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| cross cultural literacy: Cross-cultural Literacy Steven F. Arvizu, Marietta Saravia-Shore, 2017-11-28 Originally published in 1992. This book advocates and demonstrates the benefits of an anthropological approach that recognizes the centrality of culture in the educational process. This approach encompasses knowledge and understanding of other cultures’ patterns of interaction, values, institutions, metaphors and symbols as well as cross-cultural communication skills. Ethnographic studies of multi-ethnic classrooms and schools in their community context are presented in this excellent volume with a view to informing practice and policy concerning the education of language minority students and teachers, and anyone with an interest in foreign language education and bilingual education. |
| cross cultural literacy: Children's Literacy Development Catherine McBride, 2015-12-14 In the thoroughly updated second edition of this unique book, Catherine McBride examines how the languages we know help structure the process of becoming literate. Taking an ecological and distinctively cross-cultural perspective, the book looks at reading and writing development and impairment across a range of languages, scripts, and contexts. The book covers issues including: The importance of phonological sensitivity for learning to read and to write The first units, or building blocks, of literacy learning in different scripts such as Chinese, English, Korean Hangul, Hebrew, Hindi and Arabic The role of visual processing in reading and writing skills How the latest research can inform the teaching of reading An overview of our understanding of dyslexia, including recent neuroscientific research The developmental challenges in becoming biliterate What is special about writing for beginners and later for comprehensive writing Basics of reading comprehension Children’s Literacy Development, Second Edition is a timely and important contribution to our understanding of literacy around the world. Written by an eminent scholar in the field, it is the only book available that provides an overview of how children learn to read and write in different languages, and will be essential reading for all students of Developmental Psychology, Educational Psychology, Psycholinguistics and Speech Therapy. |
| cross cultural literacy: Cross-cultural Literacy Marietta Saravia-Shore, Steven F. Arvizu, 1992 First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company. |
| cross cultural literacy: Cross-Cultural Approaches to Literacy Brian V. Street, 1993-03-25 Cross-Cultural Approaches to Literacy, investigates the meanings and uses of literacy in different cultures and societies. In contrast to previous studies, where the focus of research has been on aspects of cognition, education and on the economic 'consequences' of literacy, these largely ethnographic essays bring together anthropological and linguistic work written over the last ten years. Accounts of literacy practices in a variety of locations, including Great Britain, the United States, Africa, the South Pacific and Madagascar, illustrate how these practices vary from one context to another, and challenge the traditional view that literacy is a single, uniform skill, essential to functioning in a modern society. |
| cross cultural literacy: Good Writing in Cross-Cultural Context Xiao Ming Li, 1996-01-01 Writing comments on student papers is a time-honored and widely accepted practice in writing classrooms in most countries. Teachers offer text-specific advice to each student and communicate to the student writer, among other things, the criteria of good writing. A close look at the teacher's comments, therefore, reveals the criteria with which teachers measure student papers. This study builds a dialogue between teachers of writing in China and America on what good writing is, revealing the fact that good writing resides not just with student texts, but with the teachers who read and judge student papers. |
| cross cultural literacy: Teaching Cross-Culturally Judith E. Lingenfelter, Sherwood G. Lingenfelter, 2003-06-01 Teaching Cross-Culturally is a challenging consideration of what it means to be a Christian educator in a culture other than your own. Chapters include discussions about how to uncover cultural biases, how to address intelligence and learning styles, and teaching for biblical transformation. Teaching Cross-Culturally is ideal for the western-trained educator or missionary who plans to work in a non-western setting, as well as for those who teach in an increasingly multicultural North America. |
