Building Cross-Cultural Competence: A Handbook for Teachers.

Autor/in	Mangan, Michael
Institution	Illinois State Board of Education, Springfield. Educational Equity Services.
Titel	Building Cross-Cultural Competence: A Handbook for Teachers.
Quelle	(1995), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Communication; Classroom Techniques; Communication Skills; Conflict Resolution; Cross Cultural Training; Cultural Awareness; Diversity (Student); Elementary Secondary Education; Equal Education; Intercultural Communication; Multicultural Education; Skill Development; Student Adjustment; Teacher Attitudes; Teacher Behavior; Teacher Student Relationship; Teaching Guides + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Klassenführung; Kommunikationsstil; Conflict solving; Konfliktlösung; Konfliktregelung; Interkulturelle Orientierung; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Multikulturelle Erziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerverhalten; Teacher behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerhandbuch
Abstract	The handbook presents guidelines for cross-cultural understanding and communication to assist teachers in culturally and linguistically diverse classes. The guidelines are presented in the form of suggestions in ten areas: (1) become familiar with basic concepts in anthropology, sociology, and related disciplines, and use the knowledge to build an intellectual framework for organizing and interpreting cultural information; (2) study the culture and history of ethnic groups represented in the school and community; (3) understand differences between the cultures of the school and home and bridge the distance by building on student strengths; (4) learn to recognize and remedy equity problems; (5) realize how one's own perceptions, thoughts, and behavior are conditioned by cultural context, and remain positively but critically identified within one's own cultural group; (6) approach other cultures with interest, respect, and a sense of shared humanity; (7) hold the belief that students from every cultural group within the school can succeed academically; (8) do not ask that students alienate themselves from their own cultural groups to satisfy school expectations; (9) improve intercultural communication and conflict resolution skills; and (10) develop a repertoire of instructional approaches to use in meeting varied student needs. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01