Melting Pot or Salad Bowl--如何面对全球化背景下的英语教育

在世界政治、经济一体化进程逐步加快的今天，英语不应该仅作为一门课程来讲授，而应该融入到国际化、全球化的具体内容中去，旨在提高学生的认知能力，情感态度，交际能力，全球意识和跨文化意识。这对于传统英语教学。尤其是英语语言老师来说，都应该是一次很大的挑战。     

Challenges in Linguistically and Culturally Diverse Elementary Settings with Math Instruction using Learning Technologies

This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school’s mathematics specialist and the multi-graded (grades 2–3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners¹ (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2–3 classroom in a Title I (K-5) school setting was language. Although potentially powerful technologies—analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students’ thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers’ knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district’s policies of English immersion for ELL students.This paper was presented at the American Educational Research Association Annual Meeting, 2005, Montreal, Canada, on Tuesday, April 12, 2005, 4:05–5:35 pm, in Le Centre Sheraton Montreal/Salon 7, in a session titled, “Science and Mathematics Teaching for Linguistically and Culturally Diverse Students” sponsored by Division K-Teaching and Teacher Education/Section 1—Research on Teaching Practices, Teacher Knowledge, and Teacher Education in Math and Science.Tirupalavanam G. Ganesh is a December 2003 graduate of the Interdisciplinary Ph.D. program in Educational Media and Computers, Division of Curriculum and Instruction, at the College of Education, Arizona State University. He also holds a Master of Computer Science degree from Arizona State University. His teaching interests include graduate and undergraduate courses for in-service and pre-service teachers in the use of learning technologies for Science, Technology, Engineering, and Mathematics (STEM) education and technology integration. His research interests include studying the impact of informal learning experiences in settings such as museums and after-school programs, technology integration, and teacher’s practices in elementary/middle schools. Address correspondence to Tirupalavanam G. Ganesh, Assistant Professor, Instructional Technology, College of Education, Curriculum and Instruction, University of Houston, 256 Farish Hall, Houston, TX 77204-5027. Tel.: +1-713-743-0574; e-mail: tganesh@uh.edu.James A. Middleton is Division Director of Curriculum and Instruction at the College of Education, Arizona State University, Tempe, AZ. He obtained his Ph.D. in 1992, in Educational Psychology from the University of Wisconsin, Madison. His teaching interests include mathematics methods for secondary teachers and graduate courses in children’s mathematical thinking and technological innovation. His research interests include motivational processes in education, children’s mathematical thinking especially in the area of rational number and geometry, and technological innovation in mathematics instruction and assessment. James A. Middleton, Director, Division of Curriculum and Instruction, College of Education, Arizona State University, Box 871011, Tempe, AZ 85287-1011. Tel.: +1-480-965-9644; e-mail: james.middleton@asu.edu.     

Examining students’ perceptions of plagiarism: A cross-cultural study at tertiary level

Plagiarism continues to dominate the academic world as one of its greatest challenges, and the existing literature suggests cross-cultural investigation of this critical issue may help all shareholders who detect, are confronted by and struggle with this issue to address it. Therefore, the present study, drawing upon a cross-cultural investigation using a questionnaire, aimed to investigate the differences between three groups of students, namely, Turkish (n = 106), Georgian (n = 83) and German (n = 72) regarding their tendency to conduct academic theft. It also investigated ways in which to plagiarise and reasons for and awareness of this issue. The results show that lack of time, busy schedules and weak academic writing skills are the most frequent reasons for plagiarism. However, in contrast to previous studies, the role of the Internet was found to be minimal in relation to increasing plagiarism. It is also worth noting that the German participants were found to have a higher level of sensitivity to this academic malpractice and were seen to be much more successful at identifying it. The article concludes with workable suggestions on how to discourage academic theft at universities.     

