Literaturnachweis - Detailanzeige
| Autor/in | Flores, Norma Landa |
|---|---|
| Titel | Using Indigenous Strategies To Manage Learning in Multicultural Public Speaking Classrooms. |
| Quelle | (1995), (40 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Communication Skills; Cooperative Learning; Cultural Differences; Cultural Traits; Group Discussion; Higher Education; Intercultural Communication; Multicultural Education; Problem Solving; Public Speaking; Teacher Student Relationship |
| Abstract | Managing learning, when associated with communication behavior, has been described as being teacher power strategies that either "cover" the goals set to meet classroom tasks; or use "critical" analysis of power relations between students and teacher. This paper suggests that neither method of classroom management is useful for multicultural public speaking classrooms because of: (1) a failure to address the macrocultural issues such as institutional goals plus culturally diverse students' needs for global communication skills; and (2) microcultural issues such as building shared meaning amongst students and between teacher and students as they participate in collaborative public speaking interactions. Also, the paper advocates a "hover" strategy in which students and teacher produce a "reciprocal relationship" amongst themselves by using indigenous communication methods focusing on Aztec, Brazilian, Shoshone-Gabrielino, Third-World Culture's Dialectical Theology, African American, and Native-American Indian "alternation" processes of developing cultural communication competence as a two-way street. The paper concludes by describing how to use student analysis speeches to identify common ground from which to facilitate "cross credibility" competency-based collaborative research, arrangement, presentation and evaluation of problem-solving group discussions that arrive at culturally diverse students' defined solutions for mutual benefit in their shared environment. Appendixes present an intercultural communication model; a Native-American listing of speech communication, ESL, and English courses; evaluation forms; an outline format for panel presentations; and a form for a video review of a problem solving discussion. Contains 20 references. (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
