti-ethnic and racial discrimination education, paying attention to human value and dignity, accepting religious diversity, getting to know ethnicities and cultures, promoting teaching-learning, fostering self-confidence, building national unity, and developing cultural commonalities for a multicultural curriculum were identified. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=objective" title="objective">objective</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20curriculum" title=" multicultural curriculum"> multicultural curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=connect" title=" connect"> connect</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20education%20period" title=" elementary education period"> elementary education period</a> </p> <a href="https://publications.waset.org/abstracts/153841/identifying-the-goals-of-a-multicultural-curriculum-for-the-primary-education-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7289</span> A Machine Learning Based Framework for Education Levelling in Multicultural Countries: UAE as a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Ghareeb">Shatha Ghareeb</a>, <a href="https://publications.waset.org/abstracts/search?q=Rawaa%20Al-Jumeily"> Rawaa Al-Jumeily</a>, <a href="https://publications.waset.org/abstracts/search?q=Thar%20Baker"> Thar Baker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Abu Dhabi, there are many different education curriculums where sector of private schools and quality assurance is supervising many private schools in Abu Dhabi for many nationalities. As there are many different education curriculums in Abu Dhabi to meet expats’ needs, there are different requirements for registration and success. In addition, there are different age groups for starting education in each curriculum. In fact, each curriculum has a different number of years, assessment techniques, reassessment rules, and exam boards. Currently, students that transfer curriculums are not being placed in the right year group due to different start and end dates of each academic year and their date of birth for each year group is different for each curriculum and as a result, we find students that are either younger or older for that year group which therefore creates gaps in their learning and performance. In addition, there is not a way of storing student data throughout their academic journey so that schools can track the student learning process. In this paper, we propose to develop a computational framework applicable in multicultural countries such as UAE in which multi-education systems are implemented. The ultimate goal is to use cloud and fog computing technology integrated with Artificial Intelligence techniques of Machine Learning to aid in a smooth transition when assigning students to their year groups, and provide leveling and differentiation information of students who relocate from a particular education curriculum to another, whilst also having the ability to store and access student data from anywhere throughout their academic journey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=admissions" title="admissions">admissions</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithms" title=" algorithms"> algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiation" title=" differentiation"> differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=fog%20computing" title=" fog computing"> fog computing</a>, <a href="https://publications.waset.org/abstracts/search?q=levelling" title=" levelling"> levelling</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/121077/a-machine-learning-based-framework-for-education-levelling-in-multicultural-countries-uae-as-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7288</span> Cognitive and Metacognitive Space in the Task Design at Postgraduate Taught Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Lin">Mei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Lana%20Yj%20Liu"> Lana Yj Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Thin%20Ngoc%20Pham"> Thin Ngoc Pham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Postgraduate taught (PGT) students’ learning strategies align with what the learning task constitutes and the environment that the task creates. Cognitively, they can discover new perspectives, challenge general assumptions, establish clear connections, and synthesise information. Metacognitively, their engagement is conducive to the development of planning, monitoring, and evaluating strategies. Given that there has been a lack of longitudinal insights into international PGT students’ experiences of the cognitive and metacognitive space created in the tasks, this paper presentation aims to fill the gaps by longitudinally exploring (1) the fundamentals of task designs to create cognitive and metacognitive space and (2) the opportunities and challenges of multicultural group discussions as a pedagogical approach for the implementation of cognitive and metacognitive space in the learning tasks. Data were collected from the two rounds of semi-structured interviews with 11 international PGT students in two programmes at a UK university -at the end of semester one and at the end of semester two. The findings show that the task designs, to create cognitive and metacognitive space, need to include four interconnected factors: clarity, relevance, motivation, and practicality. In addition, international PGT students perceived that they practised and developed their cognitive and metacognitive abilities while getting immersed in multicultural group discussions. The findings, from the learners’ point of view, make some pedagogy-related suggestions to the task designs at the master’s level, particularly how to engage students in learning during their transition into higher education in a different cultural setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20space" title="cognitive space">cognitive space</a>, <a href="https://publications.waset.org/abstracts/search?q=master%20students" title=" master students"> master students</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20space" title=" metacognitive space"> metacognitive space</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20design" title=" task design"> task design</a> </p> <a href="https://publications.waset.org/abstracts/177834/cognitive-and-metacognitive-space-in-the-task-design-at-postgraduate-taught-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177834.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7287</span> Reflections on the Role of Cultural Identity in a Bilingual Education Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lina%20Tenjo">Lina Tenjo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilba%20Rodr%C3%ADguez"> Ilba Rodríguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of cultural identity in bilingual programs has been barely discussed in regards to SLA. This research focuses on providing relevant information that helps in having more knowledge about the experiences that an elementary student has during the second language learning process in a bilingual program within a multicultural context. This study explores the experience of 18 students in a dual language program, in a public elementary school in Northern Virginia, USA. It examines their dual language experience and the different ways this experience contributes to the formation of their cultural identity. The findings were studied with the purpose of determining the relationship between participants and certain aspects of cultural identity in a multicultural context. The reflections that originate from the voices of children are the key source that helps us to better understand the particular needs that young learners have during their participation in a DLP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acculturation" title="acculturation">acculturation</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20program" title=" dual language program"> dual language program</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/59189/reflections-on-the-role-of-cultural-identity-in-a-bilingual-education-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59189.