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This document discusses national stereotypes and ways of challenging them. It presents exercises where students generate stereotypes about different nationalities and assess whether the stereotypes make them feel comfortable. Students then complete a questionnaire to indicate their level of agreement with statements about stereotypes. The document asks questions to encourage critical thinking about stereotypes and how to challenge them in a productive manner.
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As an undergraduate student, I was a member of the William H. Thompson Scholarship Learning Community at UNL. This program held numerous learning workshops to support diversity awareness and a number of personal development topics. At the request of the assistant program coordinator, I assisted in the development of this presentation to students in the spring of 2017. Feedback from the students who attended this workshop found new ways to identify cultural communication differences and learn positive and effective communication strategies.
My contributions consisted of:
1. Cross-Cultural Communication Definition Slide
2. Domestic and International Differences
3. Conflict Resolution
4. Strategies For Cross-Cultural Communication
5. Scenario-International Professor
6. Scenario Roommate Cleaning Habits
7. Scenario-Meetings/Group Projects
8. Scenario-Experiencing Campus Organizations
Cultural and diversity awareness workshop
This document discusses cultural and diversity awareness. It defines prejudice and discrimination and encourages sharing experiences of feeling included and excluded. It emphasizes the importance of making people feel included by remembering names, listening, involving everyone, and understanding different abilities, cultures, values and beliefs. It also discusses disability, mental health, well-being, and indicators of mental distress. The document stresses cultural awareness, including different concepts of culture, language barriers, and cultural differences regarding etiquette, socializing, religion, gender, and relationships. It encourages learning names, engaging with other cultures, and focusing on open-minded communication and understanding differences.
Book analysis Chinese Cinderella G8
The document provides discussion questions and writing prompts about three works of literature that deal with themes of cultural adaptation and overcoming challenges: Child Abuse, Chinese Cinderella, and All American Slurp. Students are asked to consider the hardships faced by characters who move to new places and cultures, and to reflect on how they adapt and what obstacles they must overcome through their experiences. Several activities are outlined, including discussing cultural habits, writing accounts from different cultural perspectives, and sharing personal stories of cultural adaptation.
Diversity Awareness: A Training Module
This document is a training module on diversity awareness prepared by Dr. Lillie M. Fears. It is divided into four parts that discuss the definition of diversity, understanding culture and how it impacts one's job, and dealing with prejudice and stereotypes. The introduction explains that as the early childhood education classroom and workforce become more diverse, valuing diversity is important. It also notes that diversity now includes many more attributes beyond just race or gender.
lesson 8 SLA a
This document summarizes key points about second language acquisition from chapters in two textbooks. It discusses that while some are born bilingual, most learn a second language later in life. Acquisition means natural learning through use, while learning is a more conscious effort. Factors like age of exposure, motivation, classroom environment, and use of the language can impact success. Practice is important, and adults have advantages over children but learn differently. Full fluency may require hundreds of hours of study and use over time.
Making a presentation in english
The document provides guidance for giving presentations in English. It outlines 7 stages of a presentation: greet the audience, introduce the topic and group, present the main parts, show pictures/clips, summarize and conclude, thank the audience, and invite questions. It offers tips for the introduction such as having a good first impression. Sample phrases are given for stating the purpose of the presentation and concluding it. Presenters are advised to tell the audience what they will, do, and have covered. The document also includes content topics to cover in a presentation about musical subcultures.
Language Discrimination
The document discusses language discrimination and diversity. It defines linguistic discrimination as unfair treatment based solely on a person's use of language. This can lead to unjust treatment as people make judgments about others based on perceived traits related to their language. While most nations protect language diversity, discrimination still exists through prejudicial treatment of those who speak particular languages. The document proposes an activity-based framework to address language discrimination for elementary/junior students through role plays, documentaries, and presentations to promote understanding and inclusion of linguistic diversity.
