...by the state and mandated by the federal government. These standards serve as an instrument for the definition of the language and the content that all students including English language learners (ELLs) are expected to achieve (Fenner, 2012). In this article, Fenner and Segota tackled the importance of the English language proficiency (ELP) standards, professional teaching standards and Common Core standards, their impact on ELLs and the interrelation between them. In order for ELLs to meet the academic competencies embodied in the standards, it is necessary that they acquire the social and intercultural competence and academic language proficiency across content areas. The academic language competencies embodied in the content-area standards require quality instructional delivery that intertwines language development and content. States are mandated by the No Child Left Behind (NCLB) legislation to create language standards to assist ELLs in developing English language proficiency (ELP). The ELP standards are designed to bridge the gap between language acquisition and content proficiency for ELLs. Ensuring that ELLs have the academic language proficiency allows them to navigate through information, engage with new learning, and produce high level of achievement. When ELLs are assisted in targeting high levels of success in the content area classrooms. Fenner and Segota (2012) also discussed the importance of establishing professional ESL (English as a Second Language) teaching...
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...International Journal of Intercultural Relations 35 (2011) 49–60 Contents lists available at ScienceDirect International Journal of Intercultural Relations journal homepage: www.elsevier.com/locate/ijintrel Cultural distance and expatriate job satisfaction Fabian Jintae Froese a,∗ , Vesa Peltokorpi b,1 a b Korea University Business School, Anam-dong, Seongbuk-Gu, Seoul, 136-701, Republic of Korea HEC School of Management, Paris, 78351 Jouy en Josas, France a r t i c l e i n f o a b s t r a c t Despite its strong impact in domestic settings on job performance, organizational commitment, stress, and turnover intentions, job satisfaction has received little attention in the literature on expatriates. This paper analyzes the predictors of job satisfaction that may arise in an expatriate context. Drawing on the cultural distance perspective, we propose that the national cultural distance, supervisor’s nationality, host-country language proficiency, expatriate type, and company nationality are important determinants of expatriate job satisfaction. Survey results from 148 expatriates in Japan demonstrate that national cultural distance, supervisor’s nationality, and expatriate type have a statistically significant influence on expatriate job satisfaction. Theoretical and practical implications are provided. © 2010 Elsevier Ltd. All rights reserved. Article history: Accepted 25 October 2010 Keywords: Expatriates Job satisfaction Cultural distance Japan In an...
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...traditionally accomplished using indices of cultural values. Although a number of researchers have attempted to identify measures to account for the core elements of culture, there is no consensus on those measures. This article uses an alternative method—discourse analysis—to observe what actually occurs in terms of communication practices in intercultural decision-making meetings, specifically those involving U.S.-born native English speakers and participants from East Asian countries. Previous discourse studies in this area suggest that differences in communication practices may be attributed to power differentials or language competence. Our findings suggest that the conversation style differences we observed might be attributed to intergroup identity issues instead. Keywords: intercultural communication; intercultural communication; group communication; discourse analysis; intercultural management; group decision making; communication accommodation theory In an increasingly global economy, multicultural work teams are becoming more commonplace, and fostering teamwork in multicultural teams is a growing challenge. The growing body of intercultural research suggests important Jolanta Aritz is an Associate Professor of Clinical at the Center for Management Communication at the Marshall School of Business at USC. She teaches business communication courses in the Marshall undergraduate and graduate programs. Robyn C. Walker is an Assistant Professor of Clinical at the Center for Management...
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...enlarge its people after World War 2. From this environment, acceptance of a 'cultural diversity' guiding principle in 1970s was a past removal of the preceding procedure. Within the fundamental nature, cultural diversity not only evidenced and showed the growing multiculturalism of the country but as well as to hold and form it. Therefore, definition of “Multiculturalism promotes the integration of ethnic acceptance and respect for cultural diversity, community harmony and inclusion.” is true. Skilled labour is any worker who has acquired certain skill in their job or may have attended a college or technical school. An example of a skilled labour job is carpenters. Unskilled worker is a worker who has not acquired special skill or proficiency. If there is a shortage of migrant skills, the immigration restores the difference among labour supply and demand with no affect on local pay (Shah & Burke, 2005). The purpose of this report provides the reader a better understanding on the impact of multicultural environment to business communication practices in Australia. The outlines of this report are the three factors that affect the migrants settling in Australia that is economic,...