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7286</span> The Kindergarten as a Multicultural Workplace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Haanp%C3%A4%C3%A4">Monika Haanpää</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Well-functioning workplaces are often characterized by good co-operation, adequate flow of information, open interaction between workers and a supportive work environment. The workplace is a mosaic of human personalities and the influx of people, who speak different languages and who are from different cultural backgrounds, may bring about new challenges and enrich this environment. However, this influx of people could also pose a problem as the adaptation of immigrant people to new terms of work may depend heavily on the level of language skills, the stage of culture shock, professional identity, and personality. Migration is not a rare phenomenon in Finland anymore; nobody is surprised to see people from different countries and different backgrounds in the schools, on the streets or in shops. However, this does not mean that immigration is an easy process for people coming from other countries. The experience of workers, with diverse language and backgrounds, has rarely been researched, particularly from the superior's point of view. In addition, the vast majority of researchers have paid more attention to multicultural kindergartens in terms of immigrant children and their families. Hence, there is a need to show the problem which exists in the recruitment of the increasing number of workers who come from different countries. Opinions about kindergartens, as multicultural workplaces, have been gathered through interviews with immigrant workers responsible for education. In addition, a questionnaire for native Finnish workers and superiors in kindergartens was carried out. The collected material has been analyzed qualitatively, focusing on topics such as: the kindergarten as a multicultural workplace, factors influencing career success of workers with diverse language and cultural backgrounds, the social relations in the multicultural workplaces and teachers’ changing professional identity. The results of the research provided a novel aspect of the multicultural workplace and emphasized a dependency of immigrant workers’ on language skills in Finnish; affecting professional success. In addition, they showed the good relations between other native Finnish co-workers and superiors. The results also illustrate why writing skills in Finnish are so important in kindergartens. Part of the investigation also questions some results of the research i.e. which is more important in the kindergarten as a multicultural workplace: personality, good professional skills or good language skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title="kindergarten">kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20workplace" title=" multicultural workplace"> multicultural workplace</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20relations%20at%20work" title=" social relations at work"> social relations at work</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20satisfaction" title=" work satisfaction"> work satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/38578/the-kindergarten-as-a-multicultural-workplace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38578.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7285</span> Developing a Discourse Community of Doctoral Students in a Multicultural Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jinghui%20Wang">Jinghui Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Minjie%20Xing"> Minjie Xing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing number of international students for doctoral education has brought vitality and diversity to the educational environment in China, and at the same time constituted a new challenge to the English teaching in the higher education as the majority of international students come from developing countries where English is not their first language. To make their contribution to knowledge development and technical innovation, these international doctoral students need to present their research work in English, locally and globally. This study reports an exploratory study with an emphasis on the cognition and construction of academic discourse in the multicultural context. The present study aims to explore ways to better prepare them for international academic exchange in English. Voluntarily, all international doctoral students (n = 81) from 35 countries enrolled in the English Course: Speaking and Writing as a New Scientist, participated in the study. Two research questions were raised: 1) What did these doctoral students say about their cognition and construction of English academic discourses? 2) How did they manage to develop their productive skills in a multicultural context? To answer the research questions, data were collected from self-reports, in-depth interviews, and video-recorded class observations. The major findings of the study suggest that the participants to varying degrees benefitted from the cognition and construction of English academic discourse in the multicultural context. Specifically, 1) The cognition and construction of meta-discourse allowed them to construct their own academic discourses in English; 2) In the light of Swales’ CARS Model, they became sensitive to the “moves” involved in the published papers closely related to their study, and learned to use them in their English academic discourses; 3) Multimodality-driven presentation (multimedia modes) enabled these doctoral student to have their voice heard for technical innovation purposes; 4) Speaking as a new scientist, every doctoral student felt happy and able to serve as an intercultural mediator in the multicultural context, bridging the gap between their home culture and the global culture; and most importantly, 5) most of the participants reported developing an English discourse community among international doctoral students, becoming resourceful and productive in the multicultural context. It is concluded that the cognition and construction of academic discourse in the multicultural context proves to be conducive to the productivity and intercultural citizenship education of international doctoral students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20discourse" title="academic discourse">academic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20doctoral%20students" title=" international