论礼仪教育与城市新移民子女的亚文化跨越

城市新移民子女的亚文化跨越要经历文化适应、社会融入、文化融合三个阶段。礼仪教育能够帮助城市新移民子女达成亚文化跨越各阶段的多数任务。在文化适应阶段,礼仪教育可以引导城市新移民子女与城市原住民子女实现和平共处,帮助他们理解、接受城市主流文化的核心价值观,并养成城市社会认同和推崇的良好行为习惯;在社会融入阶段,礼仪教育不仅可以为他们融入城市原住民及其子女社交圈提供中介或桥梁,融洽他们与城市原住民子女的关系,还可以帮助他们形成交往意识、礼仪行为和交往技能;在文化融合阶段,礼仪教育既可以减少乡村文化、“城中村”亚文化对他们的不良影响,促进他们认同、接受城市文化,实现同化,而且也可以促成他们与城市原住民子女的双向影响,从而实现文化融合。因此,礼仪教育应当成为我国城市新移民子女教育的重要模式。     

Acculturation Preferences,Ethnic and Religious Identification and the Socio-Economic Adaptation of Russian-Speaking Immigrants in Belgium

This study tests a model of the socio-economic adaptation (SEA) of Russian-speaking immigrants in Belgium. It examines the roles of language skills and length of stay in Belgium, and of ethnic and religious identification in their acculturation preferences in their adaptation. The study showed that language skills were positively related to preferences for integration and assimilation, while length of stay was negatively related to separation. In turn, integration and assimilation predicted higher SEA, and separation predicted lower adaptation. Ethnic and religious identification also played a role. In sum, more orientation toward the host society (integration and assimilation) promoted better adaptation.     

Remote acculturation of early adolescents in Jamaica towards European American culture: A replication and extension

Remote acculturation is a modern form of non-immigrant acculturation identified among early adolescents in Jamaica as “Americanization”. This study aimed to replicate the original remote acculturation findings in a new cohort of early adolescents in Jamaica (n = 222; M = 12.08 years) and to extend our understanding of remote acculturation by investigating potential vehicles of indirect and intermittent intercultural contact. Cluster analyses replicated prior findings: relative to Traditional Jamaican adolescents (62%), Americanized Jamaican adolescents (38%) reported stronger European American cultural orientation, lower Jamaican orientation, lower family obligations, and greater conflict with parents. More U.S. media (girls) and less local media and local sports (all) were the primary vehicles of intercultural contact predicting higher odds of Americanization. U.S. food, U.S. tourism, and transnational communication were also linked to U.S. orientation. Findings have implications for acculturation research and for practice and policy targeting Caribbean youth and families.     

We are (migrant) families: The interdependence between family members’ actual and perceived acculturation

Acculturation has been studied extensively in the context of migrant families. Acculturation gaps between parents and youth have been associated with negative outcomes for migrant families and youth. Importantly, past studies have used different methods to operationalize this gap. Some studies compare self-reported acculturation from both family members in a parent-child dyad, the actual measure. In contrast, other studies rely on a single participant to report acculturation levels of both their relative and themselves, the perceived measure. The current study directly examined the interplay between actual and perceived measures of the acculturation gap by surveying migrant parents and their children in the community (parents: N = 153, M_age = 49.03, 60 % female, 71.2 % 1st generation migrants; youth: N = 153, M_age = 19.64, 58 % female, 58.8 % 2nd generation migrants). All families were residing in the United Kingdom, but varied in their heritage cultures. Parents and youth were asked to report acculturation towards their heritage and settlement cultures, of themselves and of their relative (youth and parents respectively). Using the Accuracy and Bias in the Perception of the Partner model (in SEM), participant’s perceived acculturation was found to be associated with the acculturation of themselves, but also with their partners’ acculturation level. The co-existence of accuracy and bias in parents’ and youth’s perception of their partners’ acculturation indicates that perceived acculturation might not be an accurate proxy measure of the actual acculturation. Future research may wish to take differences between the perceived and actual measures of acculturation into consideration.     