| cross cultural literacy: Children's Literacy Development CATHERINE. MCBRIDE, 2025-07-09 In the updated third edition of this unique book, Catherine McBride looks at reading and writing development and impairment across a range of languages, scripts, and contexts. This new edition highlights multiliteracy and multilingualism and broadly explores the science of reading. A timely and important contribution to our understanding of literacy around the world, the book includes a new chapter covering the impact of digital technology on children's literacy development, and covers other issues including: - The importance of phonological sensitivity for learning to read and to write - The first units, or building blocks, of literacy learning in different scripts such as Chinese, English, Korean Hangul, Hindi and Arabic - The role of visual processing in reading and writing skills - How the latest research can inform the teaching of reading and writing - An overview of of dyslexia and dysgraphia, including recent neuroscientific research - The developmental process of becoming biliterate - What is special about writing for beginners and later for comprehensive writing - Basics of reading comprehension Written by an eminent scholar in the field, it provides an overview of how children learn to read and write and is essential reading for students and scholars of Developmental Psychology, Educational Psychology, Psycholinguistics and Speech Therapy. |
| cross cultural literacy: Cross-cultural Literacy Fraida Dubin, Natalie A. Kuhlman, 1992-01-01 |
| cross cultural literacy: Literacy Across Languages and Cultures Bernardo M. Ferdman, Rose-Marie Weber, Arnulfo G. Ramirez, 1994-03-08 This book examines the linkage between literacy and linguistic diversity, embedding them in their social and cultural contexts. It illustrates that a more complete understanding of literacy among diverse populations and in multicultural societies requires attention to issues of literacy per se as well as to improving an educational process that has relevance beyond members of majority cultures and linguistic groups. The focus of the book is on the social and cultural contexts in which literacy develops and is enacted, with an emphasis on the North American situation. Educators and researchers are discovering that cognitive approaches, while very valuable, are insufficient by themselves to answer important questions about literacy in heterogeneous societies. By considering the implications of family, school, culture, society, and nation for literary processes, the book answers the following questions. In a multi-ethnic context, what does it mean to be literate? What are the processes involved in becoming and being literate in a second language? In what ways is literacy in a second language similar and in what ways is it different from mother-tongue literacy? What factors must be understood to better describe and facilitate literacy acquisition among members of ethnic and linguistic minorities? What are some current approaches that are being used to accomplish this? These are vital questions for researchers and educators in a world that has a large number of immigrants, a variety of multi-ethnic and multi-lingual societies, and an increasing degree of multinational activity. Beyond addressing applied concerns, attending to these questions can provide new insights into basic aspects of literacy. |
| cross cultural literacy: Learning Cultures in Online Education Robin Goodfellow, 2009-01-06 This volume explores new ideas about globalised virtual learning environments and in particular the implications for learners, teachers and institutions. |
| cross cultural literacy: Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism Patricia Ruggiano Schmidt, Althier Lazar, 2015-10-01 The 2nd Edition of Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism honors the genius of Dr. Peter Mosenthal. His contributions to the field of literacy were unprecedented. Many described him as a superb researcher who never lost sight of the purpose of education. He made us laugh as he led us in a nursery rhyme song during his National Reading Conference (LRA) Presidential Address and made us think as he explained the significance of educational implications in all research articles. He also mentored and taught graduate students in gentle and carefully attentive ways, showing his respect and appreciation for the work of each individual in the field. He was a remarkable person. The second edition of this book includes many experienced and new scholars from around the world. Qualitative and quantitative research methodologies are scattered throughout and the practical and theoretical are well represented. New Literacies and Global Perspectives are added sections in this volume. In this era of the “Common Core”, Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism, presents a rational educational balance for literacy development across the curriculum. |
| cross cultural literacy: Many Pathways to Literacy Eve Gregory, Susi Long, Dinah Volk, 2004 Based on extensive research that proves that children actively make sense of literacy outside the official schooling and parental tuition they receive, this book examines how young children take literacy learning into their own hands. |
| cross cultural literacy: Language and Literacy in Social Practice Open University, 1993 Compiled for use in the Open University MA course E825. The 15 articles sample the ideas over the past decade on the importance of social factors in language and literacy development. They include theoretical and ethnographic accounts, cross-cultural and historical perspectives, and explorations of the political aspects and the discourses within which language and literacy are discussed. Annotation copyright by Book News, Inc., Portland, OR |
