VOlUME 06 ISSUE 03 MARCH 2023
Gary Sampson
John St, Hawthorn VIC 3122, Australia, Swinburne University of Technology
DOI : https://doi.org/10.47191/ijsshr/v6-i3-34Google Scholar Download Pdf
ABSTRACT
The way we communicate information is as important as the messages we convey. Cultural variables, such as nationality, ethnic background, religion, and gender, may give us a reference for both sending and receiving messages in styles that are linear or circular, direct, or indirect, attached or detached, procedural or personal, and more confrontational in either intellectual or relational terms. These differences in values and communication styles that contribute to cultural diversity are also an integral part of the classroom environment. The present article sheds light on these individual differences in relation to teachers' cultural identities and how they impact their pedagogical practices.
KEYWORDS:communication, cultural identity, learner-centered, pedagogy, teacher-centered, teaching styles
REFERENCES
1) Altugan, A. S. (2015). The relationship between cultural identity and learning. Procedia-Social and Behavioral Sciences, 186, 1159-1162.
2) Ayers, W. (2010). Selection from to teach. The Teacher in American Society: A Critical Anthology, 209.
3) Benson, P., & Lamb, T. (2020). Autonomy in the Age of Multilingualism. In Autonomy in Language Education (pp. 74-88). Routledge.
4) Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices from urban classrooms: Teachers’ perceptions on instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50(8), 697-726.
5) Dörnyei, Z. (2009). The L2 motivational self-system. Motivation, language identity, and the L2 self, 36(3), 9-11.
6) Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
7) Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge.
8) Egitim, S. (2020). Understanding Japanese university English teachers’ experiences as collaborative leaders: Engaging learners in teaching and classroom management. Northeastern University.
9) Egitim, S. (2021). Collaborative leadership in English language classrooms: engaging learners in leaderful classroom practices and strategies. International Journal of Leadership in Education, 1-21.
10) Egitim, S., & Garcia, T. (2021). Japanese University Students' Perceptions of Foreign English Teachers. English Language Teaching, 14(5), 13-22.
11) Egitim, S. (2022). Challenges of adapting to organizational culture: Internationalization through inclusive leadership and mutuality. Social Sciences & Humanities Open, 5(1), 100242.
12) Egitim, S. (2022). Collaborative leadership through leaderful classroom practices: Everybody is a leader. Candlin & Mynard.
13) Egitim, S. (2022). Voices on Language Teacher Stereotypes: Critical Cultural Competence Building as a Pedagogical Strategy. Journal of Language, Identity & Education, 1-15.
14) Escandon-Barbosa, D., Ramirez, A., & Salas-Paramo, J. (2022). The Effect of Cultural Orientations on Country Innovation Performance: Hofstede Cultural Dimensions Revisited. Sustainability, 14(10), 5851.
15) Gay, G. (2015). What, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural education review, 7(3), 123-139.
16) Guo, Z. (2022). A Review of Social and Cultural Causes of Hikikomori: Collectivism in Japan. In 2021 International Conference on Public Art and Human Development (ICPAHD 2021) (pp. 727-731). Atlantis Press.
17) Jan, J., Alshare, K. A., & Lane, P. L. (2022). Hofstede’s cultural dimensions in technology acceptance models: a meta-analysis. Universal Access in the Information Society, 1-25.
18) Kearney, M. H., & O’Sullivan, J. (2003). Identity shifts as turning points in health behavior change. Western Journal of Nursing Research, 25(2), 134-152.
19) Knowles, C. (1991). Afro Caribbeans and schizophrenia: how does psychiatry deal with issues of race, culture, and ethnicity? Journal of Social Policy, 20(2), 173-190.
20) Littlewood, W. (2001). Cultural awareness and the negotiation of meaning in intercultural communication. Language Awareness, 10(2-3), 189-199.
21) Maya, J., Luesia, J. F., & Pérez-Padilla, J. (2021). The relationship between learning styles and academic performance: Consistency among multiple assessment methods in psychology and education students. Sustainability, 13(6), 3341.
22) Noda, M., & O’Regan, J. P. (2020). L1 marginalisation in Japan: Monolingual instrumentalism and the discursive shift against yakudoku in the Japanese government’s Course of Study. Current issues in language planning, 21(2), 135-152.
23) Rehman, A. U. (2022). Consumers' perceived value of luxury goods through the lens of Hofstede cultural dimensions: A cross‐cultural study. Journal of Public Affairs, 22(4).
24) Rogers, J., Morrell, E., & Enyedy, N. (2007). Studying the struggle: Contexts for learning and identity development for urban youth. American Behavioral Scientist, 51(3), 419-443.
25) Ziegahn, L. (2001). Diversity and intercultural communication in continuing professional education. Adult Learning, 12(1), 11