doctoral students"> international doctoral students</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-discourse" title=" meta-discourse"> meta-discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20context" title=" multicultural context"> multicultural context</a> </p> <a href="https://publications.waset.org/abstracts/58828/developing-a-discourse-community-of-doctoral-students-in-a-multicultural-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7284</span> Drama Education: Towards Building Multicultural Adolescent Peer Relationships</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahnee%20West">Tahnee West</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Drama education is increasingly understood as a useful tool in promoting positive social change and cultural awareness. The effects of both positive and negative peer relationships are also a researched facet of education systems. Despite this, very little research has been conducted in the intersection of these two areas, even given current, significant public interest surrounding multicultural relationships. This research addresses a problem faced by educators and students: facilitating meaningful multicultural relationships. The research explores the following question in an Australian context: in what ways does Drama education affect peer relationships between culturally diverse students? In doing so, the study explores the various challenges and experiences of a multicultural group of adolescents, in terms of forming and maintaining effective intercultural friendships, while participating in a series of drama workshops. The project presents a starting point for providing educators with strategies for inclusivity and relationship development amongst diverse student populations. Findings show that Drama education can positively affect culturally diverse young people’s peer relationships; interactions between participants and data collected in focus groups throughout the eight-week Drama program show a steady improvement in sense of trust, support, tolerance, empathy, familiarity with other participants, and enjoyment. Data also points to a positive correlation between the Drama activities and improved conflict resolution and communication skills, as well as an improved understanding of the other participants’ cultures. Diversities and commonalities within the group were explored, with similarities encouraging social cohesion, and decreasing cultural ‘cliques’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title="cultural diversity">cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=drama%20education" title=" drama education"> drama education</a>, <a href="https://publications.waset.org/abstracts/search?q=friendship" title=" friendship"> friendship</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural" title=" multicultural"> multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20relationships" title=" peer relationships"> peer relationships</a> </p> <a href="https://publications.waset.org/abstracts/124206/drama-education-towards-building-multicultural-adolescent-peer-relationships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124206.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7283</span> Black-Brown and Yellow-Brown-Red Skin Pigmentation Elements are Shared in Common: Using Art and Science for Multicultural Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Kay%20Bacallao">Mary Kay Bacallao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New research on the human genome has revealed secrets to the variation in skin pigmentation found in all human populations. Application of this research to multicultural education has a profound effect on students from all backgrounds. This paper identifies the four locations in the human genome that code for variation in skin pigmentation worldwide. The research makes this new knowledge accessible to students of all ages as they participate in an art project that brings these scientific multicultural concepts to life. Students participate in the application of breakthrough scientific principles through hands-on art activities where they simulate the work of the DNA coding to create their own skin tone using the colors expressed to varying degrees in every people group. As students create their own artwork handprint from the pallet of colors, they realize that each color on the pallet is essential to creating every tone of skin. This research project serves to bring people together and appreciate the variety and diversity in skin tones. As students explore the variations, they create pigmentation with the use of the eumelanins, which are the black-brown sources of pigmentation, and the pheomelanins, which are the yellow-reddish-brown sources of pigmentation. The research project dispels myths about skin tones that have divided people in the past. As a group project, this research leads to greater appreciation and understanding of the diverse family groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity" title="diversity">diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural" title=" multicultural"> multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=skin%20pigmentation" title=" skin pigmentation"> skin pigmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=eumelanins" title=" eumelanins"> eumelanins</a>, <a href="https://publications.waset.org/abstracts/search?q=pheomelanins" title=" pheomelanins"> pheomelanins</a>, <a href="https://publications.waset.org/abstracts/search?q=handprint" title=" handprint"> handprint</a>, <a href="https://publications.waset.org/abstracts/search?q=artwork" title=" artwork"> artwork</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=genome" title=" genome"> genome</a>, <a href="https://publications.waset.org/abstracts/search?q=human" title=" human"> human</a> </p> <a href="https://publications.waset.org/abstracts/171441/black-brown-and-yellow-brown-red-skin-pigmentation-elements-are-shared-in-common-using-art-and-science-for-multicultural-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171441.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7282</span> Global Service-Learning: Lessons Learned from Teacher Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miranda%20Lin">Miranda Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project examined the impact of a globally focused service-learning project implemented in a multicultural education course in a Midwestern university. This project facilitated critical self-reflection and build cross-cultural competence while nurturing a partnership with two schools that serve students with disabilities in Vietnam. Through a service-learning project, pre-service teachers connected via Skype with the principals/teachers at schools in Vietnam to identify and subsequently develop needed instructional materials for students with mild, moderate, and severe disabilities. Qualitative data sources include students’ intercultural competence self-reflection survey (pre-test and post-test), reflections, discussions, service project, and lesson plans. Literature Review- Global service-learning is a teaching strategy that encompasses service experiences both in the local community and abroad. Drawing on elements of global learning and international service-learning, global service-learning experiences are guided by a