Perceptions of Play Therapy in Taiwan: The Voices of School Counselors and Counselor Educators

The current status of play therapy in the elementary schools of Taiwan was investigated in relation to its compatibility with Chinese culture and its potential for wider societal adoption. Seven participants, four counselor educators and three elementary school counselors, in West Taiwan participated in this phenomenological qualitative inquiry. Seven assertions emerged from the interviewing data, implying that the potential for adopting play therapy in Taiwanese school counseling is embedded in the society. However, there are insufficient facilities and a lack of play therapy resources. Further investigation of the infrastructure in school counseling is necessary. Suggestions for practice and research regarding the development of play therapy and child counseling are presented.     

A Study of Cross-cultural Pragmatic Failures in Tourism Interpretation

In the tourism interpretation, guide interpreter incompetent in cross-cultural pragmatic awareness and ability happens to make various cross-cultural pragmatic failures, which would result in misunders...     

恭维语应答的跨文化语用失误成因及防范策略

以往对恭维语的研究多从说话人角度出发,对比中西恭维语的内容,而忽略了听话人的作用。本文基于跨文化语用失误的基本理论,从听话人的角度出发,对比中西方恭维语应答模式及其出现的语用失误,从文化价值、认知、语用策略三个方面深入分析其产生的原因,并据此提出相应的语用策略。     

基于跨文化视角的太极拳术语英译初探

随着国际交流日益频繁,越来越多的外国人希望了解中国运动养生文化。太极拳作为中华文化的精髓被外国人所喜爱,但是其术语翻译标准却未能统一。因其深厚的文化内涵,太极拳术语翻译难度较大,既要求译者有较高的国学素养,又要求译者了解西方文化。该文通过文献调研法和分析对比法,对各翻译版本进行比较,并提出了音译,直译,意译结合注释的翻译方法,以便解决文化缺失、文化冲突等的问题,以期克服跨文化交流中的障碍,使太极拳名称英译更易被不同背景的读者认同,从而更有利于太极拳在海外的传播与发展,并为中国传统运动养生术语英译提供可参考的研究基础。     

浅析跨文化交际能力在高职生职业素质构建中的作用

高等职业教育肩负着培养高素质、技能型专门人才的使命,这样的使命让高职生职业素质的构建变得十分重要。随着全球经济一体化进程的加速,市场不断变化,赋予高职生职业素质新的含义。该文以合肥财经职业学院为例,现就高职生的跨文化交际能力和职业素质的现状进行调查,然后分析跨文化交际能力与高职生职业素质构建之间的关系,最后不仅就高职生跨文化交际能力培养提出策略,更对高职生职业素质构建提出可行的方法。     

Exploring the challenges in scaling up the delivery of action learning facilitator training within a global organisation

Action learning is often used as an element of leadership development programmes. The intention is to support classroom learning with an experiential thread which runs throughout the life of the programme. Action Learning Associates (ALA) has been working with an international organisation for three years to deliver the global ‘First Line Manager Programme’ (FLMP). The action learning facilitator training (ALFT) programme is designed to enable participants to run action learning sets in their operational companies across the world. Originally created in English – the official business language – the ALFT is now also delivered in French. The focus of the paper is to explore learning, challenges and opportunities created by scaling up the delivery of ALFT to a global target audience of approximately 700 people. To date ALA has trained over 165 internal action learning facilitators from different countries, languages, cultures and professional backgrounds. The value to the participants of being skilled to run their own action learning sets, within the context of the FLMP, is explored along with the opportunities for organisational development and learning.     

跨文化交际视野下二语习得中母语文化失语症现状及对策研究

母语文化失语症主要表现为母语文化知识匮乏、母语表达能力低下和母语文化的目的语表达欠妥等方面。在跨文化交际相关理论的基础上,对二语习得中的母语文化失语现象进行探讨,归纳产生此现象的原因,并尝试提出二语习得中母语文化的导入对策,以激发学习者学习外语的兴趣,培养学习者的民族自豪感和全球意识,加深其对母语文化的认同与理解,从而提高学习者感知文化差异的敏感性及文化鉴别能力,提升学习者跨文化交际能力。