| cross cultural literacy: Multicultural and Multilingual Literacy and Language Fenice B. Boyd, Cynthia H. Brock, Mary S. Rozendal, 2004-01-01 Within a clear conceptual framework, this book explores ways that teachers, reading specialists, administrators, and teacher educators can provide more effective literacy instruction to K-9 students from diverse ethnic, cultural, and linguistic backgrounds. Cutting-edge theory and research is interwoven with detailed case studies that bring to life the complexities of teaching in today's multicultural and multilingual classroom. Topics covered include: *How and why culture matters in literacy instruction *Drawing on students' multiple literacies in the classroom *Motivating and engaging English-language learners *Steps that teachers can take to heighten their cultural awareness and skills *Tapping into family and community resources for literacy learning |
| cross cultural literacy: The Routledge Handbook of Religious Literacy, Pluralism, and Global Engagement Chris Seiple, Dennis Hoover, 2021-12 This pioneering handbook proposes an approach to pluralism that is relational, principled, and non-relativistic, going beyond banal calls for mere tolerance. The growing religious diversity within societies around the world presents both challenges and opportunities. A degree of competition between deeply held religious/worldview perspectives is natural and inevitable, yet at the same time the world urgently needs engagement and partnership across lines of difference. None of the world's most pressing problems can be solved by any single actor, and as such it is not a question of if but when you partner with an individual or institution that does not think, act, or believe as you do. The authors argue that religious literacy - defined as a dynamic combination of competencies and skills, continuously refined through real-world cross-cultural engagement - is vital to building societies and states of neighborly solidarity and civic fairness. Through examination, reflection, and case studies across multiple faith traditions and professional fields, this handbook equips scholars and students, as well as policymakers and practitioners, to assess, analyze, and act collaboratively in a world of deep diversity-- |
| cross cultural literacy: From Literature to Cultural Literacy Naomi Segal, Daniela Koleva, 2014-10-06 Researchers in the new field of literary-and-cultural studies look at social issues – especially issues of change and mobility – through the lens of literary thinking. The essays range from cultural memory and migration to electronic textuality and biopolitics. |
| cross cultural literacy: Public Policies in Media and Information Literacy in Europe Divina Frau-Meigs, Irma Velez, Julieta Flores Michel, 2017-04-21 Public Policies in Media and Information Literacy in Europe explores the current tensions in European countries as they attempt to tackle the transition to the digital age, providing a comparative and cross-cultural analysis of Media and Information Literacy (MIL) across Europe. This book takes a long-term perspective over the development of media education in Europe, and includes an appraisal of media, information, computer and digital literacies as they coalesce and diverge in the public debate over twenty-first-century skills. The contributors assess the various definitions of media and information literacy as a composite notion whose evolution as a cross-cultural phenomenon reveals various trends and influences in Europe. Throughout, this volume offers an in-depth coverage of MIL with all the different dimensions of policy-making, from legal frameworks to training, funding, evaluation and good practices. The authors propose modeling current MIL governance trends in Europe and conclude with a call for alternative and collective frames of research that they hope will influence policy-makers and other stakeholders, especially in terms of MIL governance. This collection is ideal for students and researchers of MIL, as well as policy makers, educators and associations interested in MIL in the digital age. |
| cross cultural literacy: Learning Cultural Literacy through Creative Practices in Schools Tuuli Lähdesmäki, Jūratė Baranova, Susanne C. Ylönen, Aino-Kaisa Koistinen, Katja Mäkinen, Vaiva Juškiene, Irena Zaleskiene, 2021-11-02 This open access book discusses how cultural literacy can be taught and learned through creative practices. It approaches cultural literacy as a dialogic social process based on learning and gaining knowledge through emphatic, tolerant, and inclusive interaction. The book focuses on meaning-making in children and young people’s visual and multimodal artefacts created by students aged 5–15 as an outcome of the Cultural Literacy Learning Programme implemented in schools in Cyprus, Germany, Israel, Lithuania, Spain, Portugal, and the UK. The lessons in the program address different social and cultural themes, ranging from one’s cultural attachments to being part of a community and engaging more broadly in society. The artefacts are explored through data-driven content analysis and self-reflexive and collaborative interpretation and discussed through multimodality and a sociocultural approach to children’s visual expression. This interdisciplinary volume draws on cultural studies, communication studies, art education, and educational sciences. |