framework that is designed to support global learning outcomes and involve direct engagement with difference. By engaging in real-world challenges, global service-learning experiences can support the achievement of learning outcomes such as civic. Knowledge and intercultural knowledge and competence. Intercultural competence development is considered essential for cooperative and reciprocal engagement with community partners.Method- Participants (n=27*) were mostly elementary and early childhood pre-service teachers who were enrolled in a multicultural education course. All but one was female. Among the pre-service teachers, one Asian American, two Latinas, and the rest were White. Two pre-service teachers identified themselves as from the low socioeconomic families and the rest were from the middle to upper middle class.The global service-learning project was implemented in the spring of 2018. Two Vietnamese schools that served students with disabilities agreed to be the global service-learning sites. Both schools were located in an urban city.Systematic collection of data coincided with the course schedule as follows: an initial intercultural competence self-reflection survey completed in week one, guided reflections submitted in week 1, 9, and 16, written lesson plans and supporting materials for the service project submitted in week 16, and a final intercultural competence self-reflection survey completed in week 16. Significance-This global service-learning project has helped participants meet Merryfield’s goals in various degrees. They 1) learned knowledge and skills in the basics of instructional planning, 2) used a variety of instructional methods that encourage active learning, meet the different learning styles of students, and are congruent with content and educational goals, 3) gained the awareness and support of their students as individuals and as learners, 4) developed questioning techniques that build higher-level thinking skills, and 5) made progress in critically reflecting on and improving their own teaching and learning as a professional educator as a result of this project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20service-learning" title="global service-learning">global service-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity "> diversity </a> </p> <a href="https://publications.waset.org/abstracts/103878/global-service-learning-lessons-learned-from-teacher-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7281</span> A Study on the Implementation of Differentiating Instruction Based on Universal Design for Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yong%20Wook%20Kim">Yong Wook Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The diversity of students in regular classrooms is increasing due to expand inclusive education and increase multicultural students in South Korea. In this diverse classroom environment, the universal design for learning (UDL) has been proposed as a way to meet both the educational need and social expectation of student achievement. UDL offers a variety of practical teaching methods, one of which is a differentiating instruction. The differentiating instruction has been pointed out resource limitation, organizational resistance, and lacks easy-to-implement framework. However, through the framework provided by the UDL, differentiating instruction is able to be flexible in their implementation. In practice, the UDL and differentiating instruction are complementary, but there is still a lack of research that suggests specific implementation methods that apply both concepts at the same time. This study was conducted to investigate the effects of differentiating instruction strategies according to learner characteristics (readiness, interest, learning profile), components of differentiating instruction (content, process, performance, learning environment), especially UDL principles (representation, behavior and expression, participation) existed in differentiating instruction, and implementation of UDL-based differentiating instruction through the Planning for All Learner (PAL) and UDL Lesson Plan Cycle. It is meaningful that such a series of studies can enhance the possibility of more concrete and realistic UDL-based teaching and learning strategies in the classroom, especially in inclusive settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title="universal design for learning">universal design for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiating%20instruction" title=" differentiating instruction"> differentiating instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=UDL%20lesson%20plan" title=" UDL lesson plan"> UDL lesson plan</a>, <a href="https://publications.waset.org/abstracts/search?q=PAL" title=" PAL"> PAL</a> </p> <a href="https://publications.waset.org/abstracts/86271/a-study-on-the-implementation-of-differentiating-instruction-based-on-universal-design-for-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7280</span> The Influence of English Learning on Ethnic Kazakh Minority Students’ Identity (Re)Construction at Chinese Universities </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharapat%20Sharapat">Sharapat Sharapat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English language is perceived as cultural capital in many non-native English-speaking countries, and minority groups in these social contexts seem to invest in the language to be empowered and reposition themselves from the imbalanced power relation with the dominant group. This study is devoted to explore how English learning influence minority Kazakh students’ identity (re)construction at Chinese universities from the scope of ‘imagined community, investment, and identity’ theory of Norton (2013). To this end the three research questions were designed as follows: 1) Kazakh minority students’ English learning experiences at Chinese universities; 2) Kazakh minority students’ views about benefits and opportunities of English learning; 3) the influence of English learning on Kazakh minority students’ identity (re)construction. The study employs an interview-based qualitative research method by interviewing nine Kazakh minority students in universities in Xinjiang and other inland cities in China. The findings suggest that through English learning, some students have reconstructed multiple identities as multicultural and global identities, which created ‘a third space’ to break limits of their ethnic and national identities and confused identity as someone in-between. Meanwhile, most minority students were empowered by the English language to resist inferior or marginalized positions and reconstruct imagined elite identity. However, English learning disempowered students who have little previous English education in school and placed them on unequal footing with other students, which further escalated the educational inequities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=minority%20in%20China" title="minority in China">minority in China</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20construction" title=" identity construction"> identity construction</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20education" title=" multilingual education"> multilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20empowerment" title=" language empowerment"> language