Culturally-inclusive behavior of Filipino teachers in international schools in the Philippines: Perspectives of international education in a developing country

Bernardo, Maria Aurora Correa; Malakolunthu, Suseela

doi:10.1016/j.ijedudev.2012.05.005

Cited by 6 publications

(1 citation statement)

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“…He believes that the culprits for this situation have been the school system, curriculum, and low emphasis on foreign languages and world topics. A global awareness orientation in the curriculum involves new strategies, policies, and plans that prepare young people and teachers to be engaged in the multicultural classroom (see Bernardo and Malakolunthu ; McCall and Vang ). Most Caucasian students in the United States tend to have minimal interaction with people of other American cocultures or internationals before college (Orfield and Kurlaender ); this can negatively affect the preparation of our future global workforce.…”

Section: Introductionmentioning

confidence: 99%

International Instructor Preparing Teachers for Multicultural Classrooms in the United States: Teaching Intercultural Communication Competence Online

McCalman

2014

New Drctns for Teach & Learn

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7Globalization and recent demographic changes in the United States contribute to an increasing number of nonnative speakers of English in our classrooms. Such multicultural classrooms present different dynamics and challenges. Most teachers don't receive training in college to work with students whose first language and culture are different from their own. Perceiving the need to be better prepared to meet the learning needs of their incoming student population, these teachers chose to pursue the English as a Second Language certification. This chapter explores teachers' perceptions and experiences while learning content of a prerequisite intercultural course. The author, an international instructor, closes the chapter with her own reflections about the context.

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Section: Introductionmentioning

confidence: 99%