| cross cultural literacy: Written Communication Across Cultures Yunxia Zhu, 2005-01-01 Winner of ABC's award for Distinguished Publication for 2006 This book explores effective written communication across cultures both theoretically and practically. Specifically it conceptualizes cross-cultural genre study and compares English and Chinese business writing collected from Australia, New Zealand and China. It is also one of those inspired by contrastive rhetoric but has contributed innovatively and uniquely by incorporating research findings from genre analysis, in particular, the sociocognitive genre perspective into this cross-cultural study. On the one hand, the endeavor represents an in-depth theoretical exploration by considering not only discourse community and cognitive structuring, but also the deep semantics of genre and intertextuality, while broadening genre study by integrating insights from cross-cultural communication as well as the Chinese perspectives. On the other hand, the book also addresses pragmatic issues. As a particular feature, it solicits professional members' intercultural viewpoints; thus confirming the shared social stock of knowledge employed in the culturally defined writing conventions. Last but not least, this book explores the implications for genre education and training, and develops an appropriate model for cross-cultural genre learning, which encourages learning through legitimate peripheral participation and intercultural learning in business organizations. |
| cross cultural literacy: Dialogue for Intercultural Understanding Fiona Maine, Maria Vrikki, 2021-03-26 This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people’s cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children’s engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses. |
| cross cultural literacy: Cross-Cultural Perspectives on Early Childhood Theodora Papatheodorou, Janet Moyles, 2012-01-24 By exploring the key issues, arguments and messages that exist in the field this book provides an international, comparative look at aspects of early childhood education and care. Pedagogical practices, learning cultures and the professional development of practitioners are considered within the wider political agenda of different countries. Pertinent policy and practice issues, such as numeracy and literacy, are carefully examined. The text highlights how important it is to engage with and listen to children, to provide positive learning encounters. Divided into four parts, the book covers: - children′s learning cultures - culture of pedagogy - cultural perspectives on curriculum - cultures of professional development Chapters cover key topics such as: - multi-sensory learning - outdoor learning - children′s voice - children as mentors - literacy and mathematics With expert contributors drawn from across the world, this book is vital reading for all those studying comparative education on early years courses. Theodora Papatheodorou, PhD, is an early years educator and researcher. Janet Moyles is Professor Emeritus at the Faculty of Education, Anglia Ruskin University and an early years consultant. |
| cross cultural literacy: Brown Girl, Brownstones Paule Marshall, 2012-03-06 Set in Brooklyn during the Depression and World War II, this 1953 coming-of-age novel centers on the daughter of Barbadian immigrants. Passionate, compelling. — Saturday Review. Remarkable for its courage. — The New Yorker. |
| cross cultural literacy: One Green Apple Eve Bunting, 2006-06-12 Farah feels alone, even when surrounded by her classmates. She listens and nods but doesn’t speak. It’s hard being the new kid in school, especially when you’re from another country and don’t know the language. Then, on a field trip to an apple orchard, Farah discovers there are lots of things that sound the same as they did at home, from dogs crunching their food to the ripple of friendly laughter. As she helps the class make apple cider, Farah connects with the other students and begins to feel that she belongs. Ted Lewin’s gorgeous sun-drenched paintings and Eve Bunting’s sensitive text immediately put the reader into another child’s shoes in this timely story of a young Muslim immigrant. |
| cross cultural literacy: Teaching across Cultures Perry Shaw, César Lopes, Joanna Feliciano-Soberano, Bob Heaton, 2021-11-05 The growth of the church around the world has led to an increased need for qualified theological educators, both locally and from the global community. Yet teaching cross-culturally is fraught with overlooked challenges, and lack of cultural sensitivity can undermine educators’ credibility, distort their message, and threaten the fruit of their ministry. Teaching across Cultures is a deeply practical guidebook for teaching theology beyond one’s own cultural context. The first section of the book provides a rich theoretical framework for cross-cultural engagement, exploring the intersections of theology, anthropology, and pedagogy. It is followed by over thirty country-specific reflections as local contributors provide practical guidelines for living, teaching, and ministering within their contexts. The only resource of its kind, this book is straightforward and easy-to-use while providing a powerful reminder that transformative teaching has humility and careful listening at its core. It is a must-read for anyone embarking on the joyful journey of cross-cultural ministry. |