empowerment</a> </p> <a href="https://publications.waset.org/abstracts/129160/the-influence-of-english-learning-on-ethnic-kazakh-minority-students-identity-reconstruction-at-chinese-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7279</span> A Global Perspective on Neuropsychology: The Multicultural Neuropsychological Scale</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T%C3%BCnde%20Tifordi%C3%A1na%20Simonyi">Tünde Tifordiána Simonyi</a>, <a href="https://publications.waset.org/abstracts/search?q=T%C3%ADmea%20Harmath-T%C3%A1nczos"> Tímea Harmath-Tánczos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary aim of the current research is to present the significance of a multicultural perspective in clinical neuropsychology and to present the test battery of the Multicultural Neuropsychological Scale (MUNS). The method includes the MUNS screening tool that involves stimuli common to most cultures in the world. The test battery measures general cognitive functioning focusing on five cognitive domains (memory, executive function, language, visual construction, and attention) tested with seven subtests that can be utilized within a wide age range (15-89), and lower and higher education participants. It is a scale that is sensitive to mild cognitive impairments. Our study presents the first results with the Hungarian translation of MUNS on a healthy sample. The education range was 4-25 years of schooling. The Hungarian sample was recruited by snowball sampling. Within the investigated population (N=151) the age curve follows an inverted U-shaped curve regarding cognitive performance with a high load on memory. Age, reading fluency, and years of education significantly influenced test scores. The sample was tested twice within a 14-49 days interval to determine test-retest reliability, which is satisfactory. Besides the findings of the study and the introduction of the test battery, the article also highlights its potential benefits for both research and clinical neuropsychological practice. The importance of adapting, validating and standardizing the test in other languages besides the Hungarian language context is also stressed. This test battery could serve as a helpful tool in mapping general cognitive functions in psychiatric and neurological disorders regardless of the cultural background of the patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=general%20cognitive%20functioning" title="general cognitive functioning">general cognitive functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural" title=" multicultural"> multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=MUNS" title=" MUNS"> MUNS</a>, <a href="https://publications.waset.org/abstracts/search?q=neuropsychological%20test%20battery" title=" neuropsychological test battery"> neuropsychological test battery</a> </p> <a href="https://publications.waset.org/abstracts/167811/a-global-perspective-on-neuropsychology-the-multicultural-neuropsychological-scale" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167811.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7278</span> Ethic Society of Tengger Tribe in Indonesia as a Nation Strength to Make Good Character to Advance Country </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dwi%20Yulian%20Fahruddin%20Shah">Dwi Yulian Fahruddin Shah</a>, <a href="https://publications.waset.org/abstracts/search?q=Salman%20Al%20Farizi"> Salman Al Farizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Elyada%20Ahastari%20Liunome"> Elyada Ahastari Liunome</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indonesia is a multicultural society. A wide variety of arts and culture spread throughout in all of part of Indonesia with natural appearance will cause the social behavior differentiation. Similarly, with Tengger people's lives also have different social behaviors that distinguish them from other ethnic groups spread across the Indonesian archipelago. Tengger tribe has an appropriate ethic to build nation character. If all the people of Indonesia who heterogeneous and multicultural can understand, and follow the example of ethical behavior of Tengger tribe, it will be a force in the development of the character of the nation in this modern and globalization era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tengger%20tribe" title="Tengger tribe">Tengger tribe</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20character" title=" national character"> national character</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics%20society" title=" ethics society"> ethics society</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia "> Indonesia </a> </p> <a href="https://publications.waset.org/abstracts/12864/ethic-society-of-tengger-tribe-in-indonesia-as-a-nation-strength-to-make-good-character-to-advance-country" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12864.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7277</span> Experiences of Students in a Cultural Competence Learning Project in Hong Kong- Themes from Qualitative Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diana%20Kwok">Diana Kwok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: There is a rising concern on the educational needs of school guidance teachers, counselors, and sex educators to work effectively with students from multicultural groups, such as racial minorities, gender minorities, sexual minorities, and disability groups etc., and to respect cultural diversities. A specialized training model, the multicultural framework based on contact theory is recognized as necessary training model for professional training programs. Methodology: While the major focus of this project is on improving teaching and learning in teacher training courses within the department of Special Education and Counselling, it specifically aims to enhance the cultural competence of 102 participants enrolled in counseling and sexuality education courses by integrating the following teaching and learning strategies: 1) Panel presentation; 2) Case studies; 3) Experiential learning. Data sources from the participants consisted of the following: (a) questionnaires (MCKAS and ATLG) administered in classes; (b) weekly reflective journals, and c) focus group interviews with panel members. The focus group interviews with panel members were documented. Qualitatively, the weekly reflections were content analyzed. The presentation in this specific conference put focus on themes we found from qualitative content analysis of weekly reflective journals from 102 participants. Findings: Content analysis had found the following preliminary emergent themes: Theme I) Cultural knowledge and challenges to personal limitation. Students had gained a new perspective that specific cultural knowledge involved unique values and worldview. Awareness of limitation of counsellors is very important after actively acquiring the cultural knowledge. Theme 2 - Observation, engagement and active learning. Through the sharing and case studies, as well as visits to the communities, students recognized that observation and listening to the needs of cultural group members were the essential steps before taking any intervention steps. Theme 3 - Curiosity and desire for further inter-group dialogue. All students expressed their desire, curiosity, and motivation to have further inter-group dialogue in their future work settings. Theme 4: Experience with teaching and learning strategies. Students shared their perspectives on how teaching and learning strategies had facilitated their acquisition of cultural competence. Results of this analysis suggests that diverse teaching and learning strategies based on contact perspective had stimulated their curiosity to re-examine their values and motivated them to acquire cultural knowledge relevant to the cultural groups. Acknowledgment: The teaching and learning project was funded by the Teaching and Development Grant, Hong Kong Institute of Education (Project Number T0142). