Multi-ethnic society and cross-cultural perspectives in the school

Contini, Rina Manuela; Maturo, Antonio

doi:10.1016/j.sbspro.2010.07.339

Cited by 13 publications

(8 citation statements)

References 8 publications

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“…The perspective of cross-cultural education is central within European orientations [13,32]. School is a privileged place where to promote cross-cultural competences as the ability to learn and respect cultural diversities and the "research of social cohesion, in a new vision of citizenship suitable for current pluralism in which most attention is focused on building a convergence towards common values" [17,35]. On other hand, culture generally refers to patterns of human activity and the symbolic structures that give such activity significance.…”

Section: The Literature Of Culture and Mathematicsmentioning

confidence: 99%

The Cultural Diversity and Its Role in Mathematical Activities

Haghi¹,

Rostamy-Malkhalifeh²,

Behzadi³

et al. 2013

Mathematics Education Trends and Research

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Mathematics is subject that can abstract very fast and when loss self-relation to real life which students know out of school then is meaningless for some of them. This meaningless may be the result of cultural and ethnical changes of school. In this study, it is be tried that consider to cultural and ethnical changes and diversities of mathematics students and their how learning. Then Hormozgan province; Kish Island is be selected for cultural diversities and via semi multi-steps cluster sampling method, twenty seven teachers of mathematics and forty mathematics students at high school level are be chosen. Through questionnaireresearcher made, for the study of two hypothesis, related questions are be implemented for teachers and students. The results of study via statistics tests indicated that teachers of mathematics have not cultural diversities management regard to scientific and cooperative activities of mathematics students with cultural diversities but their students belief to this case.

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Section: The Literature Of Culture and Mathematicsmentioning

confidence: 99%

The Cultural Diversity and Its Role in Mathematical Activities

Haghi¹,

Rostamy-Malkhalifeh²,

Behzadi³

et al. 2013

Mathematics Education Trends and Research

View full text Add to dashboard Cite

show abstract

“…Many countries such as France and Israel, albeit for political or social reasons, have instituted their own "international" curricula. International education encompasses learning another language and it is the relationship between language acquisition and cultural awareness that allows students to build a better understanding of global ethics and cross-cultural empathy (Contini & Maturo, 2010). The concept of educating the whole person through personal, emotional, and social growth, as well as focusing on the dynamic combination of knowledge, skills, and international mindedness are essentially the goals of educating students for a life of active and responsible global citizenship (Baylis, 2015).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Competency in another language and general language awareness are both directly related to intercultural and cultural intelligence (Byram, 2012). To compete in the world arena and to maintain a position of strength, students need to be multilingual, and schools need to become grounds for language and cultural intelligence (Contini & Maturo, 2010).…”

Section: Significance Of the Research Questionmentioning

confidence: 99%

“…It is the responsibility of each student to make sense of his or her learning. Over time, there needs to be more research on how language learning could ease cultural biases arising in today's diverse classrooms and help students attain cultural intelligence (Contini & Maturo, 2010). Regardless of the program of study or the percentage of instruction time in the target language, bilingual education appears to have become very desirable in forming culturally intelligent global citizens.…”

Section: Significance Of the Research Questionmentioning

confidence: 99%

“…To compete in the world arena and have an edge, students need to be bilingual, and schools need to become grounds for language/cultural awareness (Contini & Maturo, 2010). Despite efforts by many states to embed a global approach into the curriculum, learning a second language is still not fully appreciated, nor are its virtues completely understood (Pufahl & Rhodes, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

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Multilingualism and global education on the development of cross-cultural intelligence for students at international schools

Petrossian¹

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This study explores how alumni from International Baccalaureate (IB) schools worldwide make meaning of their experiences with multilingualism, IB education, and cultural intelligence. As the world becomes increasingly interconnected and interdependent, the combination of second language acquisition and an IB education impacts a global perspective and mindset in students, providing them effective tools to succeed in their chosen careers. To this end, semi-structured interviews were conducted with nine graduates holding IBDP diplomas. Transcripts were then coded and analyzed. Through this process, five themes emerged: IB students' personal connections with the IB education, ease of navigating different cultures, consequences of causal learning, impact of IB schools and their learning environment, and global citizenship. These findings were analyzed through the lens of second language acquisition, cross-cultural intelligence and the Transformative Learning Theory. Teaching and learning a foreign language still remains challenging on many levels. Even though learning strategies differ for young children and adults, major research studies agree on the cognitive flexibility practice that bilingualism offers our students. By learning a different language, students consequently learn about the cultures that share that language, and thus integrate a tolerance for people's differences into their global perspective. Depending on when a second language is introduced, bilingualism affects the cognitive flexibility of learners, as well as supports the cultural and social-emotional learning of students in schools. Bilingualism may not be for everyone, but it needs to be accessible for all who choose it in order for it to become a global standard rather than a privilege.

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Visual Literacy and Teaching in the Education of Mother Language

Çelik

2019

Qualitative and Quantitative Models in Socio-Economic Systems and Social Work

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Multi-ethnic society and cross-cultural perspectives in the school

Cited by 13 publications

References 8 publications

The Cultural Diversity and Its Role in Mathematical Activities

The Cultural Diversity and Its Role in Mathematical Activities

Multilingualism and global education on the development of cross-cultural intelligence for students at international schools

Visual Literacy and Teaching in the Education of Mother Language

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