| cross cultural literacy: Culturally Responsive Literacy Instruction Robert Algozzine, Dorothy J. O'Shea, Festus E. Obiakor, 2009 Dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. The book contains current research from the most reputable sources in the field and is a must-read for every teacher.-Akina Luckett-Canty, Special Education TeacherBrighton Middle School, Birmingham, ALThis text addresses the literacy needs of learners who have been 'left behind.'-Ursula Thomas-Fair, Assistant Professor of Early Childhood EducationUniversity of West GeorgiaGive students from culturally and linguistically diverse backgrounds the literacy skills to succeed! All students bring unique cultural and language experiences to their learning. Offering perspectives from experts in diversity and literacy, this clearly organized, comprehensive resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally responsive instruction.Culturally Responsive Literacy Instruction connects students' backgrounds, interests, and experiences to the standards-based curriculum. Teachers will find effective practices to help plan, implement, manage, and evaluate literacy instruction for students with culturally and linguistically diverse backgrounds. This book provides:A range of interventions that support five critical areas of reading instruction-phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehensionLearning materials that take advantage of multicultural literature, themes, and topicsGuidelines for helping students connect language and literacy tasks to their own cultural knowledge and experiencesMake a significant difference in all your students' reading success with effective, culturally responsive teaching practices! |
| cross cultural literacy: Language and Cultural Practices in Communities and Schools Inmaculada M. García-Sánchez, Marjorie Faulstich Orellana, 2019-09-09 Drawing on sociocultural theories of learning, this book examines how the everyday language practices and cultural funds of knowledge of youth from non-dominant or minoritized groups can be used as centerpoints for classroom learning in ways that help all students both to sustain and expand their cultural and linguistic repertoires while developing skills that are valued in formal schooling. Bringing together a group of ethnographically grounded scholars working in diverse local contexts, this volume identifies how these language practices and cultural funds of knowledge can be used as generative points of continuity and productively expanded on in schools for successful and inclusive learning. Ideal for students and researchers in teaching, learning, language education, literacy, and multicultural education, as well as teachers at all stages of their career, this book contributes to research on culturally and linguistically sustaining practices by offering original teaching methods and a range of ways of connecting cultural competencies to learning across subject matters and disciplines. |
| cross cultural literacy: The Culture Map (INTL ED) Erin Meyer, 2016-01-05 An international business expert helps you understand and navigate cultural differences in this insightful and practical guide, perfect for both your work and personal life. Americans precede anything negative with three nice comments; French, Dutch, Israelis, and Germans get straight to the point; Latin Americans and Asians are steeped in hierarchy; Scandinavians think the best boss is just one of the crowd. It's no surprise that when they try and talk to each other, chaos breaks out. In The Culture Map, INSEAD professor Erin Meyer is your guide through this subtle, sometimes treacherous terrain in which people from starkly different backgrounds are expected to work harmoniously together. She provides a field-tested model for decoding how cultural differences impact international business, and combines a smart analytical framework with practical, actionable advice. |
| cross cultural literacy: Functional Literacy Ludo Th Verhoeven, 1994-01-01 The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the construct of functional literacy. The second part goes into the notion of literacy development. Both societal and individual aspects of literacy development are taken into account. In the next two parts the actual achievement of literacy in various regions of the world is dealt with. In part 3 the focus is on attaining literacy in developing societies, and in part 4 on attaining literacy in industrialized societies. In the final part the question is raised how functional literacy can be promoted through education. Starting from a cross-cultural perspective the central issue is how standards of functional literacy can be established throughout the world. |