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20competence" title="cultural competence">cultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20teacher%20students" title=" Chinese teacher students"> Chinese teacher students</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=contacts" title=" contacts"> contacts</a> </p> <a href="https://publications.waset.org/abstracts/51077/experiences-of-students-in-a-cultural-competence-learning-project-in-hong-kong-themes-from-qualitative-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7276</span> A Textual Analysis of Prospective Teachers’ Social Justice Identity Development and LGBTQ Advocacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mi%20Ok%20Kang">Mi Ok Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the influences of including LGBTQ-related content in a multicultural teacher education course on the development of prospective teachers’ social justice identities. Appling a content analysis to 53 reflection texts written by participating prospective teachers in response to the relevant course content, this study deduced the stages of social justice identity development (naïve, acceptance, resistance, redefinition, and internalization) that participants reached during the course. The analysis demonstrated that the participants reached various stages in the social identity development model and none of the participants remained at the naïve stage during/after class. The majority (53%) of the participants reached the internalization stage during the coursework and became conscious about the heterosexual privileges they have had and aware of possible impacts of such privilege on their future LGBTQ students. Also the participants had begun to develop pedagogic action plans and devised applicable teaching strategies for their future students based on the new understanding of heteronormativity. We expect this study will benefit teacher educators and educational administrators who want to address LGBTQ-related issues in their multicultural education programs and/or revisit the goals, directions, and implications of their approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LGBTQ" title="LGBTQ">LGBTQ</a>, <a href="https://publications.waset.org/abstracts/search?q=heteronormativity" title=" heteronormativity"> heteronormativity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice%20identity" title=" social justice identity"> social justice identity</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural%20education" title=" multicultural education"> multicultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title=" content analysis"> content analysis</a> </p> <a href="https://publications.waset.org/abstracts/46514/a-textual-analysis-of-prospective-teachers-social-justice-identity-development-and-lgbtq-advocacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7275</span> A Review of Machine Learning for Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devatha%20Kalyan%20Kumar">Devatha Kalyan Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Aravindraj%20D."> Aravindraj D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadathulla%20A."> Sadathulla A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data are now rapidly expanding in all engineering and science and many other domains. The potential of large or massive data is undoubtedly significant, make sense to require new ways of thinking and learning techniques to address the various big data challenges. Machine learning is continuously unleashing its power in a wide range of applications. In this paper, the latest advances and advancements in the researches on machine learning for big data processing. First, the machine learning techniques methods in recent studies, such as deep learning, representation learning, transfer learning, active learning and distributed and parallel learning. Then focus on the challenges and possible solutions of machine learning for big data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/72161/a-review-of-machine-learning-for-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7274</span> The Relationship Between Multiculturalism, Religion and Ethnic Relations in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Usman">Ahmed Usman</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaduna%20State%20University"> Kaduna State University</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the intricate relationship between multiculturalism, religion, and ethnic relations, aiming to understand how these elements interact within diverse societies. Multiculturalism, as a societal framework, advocates for the coexistence of diverse cultures, encouraging respect and recognition of different cultural identities. Religion often plays a significant role in shaping cultural identity and influencing values, behaviors, and social norms. Ethnic relations, the dynamics between different ethnic groups, are deeply affected by both multicultural policies and religious practices. The researchers investigate how multicultural policies can either foster harmonious ethnic relations or exacerbate tensions, depending on their implementation and societal reception. It also delves into the role of religion in either bridging or widening ethnic divides. Few studies have focused on the phenomenon. This study highlights the conditions under which multiculturalism and religious diversity contribute to social cohesion through qualitative research methodology in Nigeria. The study findings underscore the importance of inclusive policies, interfaith dialogue, and education in promoting positive ethnic relations in multicultural settings. This research contributes to the broader understanding of how multiculturalism and religion intersect to influence ethnic dynamics, offering insights for policymakers and community leaders aiming to cultivate harmonious, inclusive societies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title="multiculturalism">multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion"> religion</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnic%20relations" title=" ethnic relations"> ethnic relations</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/188650/the-relationship-between-multiculturalism-religion-and-ethnic-relations-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7273</span> The Emotional Education in the Development of Intercultural Competences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Montserrrat%20Dopico%20Gonzalez">Montserrrat Dopico Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramon%20Lopez%20Facal"> Ramon Lopez Facal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of a critical, open and plural citizenship constitutes