Language in education
This document discusses language education and bilingualism. It covers expectations for students, building confidence, and types of bilingualism including monolingual, additive bilingualism, subtractive bilingualism, and sequential bilingualism. It asks questions about bilingual classrooms in South Africa and the history of language use in South Africa's education system. Students are asked to analyze a journal article on the topic and consider questions about mother tongue education and the role of different languages in South Africa.
Amst185 wk1 introduction
This document provides an overview and syllabus for an Introduction to Class, Race, and Ethnicity course. The course is divided into eight units covering topics like the civil rights movement, Asian localities, and Native Americans. Ground rules for the class emphasize tolerance and note that no question is "dumb." The course focuses on historical documents and materials to enlighten student experiences of various ethnic groups. Reading assignments will include short essays approaching each unit topic through open-ended questions.
Some lights on how culture, ethnicity and language operate in counselling and...
This document discusses some of the dimensions of distance that can exist between a counselor and client in terms of culture, ethnicity, and language. It explores scenarios where the counselor and client share the same language and culture, the same language but different ethnicities, a common language but different cultural backgrounds, and situations where the client speaks English as a second language. It emphasizes that even when aspects are shared, differences in experiences, sensitivities, and meanings given to words can impact the counseling relationship and understanding between counselor and client. Effective counseling requires the counselor to avoid assumptions and instead understand the unique perspective and context of the client.
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This class covers the theme of passing through readings, discussions, and assignments. Passing refers to assuming an identity different than one's own for various reasons such as gaining access to opportunities. Historically, it often referred to black people passing as white. However, the theme of passing also applies more broadly to people passing as different races, religions, genders, or sexual orientations. The class will examine passing through works exploring racial, gender, and other forms of identity crossing and deception. Requirements include papers, online posts, tests, and participating in discussions about assigned texts addressing issues of identity and passing.
Multiculturalism 2013-2014
The document discusses multiculturalism and cultural diversity through various activities including analyzing pictures, defining terms, and discussing the benefits and challenges of living in a multicultural world. It addresses what multiculturalism means, names some multiculturally diverse countries, and considers topics like different cultures, traditions, and the idea of a diverse world being like a colorful tapestry. The document provides content for learning about cultural diversity through visuals, definitions, discussions, and examples.
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The document provides learning objectives and resources for developing vocabulary skills, including using context clues, note-taking strategies, and exploring word meanings, connotations, and usages. It includes links to videos and texts on language topics like British English, politically correct language, analogies, and the irregular nature of the English language. Learning involves repeated exposure to words in different contexts to help comprehend and retain their meanings.
Personal ExperienceDescribe your own experience with language lear.docx
Personal Experience
Describe your own experience with language learning.
PICK ONE
of the following options:
Option A
: If you are/were an ELL, how did you feel about school? Were you satisfied with your education, with your teachers? Did you feel supported? Why or why not? Provide specific examples to support your opinion.
Option B:
If you have ever worked with an ELL, describe your experience. How do you think the ELL must have felt? What are some of the struggles you had with your student? What are some of the struggles you think your student had? What are some ways you think you could have overcome some of these challenges?
Option C:
Describe a time in which you didn’t know the culture or language of the people around you. How did you feel? What were your struggles? How did you overcome your limitations?
Option D:
Describe your experience learning a foreign language. Which language did you learn? At what age did you learn it? Why did you learn it? How did you feel about learning the language? Was learning the language easy or hard? What were your struggles? How did you overcome your limitations? How did knowing English affect your learning of a foreign language?
Your journal response should be a minimum of 250 words
.
1Unit 2 Cultural Interview AssignmentThis document includes.docx
This document provides guidance for students to conduct a cultural interview assignment. It outlines the assignment objectives of learning about and appreciating cultural differences by investigating the relationship between culture and place. It details the requirements for a written paper including an introduction, interview summary, discussion of the relationship between culture and geography, and conclusion. The document also provides tips for conducting the interview respectfully and lists possible interview questions about the subject's biography, culture, and experiences related to immigration, traditions, and cultural views.
