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"Cross Cultural Training"
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Researching Language Teacher Cognition and Practice
This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading expert in teacher cognition, as well as eight case studies by new researchers, accompanied by commentaries by internationally known researchers.
eBook
Introducing cross-cultural education in palliative care: focus groups with experts on practical strategies
Background
The linguistic and cultural diversity found in European societies creates specific challenges to palliative care clinicians. Patients’ heterogeneous habits, beliefs and social situations, and in many cases language barriers, add complexity to clinicians’ work. Cross-cultural teaching helps palliative care specialists deal with issues that arise from such diversity. This study aimed to provide interested educators and decision makers with ideas for how to implement cross-cultural training in palliative care.
Methods
We conducted four focus groups in French- and Italian-speaking Switzerland. All groups consisted of a mix of experts in palliative care and/or cross-cultural teaching. The interdisciplinary research team submitted the data for thematic content analysis.
Results
Focus-group participants saw a clear need for courses addressing cross-cultural issues in end-of-life care, including in medical disciplines outside of palliative care (e.g. geriatrics, oncology, intensive care). We found that these courses should be embedded in existing training offerings and should appear at all stages of curricula for end-of-life specialists. Two trends emerged related to course content. One focuses on clinicians’ acquisition of cultural expertise and tools allowing them to deal with complex situations on their own; the other stresses the importance of clinicians’ reflections and learning to collaborate with other professionals in complex situations. These trends evoke recent debates in the literature: the quest for expertise and tools is related to traditional twentieth century work on cross-cultural competence, whereas reflection and collaboration are central to more recent research that promotes cultural sensitivity and humility in clinicians.
Conclusion
This study offers new insights into cross-cultural courses in palliative and end-of-life care. Basic knowledge on culture in medicine, variable practices related to death and dying, communication techniques, self-reflection on cultural references and aptitude for interprofessional collaboration are central to preparing clinicians in end-of-life settings to work with linguistically and culturally diverse patients.
Journal Article
Lessons learned from novice teachers : an international perspective
\"The transition from being a student teacher to taking on the full responsibility as a teacher is experienced as challenging for many novice teachers. In this book, ten newly qualified teachers from five countries, Australia, England, Finland, Israel and Norway, tell their stories as they came through in individual interviews. The narratives, written by the authors, were all approved by the teachers as 'their' stories. What can we learn from listening to the narratives? What can we bring to decision-makers about how to support new teachers? Do new teachers face similar challenges around the world, or do experiences depend on their respective contexts? There are more similarities than differences. Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachers' satisfaction with their career choice. A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession, and not least, the induction phase of a teaching career\"-- Provided by publisher.
Book
Cross-cultural training: a study of European expatriates in New Zealand
Purpose
The purpose of this study is to investigate the cross-cultural training (CCT) provided to European expatriate executives in New Zealand, and consequently add to the knowledge for human resource management in the Australasian region.
Design/methodology/approach
The present qualitative research study is based on open-ended and in-depth interviews with 30 European expatriate executives who had been residing in New Zealand for the past year or more.
Findings
The results indicate that at least some CCT was provided to all interviewees; however, the training content seemed to be strongly centered around professional work, with little focus on the culture of the host country. Moreover, there was no follow-up to the pre-departure CCT and very few expatriates in the sample received any training in New Zealand. Similarly, the family is considered a fundamental factor for the success of expatriates; however, in the sample, neither spouses nor children received any training before or after their arrival in New Zealand.
Research limitations/implications
The research is limited by the sample small size. The study’s inconclusive highlights the need for further research to explore the influences of local residents, colleagues and neighbors on expatriates’ adjustment. Similarly, further studies are also required to ascertain the effectiveness of CCT in helping support expatriates’ performance and adjustment in New Zealand.
Practical implications
The present study suggests that opportunities do exist for multinational companies (MNCs) to better prepare their expatriates for assignments by integrating more effectively issues related to cultural awareness into their CCT. Specifically, experimental CCT methods that emphasize the host country’s culture are most valuable. The CCT technique should be tailored to the cultural distance between the host nation and expatriates’ country of origin and to the nature of their assignment.
Originality/value
Given the existence of many MNCs in New Zealand, it is surprising that the issue of CCT in this context has received little research attention. The current study endeavors to address this gap. This paper hopes that the findings may also be useful for consultants and human resource managers in MNCs who are involved in preparing expatriates for foreign assignments in Australasia, especially New Zealand.
Journal Article
The negotiated self : employing reflexive inquiry to explore teacher identity
\"Teacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity. Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers' consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge. While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry\"-- Provided by publisher.
Book
Discourse functions at the left and right periphery : crosslinguistic investigations of language use and language change
This volume tests the hypothesis that elements at the left periphery of discourse units have mainly subjective and discourse-structuring functions, whereas at the right periphery, such elements play an intersubjective or modalising role.
eBook
Pre-training perceived social self-efficacy accentuates the effects of a cross-cultural coping orientation program: Evidence from a longitudinal field experiment
Analyzing additional data from a longitudinal field experiment, the present research investigate whether pretraining perceived social self-efficacy (PSSE) may moderate cross-cultural training effectiveness. On the basis of the interactionist perspective, we hypothesized that sojourners with high pre-training PSSE would benefit more from a cross-cultural coping orientation program, called “Realistic Orientation Program for Entry Stress” (ROPES), than sojourners with low pre-training PSSE. As a result, the treatment effects (the ROPES program over the control program—a traditional cross-cultural orientation program) would be more positive for high-PSSE sojourners than for low-PSSE sojourners. Seventy-two incoming graduate students from East Asia entering a large US public university were randomly assigned to either a ROPES program or a control program, and were assessed pre-entry and multiple times post-entry. The results strongly supported our predictions, as the hypothesized PSSE × Treatment interactions were observed on a comprehensive set of training outcomes based on multisource data. Theoretical and practical implications were discussed.
Journal Article