one of the main challenges of the school institution in the present multicultural societies. Didactics in Social Sciences has conducted important contributions to the development of active methodologies to promote the development of the intercultural competencies of the student body. Research in intercultural education has demonstrated the efficiency of the cooperative learning techniques to improve the intercultural relations in the classroom. Our study proposes to check the effect that, concerning the development of intercultural competencies of the student body, the emotional education can have in the context of the use of active methodologies such as the learning by projects and the cooperative learning. To that purpose, a programme of intervention based on activities focussed on controversial issues related to cultural diversity has been implemented in several secondary schools. Through a methodology which combines intercultural competence scales with interviews and also with the analysis of the school body’s productions, the persistence of stereotypes against immigration and the efficacy of the introduction of emotional education elements in the development of intercultural competencies have both been observed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20methodologies" title="active methodologies">active methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics%20in%20social%20sciences" title=" didactics in social sciences"> didactics in social sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competences" title=" intercultural competences"> intercultural competences</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20education" title=" intercultural education"> intercultural education</a> </p> <a href="https://publications.waset.org/abstracts/98488/the-emotional-education-in-the-development-of-intercultural-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98488.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7272</span> Augmented Reality for Children Vocabulary Learning: Case Study in a Macau Kindergarten</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20W.%20Chan">R. W. Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kan%20Kan%20Chan"> Kan Kan Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented Reality (AR), with the affordance of bridging between real world and virtual world, brings users immersive experience. It has been applied in education gradually and even come into practice in student daily learning. However, a systematic review shows that there are limited researches in the area of vocabulary acquisition in early childhood education. Since kindergarten is a key stage where children acquire language and AR as an emerging and potential technology to support the vocabulary acquisition, this study aims to explore its value in in real classroom with teacher’s view. Participants were a class of 5 to 6 years old kids studying in a Macau school that follows Cambridge curriculum and emphasizes multicultural ethos. There were 11 boys, 13 girls, and in a total of 24 kids. They learnt animal vocabulary using mobile device and AR flashcards, IPad to scan AR flashcards and interact with pop-up virtual objects. In order to estimate the effectiveness of using Augmented Reality, children attended vocabulary pre-posttest. In addition, teacher interview was administrated after this learning activity to seek practitioner’s opinion towards this technology. For data analysis, paired samples t-test was utilized to measure the instructional effect based on the pre-posttest data. Result shows that Augmented Reality could significantly enhance children vocabulary learning with large effect size. Teachers indicated that children enjoyed the AR learning activity but clear instruction is needed. Suggestions for the future implementation of vocabulary acquisition using AR are suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten%20children" title=" kindergarten children"> kindergarten children</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Macau" title=" Macau"> Macau</a> </p> <a href="https://publications.waset.org/abstracts/84941/augmented-reality-for-children-vocabulary-learning-case-study-in-a-macau-kindergarten" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7271</span> Teaching Students Empathy: Justifying Diverse and Inclusive Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Wallbrown">Jennifer Wallbrown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It’s not uncommon in the US to see news article headlines about public school teachers being scrutinized for what they are teaching or see the general public weighing in on whether or not they think certain controversial subjects should be addressed in the classroom- such as LGBTQ+ or multicultural literature. Even though this is a subject that has been written about and discussed for years, it continues to be a relevant topic in education as it continues to be a struggle to implement more diverse texts. Although it is valid for teachers to fear controversy when they attempt to create a more diverse or inclusive curriculum, it is a fight worth fighting because of the benefits students can gain from being exposed to a wide range of texts. This paper is different from others of its kind because it addresses many of the counterarguments often made to implementing LGBTQ+ or multicultural literature in secondary classrooms. It not only encourages educators to try to include more diverse texts, but it gives them the tools to address common concerns and be sound in their reasoning for choosing these texts. This can be of interest to those educators who are not English teachers because a truly diverse and inclusive curriculum would include other subjects as well- including history, art, and more. By the end of my proposed paper, readers will feel encouraged to choose more diverse and inclusive texts for their classrooms. They can also be confident that if met with opposition or controversy, as is sometimes common when implementing new texts, that they have sound arguments and reasoning for why they chose to include these texts. This reasoning is that, based on the research, studies have found there are benefits to students studying texts about those different from themselves, because it teaches them empathy and helps fight prejudice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=diverse" title=" diverse"> diverse</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive" title=" inclusive"> inclusive</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural" title=" multicultural"> multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=lgbtq%2B" title=" lgbtq+"> lgbtq+</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/143830/teaching-students-empathy-justifying-diverse-and-inclusive-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7270</span> Adopting a Comparative Cultural Studies Approach to Teaching Writing in the Global Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhura%20Bandyopadhyay">Madhura Bandyopadhyay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching writing within multicultural and multiethnic communities poses many unique challenges not the least of which is that of intercultural communication. When the writing is in English, pedagogical imperatives often encounter the universalizing tendencies of standardization