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The questions relate to choice in music, role models, self-identity, and other factors such as whether anyone knew a victim of the violence and gun crime.
The teenagers were amazed, that in spite of their differences, they were actually, in many ways quite similar. They shared the same tastes in music, food, and social activities. From this will emerge a new form of social identity where the students will relate to each other as sharing common goals as learners in the classroom. To gain further information from her students, Erin issues them with a diary, in which she encourages them to record their daily thoughts, feelings and experiences.
After a period of time, they give her permission to read their diary entries. Erin realises that some of her 5 Cheryl Mahmoud LNG Intercultural Communication December students have experienced very traumatic events in their lives. An African-American student confided that he had witnessed the accidental shooting of his childhood friend, but the Police had arrested him over the death and he was incarcerated in a Juvenile Institution.
His diary allowed him to express his feeling through poetry and hip-hop, revealing a sensitive, caring nature. Another diary entry is from a young Cambodian girl who is withdrawn, isolated, and insecure. She relates how she left Cambodia as a refugee, and her family was separated as a result of war. She was forced to move to the United States as an immigrant and is completely overwhelmed by what she experiences.
She cannot understand how Cambodians who have escaped the war, are now warring again, this time with Hispanics. Barna,, quoted in Bennett, She is actively experiencing acculturation and is having difficulties with the new culture. Losing contact with her own ethnic group and failing to establish contact with the new, larger culture, she feels alienated and experiences loss of identity.
These are all characteristics of the Marginal Identity level. After learning about the Holocaust and the struggles of innocent Jews in Nazi Germany, the students finally manage to overcome their differences…. In conclusion, this film superbly demonstrates how miscommunication, lack of understanding, and intolerance can lead to negative perceptions and stereotypes of individuals and groups of people.
It also shows in a positive way, that through understanding, empathy and positive action, even the most deep-seated and institutionalised intolerance can be repaired and improved, leading to stronger self and group identity.
In: Bennett. Yarmouth: Intercultural Press. Berry, J. Brown, P. Some Universals in Language Usage. Cambridge: Cambridge University Press. Hall, S. London: Sage Publications. Hofstede, G. California: Sage. Jandt, F. Mellinger, M. Austin: University of Texas Press. Bourdieu, P. Reproduction and education, society and culture. London: Sage. Bruce, I. Academic writing and genre: A systematic analysis.
London: Continuum. Burdelski, M. Language socialization and politeness routines. Duranti, E. Schieffelin Eds. West Sussex: Wiley-Blackwell. Connor, U. Contrastive rhetoric: Developments and challenges. Studia Anglica Posnaniensia, [Online] Mapping multidimensional aspects of research: Reaching to intercultural rhetoric.
Rozycki Eds , Contrastive rhetoric: Reaching to intercultural rhetoric pp. Indiana: John Benjamins. Davies, A. The native speaker concept: Ethnographic investigations of native speaker effects. The Hague: Mouton de Gruyter. Who owns English: Questioning the native speaker. Journal for Language Teaching, 46 2 , Native speakers and native users: Loss and gain.
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Language socialization and hierarchy. Hamid, M. Australian Journal of Teacher Education. Hyde, M. Intercultural competence in English language education. Modern English Teacher, 7 2 , Jenkins, J. World Englishes: A resource book for students. New York, NY: Routledge. Jun, Z. Kachru, B. The other tongue: English across cultures.
Urbana IL. University of Illinois Press. World Englishes and Applied Linguistics. The other tongue: English across cultures 2nd ed. Kahn, J. Kaplan, R. Cultural thought patterns in intercultural education. Matsuda Eds. New York: Erlbaum. Contrastive rhetoric and the teaching of composition. The anatomy of rhetoric: Prolegomena to a functional theory of rhetoric. Philadelphia: Center for Curriculum Development. Cultural thought patterns revisited. Kaplan Eds. Reading, MA: Addison-Wesley.
Contrastive rhetoric and second language learning: Notes toward a theory of contrastive rhetoric. Purves Ed. Writing across languages and cultures pp. Why educational language plans sometimes fail. Current Issues in Language Planning, [Online] 12 2 , Kirkpatrick, A. Kirkpatrick Ed. Melbourne: Language Australia. Kiss, G. A theoretical approach to intercultural communication.
AARMS, 7 3 , Kramsch, C. Appropriate pedagogy. ELT Journal, 50 3 , Kobayashi, H. Rhetorical patterns in English and Japanese. Kubota, R.Introductions particular I will examine the elements of cultural, ethnic, and racial tensions, and essays the repair strategies that history utilised during the film. There are, however, important differences. These factors are fundamental to the characters in the film. The film tells the real-life story of novice teacher, Erin Gruwell, a white, educated female, writing is given the for of teaching first year students at Woodrow Wilson High School, in Long Beach, Los Angeles. The students now comprise a variety of cultural, ethnic and racial backgrounds considered as un-teachable by the Government; racial tensions are high, set against the backdrop of the Los Angeles riots during which minority communities were outraged following the police acquittal of Rodney King.
It is therefore evident that over the years the target language norm for teaching English had always been native speaker norms.
Academic acculturation: The case of writing in EFL teaching and learning environment.
International English: A guide to varieties of Standard English 3rd edition. Applied Linguistics, 23, They are aware of the cultural differences and are not sure how to respond to them, due to the preconceptions and stereotypes they uphold. McArthur, T. The Hispanic teenagers tend to display collectivist characteristics. Kubota and Lehner conclude their criticisms by stating that IR pedagogical approach to the teaching of writing does not encourage critical literacy and creativity.
After learning about the Holocaust and the struggles of innocent Jews in Nazi Germany, the students finally manage to overcome their differences…. Academic writing and genre: A systematic analysis. Rubdy, R.
She cannot understand how Cambodians who have escaped the war, are now warring again, this time with Hispanics. References Alptekin, C. A theoretical approach to intercultural communication. In Levinson, D. This is a device by which a normal paragraph may be arbitrarily scrambled and the students asked to rearrange the sentences in a normal order.
Journal of Language, 46 2 , Kirkpatrick Ed. Sergeant Eds. Journal of Second Language Writing, 7 1 , Dominated by the principles of hegemony, in this case, the ruling by cultural influence where white people have the power and dominant control over people from ethnic minorities.
The processes through which learners become socialized to use language involve their participation in interaction with more experienced members of the community. Cambridge: Cambridge University Press. To gain further information from her students, Erin issues them with a diary, in which she encourages them to record their daily thoughts, feelings and experiences. National Day Rally Speech. He is currently teaching at the University of Venda. Who owns English: Questioning the native speaker.