| cross cultural literacy: Investing in Cultural Diversity and Intercultural Dialogue Unesco, 2009-01-01 This report analyses all aspects of cultural diversity, which has emerged as a key concern of the international community in recent decades, and maps out new approaches to monitoring and shaping the changes that are taking place. It highlights, in particular, the interrelated challenges of cultural diversity and intercultural dialogue and the way in which strong homogenizing forces are matched by persistent diversifying trends. The report proposes a series of ten policy-oriented recommendations, to the attention of States, intergovernmental and non-governmental organizations, international and regional bodies, national institutions and the private sector on how to invest in cultural diversity. Emphasizing the importance of cultural diversity in different areas (languages, education, communication and new media development, and creativity and the marketplace) based on data and examples collected from around the world, the report is also intended for the general public. It proposes a coherent vision of cultural diversity and clarifies how, far from being a threat, it can become beneficial to the action of the international community. |
| cross cultural literacy: Cross-Cultural Interaction: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2014-01-31 In a globalized society, individuals in business, government, and a variety of other fields must frequently communicate and work with individuals of different cultures and backgrounds. Effectively bridging the culture gap is critical to success in such scenarios. Cross-Cultural Interaction: Concepts, Methodologies, Tools, and Applications explores contemporary research and historical perspectives on intercultural competencies and transnational organizations. This three-volume compilation will present a compendium of knowledge on cultural diversity and the impact this has on modern interpersonal interactions. Within these pages, a variety of researchers, scholars, professionals, and leaders who interact regularly with the global society will find useful insight and fresh perspectives on the field of cross-cultural interaction. |
| cross cultural literacy: Persuasive Technology Yvonne de Kort, Wijnand IJsselsteijn, Cees Midden, Berry Eggen, B.J. Fogg, 2007-11-24 This book constitutes the thoroughly refereed post-proceedings of the Second International Conference on Persuasive Technology for Human Well-Being, PERSUASIVE 2007, held in Palo Alto, CA, USA, in April 2007. The 37 revised full papers presented were carefully reviewed and selected from numerous submissions for inclusion in the book. The papers are organized in topical sections and cover a broad range of subjects. |
| cross cultural literacy: Understanding Others Joseph F. Trimmer, Tilly Warnock, 1992 This book of essays offers perspectives for college teachers facing the perplexities of today's focus on cultural issues in literature programs. The book presents ideas from 19 scholars and teachers relating to theories of culture-oriented criticism and teaching, contexts for these activities, and specific, culture-focused texts significant for college courses. The articles and their authors are as follows: (1) Cultural Criticism: Past and Present (Mary Poovey); (2) Genre as a Social Institution (James F. Slevin); (3) Teaching Multicultural Literature (Reed Way Dasenbrock); (4) Translation as a Method for Cross-Cultural Teaching (Anuradha Dingwaney and Carol Maier); (5) Teaching in the Television Culture (Judith Scot-Smith Girgus and Cecelia Tichi); (6) Multicultural Teaching: It's an Inside Job (Mary C. Savage); (7) Chicana Feminism: In the Tracks of 'the' Native Woman (Norma Alarcon); (8) Current African American Literary Theory: Review and Projections (Reginald Martin); (9) Talking across Cultures (Robert S. Burton); (10) Walter Mitty in China: Teaching American Fiction in an Alien Culture (H. W. Matalene); (11) Text, Context, and Teaching Literature by African American Women (Sandra Jamieson); (12) Sethe's 'Big, Bad' Love (Chauncey A. Ridley); (13) Baldwin, Bebop, and 'Sonny's Blues' (Pancho Savery); (14) Filiative and Affiliative Textualization in Chinese American Literature (David Leiwei Li); (15) The Unheard: Vietnamese Voices in the Literature Curriculum (Renny Christopher); (16) Narrative Theory in Naguib Mahfouz's 'The Children of Gebelawi' (Suzanne Evertsen Lundquist); and (17) The Mixed Blood Writer as Interpreter and Mythmaker (Patricia Riley). (SR) |
