Cultural compatibility in educational contexts : Japanese native-speaker teachers in Australian classrooms
著者
書誌事項
Cultural compatibility in educational contexts : Japanese native-speaker teachers in Australian classrooms
University Press of America, c2010
- : pbk
大学図書館所蔵 全7件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 193-217)
収録内容
- Self, subjectivity and a story of multiple voices
- Research overview and methodology
- Cultural compatibility in teaching and learning
- Japanese native-speaker teachers in Australian classrooms
- JNS teachers' classroom language use and development of lesson management strategies
- Conclusion
内容説明・目次
内容説明
Cultural Compatibility in Educational Contexts examines the mechanism of control and efficacy underlying specific cultural contexts, intercultural value differences, and consequential conflicts, which invisibly and unintentionally cause communication difficulties and negative performances. This specific study centers on Japanese language classrooms in Australia taught by native Japanese speakers. Comparative studies were carried out in classrooms in both Japan and Australia, and identified specific teaching strategies perceived to be effective in each cultural context. The book concludes by asserting that the notion of culture in the educational context goes beyond ethnic and linguistic differences; an awareness of cultural compatibility should be recognized as one of the professional responsibilities of all educators. This is particularly relevant to multicultural societies such as Australia, where both teaching and learning populations are increasingly diverse, as well as being applicable to other social contexts.
目次
Chapter 1 Tables Chapter 2 Abbreviations Chapter 3 Preface Chapter 4 Acknowledgments Chapter 5 Introduction Chapter 6 Chapter 1: Self, subjectivity, and a story of multiple voices Chapter 7 Chapter 2: Research overview and methodology Chapter 8 Chapter 3: Cultural compatibility in teaching and learning Chapter 9 Chapter 4: Japanese native-speaker teachers in Australian classrooms Chapter 10 Chapter 5: JNS teachers' classroom language use and development of lesson management strategies Chapter 11 Chapter 6: Conclusion Chapter 12 Bibliography Chapter 13 Notes
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