Developing Cross-Cultural Awareness: Learning Through the Experiences of Others

Murray, Garold L.; Bollinger, D.

doi:10.18806/tesl.v19i1.920

Cited by 14 publications

(6 citation statements)

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“…Third, GS events have been looked upon in some other studies (Murray & Bollinger, 2001;Davis, 1993) as a potential tool to expose students to some strategies used by professional experts, though it is not expected to transform students from novices to experts. Such exposure is particularly important given the unique attributes of experts, such as their substantial degree of knowledge that is organized in a way that reflects a deep understanding of their subject matter.…”

Section: Literature Review and Research Contributionmentioning

confidence: 99%

“…Other studies have also highlighted the successful use of guest speakers to raise students' ethical awareness, cultural sensitivity, and to challenge students' stereotypes (Berlak, 1999;Butler, 1997;Clarke & Gibson-Sweet, 1998;Guth, Hewitt-Gervais, Smith, & Fisher, 2000;Murray & Bollinger, 2001). GS events can demonstrate the integration of ethical/cultural principles in the workplace into practice.…”

Section: Literature Review and Research Contributionmentioning

confidence: 99%

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A Framework towards Assessing the Merits of Inviting IT Professionals to the Classroom

Kamoun

Selim²

2007

JITE:Research

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Executive SummaryFor the past years, the academic IT profession through various professional society curriculum committees and accreditation bodies has made considerable progress to revise and update IT curricula to meet the changing needs of the profession. In particular, learning techniques, beyond classroom teaching activities, have been recognized as essential ingredients to enhance the learning outcomes of advanced-level IT courses. This study outlines an assessment framework to explore the merits of inviting IT professionals as a pedagogical technique to integrate real world IT experience into the classroom. Though the general merits of inviting guest speakers have been confirmed in many previous (non-IT related) studies, these events are particularly much needed in the IT field. This urgency is justified by many factors such as the complex and constantly changing IT profession and its environment, the rapid pace in the rollout/phase-out of IT technologies and terminologies, and the shallow focus on professional orientation in most IT curricula. Our study confirms some of the merits of inviting guest speakers as reported in the literature. It also adds to existing literature in at least three aspects. First, to our best knowledge, this is the first reported study that reflects upon the usage of guest speakers in IT classrooms. Second, our research is a first initiative that contributes to establishing a formal framework for the planning and the assessment of guest speaker events. Such an assessment framework will be very useful for continuous improvement to ensure that students will not feel cheated that three hours of classtime lecturing and discussions were devoted to a less worthwhile guest speaker talk. Third, compared to previous studies, the experience reported in this article is unique in the sense that it is formally and strategically planned, conducted on a large (university-wide) scale and scheduled during a particular week near the end of each semester. Based on the proposed assessment framework and research methodology, this research makes use of multiple sources of evidence to assess the merits of guest speaker events.The data collected indicate that the event helps remedy the lack of exposure of information technology students to the IT professional environment. The event can also provide students with invaluable real-world and practical IT knowledge. Such knowledge can either relate to a particular topic already covered by the course, or it can bring new practical perspectives which are not covered by the course syllabus. These perspectives, along with the guest speaker recommendations, can be fed-back into the IT courses to enrich their content and/or scope. Such feedback is more important than ever given the rapidly evolving nature of the IT environment. This study Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use ...

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Section: Literature Review and Research Contributionmentioning

confidence: 99%

Section: Literature Review and Research Contributionmentioning

confidence: 99%

A Framework towards Assessing the Merits of Inviting IT Professionals to the Classroom

Kamoun

Selim²

2007

JITE:Research

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“…In addition to systematically observing both the behavior of their interlocutors and themselves, the students engage in classroom discussions that are guided by questions from the instructor. Specific pedagogical techniques to develop the type of cross-cultural awareness suggested by Ilieva have been described in Murray and Bollinger (2001). Fleming (2003) extends the notion of immigrant language learning as the co-construction of identity for newcomers and Canadians.…”

Section: Citizenship Content and Lincmentioning

confidence: 99%

Citizenship Concepts in LINC Classrooms

Derwing¹,

Thomson²

2005

TESL

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In this study we surveyed teachers and program coordinators of Language Instruction for Newcomers to Canada (LINC) from Ontario, British Columbia, and Alberta to determine to what degree they believe they are incorporating citizenship concepts into the ESL classroom. Respondents provided us with information on the nature of their programs, the role of LINC, the types of materials they used, general course content, challenges faced, and their evaluation of the success of LINC in view of the government mandate to provide instruction that will lead to social integration. Most LINC providers felt that their programs were well tailored to the needs of their students, but in general they did not see LINC as a substitute for citizenship preparation courses. We recommend that optional citizenship courses be made widely available to immigrants after LINC, where the focus is on complex issues facing Canadians rather than a superficial coverage of facts for the citizenship test.

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“…In the end, our pedagogical orientation embodied what Murray and Bollinger (2001) labeled as reactive autonomy in which teacher-directed learning activities, once initiated, transferred responsibilities to students who then organized resources and negotiated cultural and language differences in completing assigned tasks. Through their active contributions, they played an instrumental part in shaping the attitudes, knowledge, and skills central to their growth as interculturally competent adults (Candlin, 1987;Muller-Hartmann, 2000).…”

Section: Pedagogical Orientationmentioning

confidence: 99%

Using Writeabout as a Tool for Online Writing and Feedback

Waluyo¹,

Apridayani²,

Arsyad³

2023

TESL-EJ

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Writeabout is a web-based application specialized in writing that enables the implementation of synchronous and asynchronous formative writing tasks and the provision of written and oral feedback. Nonetheless, empirical research on the effects of this software on students' learning outcomes is extremely scarce. Thus, this study designed an English course incorporating formative online writing tasks and feedback mediated by Writeabout for 933 non-English major students (77.6% female, 22.4% male) at one autonomous university in southern Thailand. The pre- and posttest writing scores of students were compared, and a significant difference was noticed (t (932) = 38.49, p <.001). Formative online writing activities were found to predict students' accomplishments on the posttest writing (F (932) = 11.03, p <.001). Female and male students would receive similar learning outcomes in this case, but their proficiency levels would result in variances. The current study advances our understanding of how incorporating an online application may benefit EFL students.

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Developing Cross-Cultural Awareness: Learning Through the Experiences of Others

Cited by 14 publications

References 0 publications

A Framework towards Assessing the Merits of Inviting IT Professionals to the Classroom

A Framework towards Assessing the Merits of Inviting IT Professionals to the Classroom

Citizenship Concepts in LINC Classrooms

Using Writeabout as a Tool for Online Writing and Feedback

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