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...These cross cultural differences are most noticeable in areas such as in behavior, etiquette, norms, values, written expressions, oral communication, and non-verbal communication. If workers can understand their own culture, they are then better able to adapt to other cultures when communicating within them. Guffey states that another way to achieve intercultural proficiency is to recognize barriers and ways to overcome them (110). To effectively communicate across international borders, we must be sensitive to other cultures and avoid misunderstandings and contrary views resulting from the various intercultural differences (Guffey101). When communicating to international audiences, workers must also pay special attention to not only oral and written messages, but also nonverbal communication. Nonverbal behavior includes actions and behavior such as eye contact, facial expression, posture, gestures, and the use of time, space, and territory (113). As business communicators, it is imperative that we give special attention to these all-important areas of communication, so that we give added value to the effectiveness of intercultural messages. Knowing your customer is just as important anywhere in the world as it is at home. Each culture has its logic, and within that logic are real, sensible reasons for the way foreigners do things. To be effective interacting with...
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...Journal of International Business Studies (2006) 37, 525–543 & 2006 Academy of International Business All rights reserved 0047-2506 $30.00 www.jibs.net Cross-cultural competence in international business: toward a definition and a model James P. Johnson1, Tomasz Lenartowicz2 and Salvador Apud3 Crummer Graduate School of Business, Rollins College, Winter Park, USA; 2Deparment of Management, International Business and Entrepreneurship, College of Business, Florida Atlantic University, Boca Raton, USA; 3LBJ School of Public Affairs, The University of Texas, Austin, USA Correspondence: Dr James P. Johnson, Crummer Graduate School of Business, Rollins College, Office number 204, Winter Park, FL 32789, USA. Tel: þ 1 407 646 2486; Fax: þ 1 407 646 1550; E-mail: jpjohnson@rollins.edu 1 Abstract Many international business failures have been ascribed to a lack of crosscultural competence (CC) on the part of business practitioners. However, the international business literature appears to lack an adequate conceptualization and definition of the term ‘CC’, focusing instead on the knowledge, skills and attributes that appear to be its antecedents. In this conceptual study, we propose a definition of CC as it applies to international business and develop a model for understanding how CC is nurtured in individuals, linking our definition to the concept of cultural intelligence. We discuss the components of the model and suggest that there are environmental and contextual impediments...
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...Sheltered Instruction Strategies Sheltered instruction is an approach to teaching English language learners which integrates language and content instruction. The dual goals of sheltered instruction are: to provide access to mainstream, grade-level content, and to promote the development of English language proficiency. Sheltered instruction techniques were designed to be used by all students; however teachers must be sensitive to how languages are learned in order for them to be affective. Sheltered instruction differs from the traditional ESL classroom by focusing on subject mastery instead of focusing on English development. Sheltered instruction draws from methods and strategies advocated for both second language learners and mainstream classroom, instead of pullout ESL classes. Yet it still focuses on emphasizing the need to teach the students met cognition and content area terminology. In order for sheltered instruction to work effectively in the classroom, the teachers must first be prepared to administer the lesson. Many pre-service teacher programs are working to equip teachers with the skills they need to be successful. Beginning with pre-service teachers achieving a strong foundation of cultural psychology, language theory and acquisition as well as certified content knowledge in their undergraduate major, the courses incorporate multiple field experiences as well as pedagogical methods and cultural diversity instruction. Since the basis of sheltered instruction...
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...Campbell, Cohen Documentation Guide Page 1 The present Guide is a list of documentation generally required in support of an immigration application. ***Please note that the above list is not exhaustive and may be subject to change by Citizenship and Immigration Canada without prior notice. *** Please collect the documents outlined in this guide. Any document that is not in English or French must be accompanied by an original certified translation. IMPORTANT INFORMATION – BEFORE YOU BEGIN WORKING ON YOUR FILE This section addresses: A. The list of eligible occupations B. The limit on the number of applications that will be considered C. Requirements for the Federal Skilled Worker Program (FSWP) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ A. The list of eligible occupations From May 1, 2014 until April 30, 2015, Citizenship and Immigration Canada (CIC) has announced that it will accept applications under the FSWP from applicants with work experience in one of 50 eligible occupations. In order to be eligible to submit an application the applicant must have at least 1 year of full time (or full time equivalent) work experience, within the last 10 years, in one of the following 50 occupations listed below. Note: Full time work is defined as a minimum of 30 hours per week. 0013 Senior managers — financial, communications and other business services 0015 Senior managers — trade, broadcasting and other services, n.e.c. 0111 Financial managers 0112 Human resources managers 0113 Purchasing managers 0121...