| cross cultural literacy: Cross-Cultural Pragmatics Anna Wierzbicka, 2009-09-04 This book, which can be seen as both a research monograph and a text book, challenges the approaches to human interaction based on supposedly universal maxims of conversation and principles of politeness, which fly in the face of reality as experienced by millions of people - refugees, immigrants, crosscultural families, and so on. By contrast to such approaches, which can be of no use in crosscultural communication and education, this book is both theoretical and practical: it shows that in different societies, norms of human interaction are different and reflect different cultural attitudes and values; and it offers a framework within which different cultural norms and different ways of speaking can be effectively explored, explained, and taught. The book discusses data from a wide range of languages, including English, Italian, Russian, Polish, Yiddish, Hebrew, Japanese, Korean, and Walmatjari (an Australian Aboriginal language), and it shows that the meanings expressed in human interaction and the different cultural scripts prevailing in different speech communities can be described and compared in a way that is clear, simple, rigorous, and free of ethnocentric bias by using a natural semantic metalanguage, based on empirically established universal human concepts. As the book shows, this metalanguage can be used as a basis for teaching successful cross-cultural communication and education, including the teaching of languages in a cultural context. |
| cross cultural literacy: Why Knowledge Matters E. D. Hirsch, 2019-01-02 In Why Knowledge Matters, E. D. Hirsch, Jr., presents evidence from cognitive science, sociology, and education history to further the argument for a knowledge-based elementary curriculum. Influential scholar Hirsch, author of The Knowledge Deficit, asserts that a carefully planned curriculum that imparts communal knowledge is essential in achieving one of the most fundamental aims and objectives of education: preparing students for lifelong success. Hirsch examines historical and contemporary evidence from the United States and other nations, including France, and affirms that a knowledge-based approach has improved both achievement and equity in schools where it has been instituted. In contrast, educational change of the past several decades in the United States has endorsed a skills-based approach, founded on, Hirsch points out, many incorrect assumptions about child development and how children learn. He recommends new policies that are better aligned with our current understanding of neuroscience, developmental psychology, and social science. The book focuses on six persistent problems that merit the attention of contemporary education reform: the over-testing of students in the name of educational accountability; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum to crowd out history, geography, science, literature, and the arts; the achievement gap between demographic groups; and the reliance on standards, such as the Common Core State Standards, that are not linked to a rigorous curriculum. Why Knowledge Matters makes a clear case for educational innovation and introduces a new generation of American educators to Hirsch’s astute and passionate analysis. |
| cross cultural literacy: Biodiversity and Conservation Gabriel Melchias, 2001 This volume explores the globe's biodiversity and the theories and techniques for protecting it through conservation. |
| cross cultural literacy: Building Bridges with Bilingual Books and Multicultural Resources Anneke Vanmarcke Forzani, Heather Leaman, Edmond Gubbins, 2019-11-27 This manual provides K-5 educators and homeschooling parents with tools for culturally responsive teaching including lessons to engage dual language learners and families, diversity activities to support literacy and language awareness, and games and resources to promote cultural awareness and understanding. The book includes numerous multicultural lesson plans that use bilingual books and diversity activities to support literacy development and build culturally inclusive classrooms. The lessons meet Common Core Standards and include detailed procedures, assessments, cross-curricular extension activities, and vocabulary-building flashcards. Each lesson incorporates optional ESL activities, accommodations for language learners, and suggestions for involving dual language families. Also included in the book are games, foods, and crafts from around the world; diverse language profiles; handouts to build community in the classroom; and unique holidays to celebrate diversity.Written by multicultural education expert and founder of Language Lizard, Anneke Forzani; Coordinator of the Master's of Education program in Applied Studies and Teaching at West Chester University, Heather Leaman; and two practicing elementary school teachers. |
| cross cultural literacy: Culture-specific Language Styles Masahiko Minami, 2002 Communication skills are considered extremely important for the development, preservation, and transmission of culture to future generations, and incorporate the complicated relationship between language and culture. This book focuses on an analysis of personal narratives by Japanese pre-school children. The book also analyzes mother-child narratives and joint book-reading activities. |
| cross cultural literacy: Cross-cultural Lifelong Learning Vesa Korhonen, 2010 |
Cultural literacy – Definition and Explanation - The Oxford Review
Cultural literacy is the ability to comprehend and communicate effectively across different cultural contexts. It goes beyond simply knowing facts about other cultures; it entails understanding …
What Is Cross-Cultural Literacy? - Plain English
It is with this in mind that I’m out here teaching Cross-Cultural Literacy Sessions to help people become more literate in navigating different cultures.