of both language use and structural parameters which are often at odds with maintaining local practices which preserve cultural pluralism. English often becomes the contact zone within which individual identities of students play out against the standardization imperatives of the larger world. Writing classes can serve as places which become instruments of assimilation of ethnic minorities to a larger globalizing or nationalistic agenda. Hence, for those outside of the standard practices of writing English, adaptability towards a mastery of those practices valued as standard become the focus of teaching taking away from diversity of local English use and other modes of critical thinking. In a very multicultural and multiethnic context such as the US or Singapore, these dynamics become very important. This paper will argue that multiethnic writing classrooms can greatly benefit from taking up a cultural studies approach whereby the students’ lived environments and experiences are analyzed as cultural texts to produce writing. Such an approach eliminates limitations of using both literary texts as foci of discussion as in traditional approaches to teaching writing and the current trend in teaching composition without using texts at all. By bringing in students’ lived experiences into the classroom and analyzing them as cultural compositions stressing the ability to communicate across cultures, cultural competency is valued rather than adaptability while privileging pluralistic experiences as valuable even as universal shared experience are found. Specifically, while teaching writing in English in a multicultural classroom, a cultural studies approach makes both teacher and student aware of the diversity of the English language as it exists in our global context in the students’ experience while making space for diversity in critical thinking, structure and organization of writing effective in an intercultural context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural" title=" multicultural"> multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/30514/adopting-a-comparative-cultural-studies-approach-to-teaching-writing-in-the-global-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7269</span> Leveraging Learning Analytics to Inform Learning Design in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Jiang">Mingming Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review aims to offer an overview of existing research on learning analytics and learning design, the alignment between the two, and how learning analytics has been leveraged to inform learning design in higher education. Current research suggests a need to create more alignment and integration between learning analytics and learning design in order to not only ground learning analytics on learning sciences but also enable data-driven decisions in learning design to improve learning outcomes. In addition, multiple conceptual frameworks have been proposed to enhance the synergy and alignment between learning analytics and learning design. Future research should explore this synergy further in the unique context of higher education, identifying learning analytics metrics in higher education that can offer insight into learning processes, evaluating the effect of learning analytics outcomes on learning design decision-making in higher education, and designing learning environments in higher education that make the capturing and deployment of learning analytics outcomes more efficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title="learning analytics">learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title=" learning design"> learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20in%20higher%20education" title=" big data in higher education"> big data in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environments" title=" online learning environments"> online learning environments</a> </p> <a href="https://publications.waset.org/abstracts/149822/leveraging-learning-analytics-to-inform-learning-design-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7268</span> A Case Study on Vocational Teachers’ Perceptions on Their Linguistically and Culturally Responsive Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kirsi%20Korkealehto">Kirsi Korkealehto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Finland the transformation from homogenous culture into multicultural one as a result of heavy immigration has been rapid in the recent decades. As multilingualism and multiculturalism are growing features in our society, teachers in all educational levels need to be competent for encounters with students from diverse cultural backgrounds. Consequently, also the number of multicultural and multilingual vocational school students has increased which has not been taken into consideration in teacher education enough. To bridge this gap between teachers’ competences and the requirements of the contemporary school world, Finnish Ministry of Culture and Education established the DivEd-project. The aim of the project is to prepare all teachers to work in the linguistically and culturally diverse world they live in, to develop and increase culturally sustaining and linguistically responsive pedagogy in Finland, increase awareness among Teacher Educators working with preservice teachers and to increase awareness and provide specific strategies to in-service teachers. The partners in the nationwide project are 6 universities and 2 universities of applied sciences. In this research, the linguistically and culturally sustainable teaching practices developed within the DivEd-project are tested in practice. This research aims to explore vocational teachers’ perceptions of these multilingualism and multilingual educational practices. The participants of this study are vocational teachers in of different fields. The data were collected by individual, face-to-face interviews. The data analysis was conducted through content analysis. The findings indicate that the vocational teachers experience that they lack knowledge on linguistically and culturally responsive pedagogy. Moreover, they regard themselves in some extent incompetent in incorporating multilingually and multiculturally sustainable pedagogy in everyday teaching work. Therefore, they feel they need more training pertaining multicultural and multilingual knowledge, competences and suitable pedagogical methods for teaching students from diverse linguistic and cultural backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicultural" title="multicultural">multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20competence" title=" teacher competence"> teacher competence</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20school" title=" vocational school"> vocational school</a> </p> <a href="https://publications.waset.org/abstracts/132489/a-case-study-on-vocational-teachers-perceptions-on-their-linguistically-and-culturally-responsive-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multi-cultural%20learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multi-cultural%20learning&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multi-cultural%20learning&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=multi-cultural%20learning&page=5">5</a></li> <li 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