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...ADMISSIONS USE ONLY Prev ID POSTGRADUATE APPLICATION FORM Return form to: Postgraduate Admissions Office Aberystwyth University Student Welcome Centre Penglais Campus Aberystwyth SY23 3FB, UK Please refer to accompanying Guidance Notes. Please complete ALL sections in black or blue pen using CAPITAL LETTERS 1: PERSONAL DETAILS AND CONTACT INFORMATION SURNAME / FAMILY NAME: PREFERRED FIRST NAME: FIRST NAME / GIVEN NAME(S): FORMER NAME (WHERE APPLICABLE): TITLE (MR / MRS / MS ETC) GENDER: MALE DATE OF BIRTH (DD/MM/YYYY) CORRESPONDENCE ADDRESS (IF DIFFERENT): FEMALE PERMANENT ADDRESS: TO (DD/MM/YY): FROM (DD/MM/YY): POST / ZIP CODE: POST / ZIP CODE: COUNTRY: COUNTRY: TELEPHONE: TELEPHONE: MOBILE: MOBILE: E-MAIL (MAIN): E-MAIL: 2: NATIONALITY AND PERMANENT RESIDENCE COUNTRY OF BIRTH: Is your permanent home in the UK? NATIONALITY: DUAL NATIONALITY (IF APPLICABLE): Yes No Yes No VISA STATUS ( NOT APPLICABLE TO EEA AND SWISS NATIONALS) DATE OF FIRST ENTRY TO UK: Indefinite Leave to Remain in UK? AREA OF PERMANENT RESIDENCE: RESIDENTIAL CATEGORY: Do you require a visa in order to study in the UK? Yes No PASSPORT NUMBER: PASSPORT EXPIRY DATE: TYPE OF VISA/ENTRY CLEARANCE: AGENT DETAILS (IF APPLYING THROUGH AN AGENT) AGENT COMPANY NAME: ADVISOR’S NAME: AGENT E-MAIL: Do you currently hold a visa to study in the UK? VISA EXPIRY DATE: ...
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...provide the necessary framework for understanding the participants in the study. The primary goal for the participants was to provide language skills necessary to function in society and attain and retain a job. This is quite different than a student that is learning for academic purposes. The background information included information and references to many studies that have been done that show a strong correlation between language proficiency and language-related variables. The researchers decided to focus their study on the non-language related variables in order to supplement the existing research. 3. What was the research question? What was the purpose of the study? Research questions: What factors might predict writing ability? What factors might predict reading ability? Are the predictors the same? What is the most efficient combination of background variables to predict writing and reading abilities? The purpose of the study was twofold: • To examine what background variables predict nonacademic adult ESOL learners’ literacy proficiency level. • To investigate the most efficient combination of background variables to predict writing and reading abilities. 4. What were the sources of the data collected? For example, who were the participants? What was the sample? What sites for research data collection were used? And/or What documents were studied? Participants and sample: The 144 participants were students in a program for English as a Second Language (ESL)...
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...CORRELATION ANALYSIS BETWEEN LANGUAGE AND MATHEMATICS LEARNING ACHIEVEMENT OF GRADE 10 STUDENTS IN SOCORRO NATIONAL HIGH SCHOOL An Undergraduate Thesis Presented to The Faculty of College of Education Bucas Grande Foundation College Socorro, Surigao del Norte In Partial Fulfillment Of The Requirements for the Degree BACHELOR OF SECONDARY EDUCATION Major In English DINGDING, CRISNA D. PIEDAD, JESIRYL V. CHAPTER I THE PROBLEM AND ITS BACKGROUND Rationale English, the second language in Philippines plays an important role as a means of communication in many parts of the world, and is considered important in order to absorb and develop technology, art and culture and also to maintain good relationship with foreign country. English is also the tool to communicate and interact with foreign people and international audiences. English has been acknowledged as the medium of great deal of the world’s knowledge (Crystal, 1999). In this case, the educational institution plays an important role in supporting the teaching of English. In learning English, there are four language skills that have to be mastered by learner. According Ronny (2009), we have to learn at least four language skills: (1) listening (2) speaking (3) reading (4) writing. Every aspects on the process of teaching and learning, assessing students, giving instruction, even the books are in English. That is why the students are supposed to be master in English to make them easy to understand another...