Cultural literacy - Wikipedia
Cultural literacy is a term coined by American educator and literary critic E. D. Hirsch, referring to the ability to understand and participate fluently in a given culture. Cultural literacy is an …
Cross-Cultural Literacy: Transform Your Students into Global …
Feb 26, 2025 · By developing cross-cultural literacy skills, educators equip students with the tools to navigate cultural differences, challenge assumptions, and build meaningful connections …
Cross-cultural Literacy and Intercultural Competence: Unraveling …
Nov 18, 2023 · Enhance your understanding of the nexus between CROSS-CULTURAL LITERACY and INTERCULTURAL COMPETENCE in the context of globalization and …
Cross-Cultural Literature: Definition & Examples - Study.com
Cross-cultural literature is the comparison of literature written from different cultural worldviews. Cross-cultural literature has many benefits for those who engage in reading authors...
LinkTeracy - Globalization and Multicultural Literacies
Access to Multilingual Content: As globalization connects more people across different languages and cultures, there’s an increasing need for literacy that can navigate multilingual content and...
What Is Cultural Literacy? | SpringerLink
Dec 1, 2020 · This chapter discusses the origins of the term “cultural literacy” as defined by E. D. Hirsch and explains how and why this book distances itself from those first approaches to the …
Cross-Cultural Approaches to Literacy | Cambridge University …
Cross-Cultural Approaches to Literacy, investigates the meanings and uses of literacy in different cultures and societies. In contrast to previous studies, where the focus of research has been …
Cross-Cultural Literacy and Global Reading Programs
Dec 27, 2024 · Cross-cultural literacy goes beyond just reading international texts. It involves understanding cultural contexts, historical backgrounds, and diverse perspectives. Advanced …
Cultural literacy – Definition and Explanation - The Oxford Review
Cultural literacy is the ability to comprehend and communicate effectively across different cultural contexts. It goes beyond simply knowing facts about other cultures; it entails understanding …
What Is Cross-Cultural Literacy? - Plain English
It is with this in mind that I’m out here teaching Cross-Cultural Literacy Sessions to help people become more literate in navigating different cultures.
Cultural literacy - Wikipedia
Cultural literacy is a term coined by American educator and literary critic E. D. Hirsch, referring to the ability to understand and participate fluently in a given culture. Cultural literacy is an …
Cross-Cultural Literacy: Transform Your Students into Global …
Feb 26, 2025 · By developing cross-cultural literacy skills, educators equip students with the tools to navigate cultural differences, challenge assumptions, and build meaningful connections …
Cross-cultural Literacy and Intercultural Competence: Unraveling …
Nov 18, 2023 · Enhance your understanding of the nexus between CROSS-CULTURAL LITERACY and INTERCULTURAL COMPETENCE in the context of globalization and …
Cross-Cultural Literature: Definition & Examples - Study.com
Cross-cultural literature is the comparison of literature written from different cultural worldviews. Cross-cultural literature has many benefits for those who engage in reading authors...
LinkTeracy - Globalization and Multicultural Literacies
Access to Multilingual Content: As globalization connects more people across different languages and cultures, there’s an increasing need for literacy that can navigate multilingual content and...
What Is Cultural Literacy? | SpringerLink
Dec 1, 2020 · This chapter discusses the origins of the term “cultural literacy” as defined by E. D. Hirsch and explains how and why this book distances itself from those first approaches to the …
Cross-Cultural Approaches to Literacy | Cambridge University …
Cross-Cultural Approaches to Literacy, investigates the meanings and uses of literacy in different cultures and societies. In contrast to previous studies, where the focus of research has been …
Cross-Cultural Literacy and Global Reading Programs
Dec 27, 2024 · Cross-cultural literacy goes beyond just reading international texts. It involves understanding cultural contexts, historical backgrounds, and diverse perspectives. Advanced …