The adaptation of Chinese international students to online flexible learning: two case studies

The cross‐cultural experiences of Chinese international students in Western countries have been subject to intensive research, but only a very small number of studies have considered how these students adapt to learning in an online flexible delivery environment. Guided by Berry’s acculturation framework (1980 Berry, J.W. 1980. “Acculturation as varieties of adaptation”. In Acculturation, theory, models, and some new findings, Edited by: Padilla, A. 9–25. Boulder, CO: Westview Press.  [Google Scholar], 2005 Berry, J.W. 2005. Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6): 697–712.  [Google Scholar]), the investigation discussed in this article aimed to address this gap by exploring the adaptation processes of Chinese international students to online learning at an Australian university. This article reports on the challenges perceived by two students from Mainland China, their coping strategies, changes in their opinions of online learning, and their respective patterns of adaptation. By presenting two indicative case studies drawn from a wider study, this article aims to demonstrate the use of Berry’s concepts as a means to frame such studies.     

文学主体与文学观念——中国上古文学观念发展的一种考察

中国上古文学观念何时发生,有许多探讨的方法,本文从分析文学主体和文学观念的联系入手,探讨了这一问题,作者认为,殷商是一个宗教思想占主要地位的时代,“鬼治主义”是其文化特色,巫觋是其文化主体,所谓“诗言志”只是达到“神人以和”宗教目的的祭祀之乐的一个关目,独立的文学活动并不存在,独立的文学观念也未能发生,西周重视人间世务,加强礼乐文化建设,明确提出“敬德保民”,人文精神得到发展,“诗”成为天子听政以“补察其政”的政教工具,文学观念在潜滋暗长,春秋时期,“礼崩乐坏”,文化下移,学术解放,士成为文化学术的主体,以孔子为代表的儒家重视西周以来的人文传统和文化典籍,以人文教化为基本内容的文学观念才得以产生出来,正是这种文学观念成为了中国的正统文学观念的核心内容,形成了中国古代文学的时代特色和民族特色。     

滇中彝族纳苏民间丧仪调查民俗志报告

滇中彝族纳苏人传统的祖灵崇拜,完整地体现在其民间丧仪上,主要有报丧、停尸、守灵、叩请执事、家祭、堂祭、出殡、下葬、扶山等几个过程,仪式仪轨复杂繁琐。考察这些仪式,可以发现,由于经济社会的进一步发展,加上邻近汉族文化的影响,当地彝族民间丧仪已发生了较大的变迁,出现了明显的汉儒丧礼痕迹。     

论英语教学与文化导入

语言和文化是密切、不可分离的,英语教学不能与文化脱离,二者必须紧密联系在一起。只教语言,不教文化,只能培养出大傻瓜。外语教学的任务是培养在具有不同文化背景的人们之间进行交际的人才,因此英语教学中必须要注重文化导入。本文从文化导入的重要性,文化导入的内容、原则和方法等方面详细讨论了英语教学与文化导入的关系,最后指出:英语教学必须和文化导入相结合,才能培养出具有跨文化交际能力的合格的英语人才。     

Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum

This paper draws from an institutionally-funded phenomenological study of international PhD students’ academic acculturation, which focuses on the distinctive strengths, challenges, and hidden opportunities facing this cohort within the context of their transition from one academic culture to another. The first section introduces the theoretical base employed in the study and is then followed by exploring the conceptualisations of the hidden curriculum and its associated concepts: ‘the third space’ and ‘darkness in higher education’. Drawing upon our study findings, the second section illustrates practical exemplars of finding and harnessing the hidden curriculum. Without discounting the wide range of formal and informal institutional support provisions designed to facilitate international PhD students’ acculturation to a new academic setting, our study findings strongly endorse that students themselves have a crucial role to play in their complex transitional journey. Our study also offers a unique insight, i.e. if found, the hidden curriculum is an effective tool not only for international PhD students’ coping and survival but even more importantly, in thriving in new societal and academic contexts.     

Disciplinary Differences: LCSH and Keyword Assignment for ETDs from Different Disciplines

This research concerns the frequency of the assignment of author-supplied keyword strings and cataloger supplied subject heading strings within a library catalog. The results reveal that, on average, more author-assigned keywords and more cataloger-assigned Library of Congress Subject Headings were assigned to works emerging from the arts & humanities than to works emerging from the social sciences and science, technology, engineering, and mathematics (STEM) disciplines. STEM disciplines in particular received a lower amount of topical metadata, in part because of the under-assignment of name/title, geographical, and corporate subject headings. These findings reveal how librarians could increase their understanding of how topical access is functioning within academic disciplines.