Identity
This document discusses various aspects of identity, including important life events, types of identity, sports fans and identity, and conjunctions. It provides objectives for a class on identity, including going over the class guide, using an online course, and recalling classmates' names. It also includes vocabulary related to identity and questions about the class structure. The key information is about discussing different aspects of identity in a class, including important life events, types of identity, and using conjunctions to discuss differences.
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Mobile phones on
- Mobile phones are ubiquitous devices that allow widespread access to the internet and are changing people's habits.
- Teachers can use mobile phones in the classroom to enhance motivation through activities like having students take photos, record audio, and create silent movies using the devices.
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Dinosaurs ppt with info
Dinosaurs lived millions of years ago before humans existed. They came in a wide range of sizes from as small as a chicken to over 30 meters long. While no one knows for sure what dinosaurs sounded like or their colors, fossils provide evidence that they were reptiles that hatched from eggs and included both herbivores and carnivores. Some of the largest dinosaurs described include Brachiosaurus, Diplodocus, and Tyrannosaurus Rex, while smaller ones discussed are Stegosaurus, Iguanodon, and Triceratops. Fossils are what provide scientists information about dinosaurs since they became extinct millions of years ago before humans.
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The document describes three dinosaur-themed games printed on cards:
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The document discusses sustainability efforts for the 2012 London Olympics Games. It focuses on a British Council DVD pack called "Sustainability for London 2012" that teaches about sustainability initiatives for the Games. The pack can be used in English classes and integrated with Web 2.0 tools. It provides resources for teachers to educate students about reducing the environmental impact of the Games.
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The document provides an overview of the different parts that make up the United Kingdom. It asks questions about the key differences between British and English, which area dominates the UK and why, and how the north and south of the UK differ socially and economically. Students are asked to consider regional imbalances in quality of life and disparities between rich and poor in British society, and how it compares to Argentina.
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The document provides an overview of key aspects of culture and society in Great Britain. It discusses:
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Introductory class
- 1. Lecturer: Cecilia Cicolini ISFD 11 - Lanús
- 2. a as a Language Learner How do you learn English? In your experience, • What activities are conductive to learning? • What activities are not conductive to learning?
- 5. Choose adjectives which describe nationalities
- 6. Make your own sentences. The British are regarded as being... The French are portrayed as being... The Germans are considered as being... Italian men have a reputation of being... The Swiss are said to be... Brazilians are considered to be... Argentinians…
- 7. Stereotypes • Was it easy to complete the sentences? Did your answers come naturally? Why? Why not? • Did the completed statements make you feel uncomfortable? Why? Why not? • In general, were your responses positive or negative? • List the stereotypes under positive, negative or neutral. What does this tell us about stereotypes?
- 8. Questions • Fill in the following questionnaire on your own. You may use : A= I agree B= I'm not sure C= I disagree • National stereotypes are dangerous because they may provoke racial prejudice. • Stereotypes contain a certain amount of truth. • There is no such thing as national character and therefore the idea of national stereotypes is rubbish. • The reason stereotypes exist is because people are afraid of diversity, change, and what is unknown. They prefer to cling to simple classifications, which maintain an old, familiar and established order. • Stereotypes are simply harmless sorts of jokes we tell about other nationalities or groups of people.
- 9. More questions • What is, in your opinion, the best way to challenge a stereotype? • What you have seen here are national stereotypes. Can you think of other kinds of stereotypes? • What are the stereotypes about your own culture, nation, or people? Are they true? How are these stereotypes different from your own reality? What are your impressions about the Argentinians / British / Americans?
- 12. Language & Culture: Goals
- 13. Subjects
- 14. Assessment • Two term tests (July / November) • Assignments: – Class participation – Writing – Speaking – Presentations – Reading – Mini-tests • Final Exam: Written + Oral CRITERIA: Language + Content
- 15. Our Class Code: ohj3sp
- 19. Linkers