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...standards promotes a unity between states and helps to promote college preparedness (p.8), it fails at considering the needs of English language learners. Some states, like Illinois and Arizona have created standards that help teachers to understand ELLs and consequently develop instruction that can be differentiated for their various proficiency levels. No two ELLs enter school at the same proficiency level or with the same experiences. This diversity makes it quite challenging for teachers to accommodate every learner. Consequently, teachers can use the Arizona English learner standards to supplement the Common Core Standards in an attempt to differentiate instruction for their ELLs. The standards address all proficiency levels, including pre-emergent, emergent, basic, low intermediate, high intermediate, and proficient. Obviously, the strategies that are adequate for general education students and proficient ELLs would not suffice for those at the pre-emergent or even the low intermediate stage. Therefore, differentiation is absolutely necessary. Differentiation would vary at the different stages as well as take into consideration ELL proficiency levels. For instance, in grades one and two, which is the ELL Stage II, a pre-emergent learner would most likely come into the classroom with very little phonemic awareness whereas general education students in the same grade and proficient ELLs would be able to apply phonemes to different words, read words in context, and comprehend...
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...high demand program or an academic program with selection, we recommend you apply for the fall semester before March 1. Application process Step 1: Submit SAIT application & transcripts Apply online at ApplyAlberta and send in your high school/post-secondary transcripts (original & English translation) to international.transcripts@sait.ca (colour scan of original transcripts), mail (original documents), or in person. Documents Required: • Original official high school transcript (last three years) and postsecondary transcripts (if applicable) • Original English translation of transcripts (notarized or certified translations) • Original diploma /degree (Graduation Certificate) and the English translation • English language proficiency results for direct entry (IELTS Academic, TOEFL Internet Based, CLBA, CAEL) • Any other documents that are part of the admissions requirements for a specific program Please note: All electronic transcripts must be in color. Prior Learning Assessment and Recognition will only accept color scanned originals of documents if sending in by email. Step 2: Pay initial fee When applying, the $200 CDN (non-refundable) application fee must be paid by cash, cheque, Certified Cheque, Visa or MasterCard at the time the...
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...University: ESL 533N August 21, 2013 Abstract The reason for writing this essay is to inform the reader about the processes students go through to be categorized as English Language Learners (ELLs). The administrators and educators have to follow steps to determine if a child is considered to be an ELL student. In the state of Mississippi, tests are provided to students who are entering school whom may be labelled as English language learners. The test will assist instructors with programmatic placement determinations such as identification and placement of ELLs. These assessments are called W-APT which stands for WIDA-ACCESS Placement Test. It is considered to be English language proficiency “screener” test. The tests are written from the WIDA’s five English Language Proficiency (ELP) standards: Social and Instructional Language, Language and Language Arts, Language of Mathematics, Language of Science, and Language of Social Studies. The test approaches the four communication domains of listening, talking, speaking, and writing. The Kindergarten W-APT is given to student in the second semester pre-K, Kindergarten, and first term 1st graders. Also, the paper will discuss the alternative assessment formats and importance of each one. There are many immigrants that are living in the United States. Over the past 30 years, the population of immigrants have increased more than 14 million. English language learners are reported to be revealed as a new population...
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...Chapter 1 The Problem and its Background Introduction According to Maraya (2013), excellent academic performance is an ultimate goal of study for every student because it provides the half way of success in the future. Students need to know how they can earn the achievement in academic performance. As being students, the perception on study habits is necessary. Therefore, the objectives of this study are to find out students’ perception on their study habits and to evaluate whether study habits of Grade 5 and Grade 6 students in SMA has positive relationship with their academic performance in Learning English. Measures of study behaviors, also called study skills, strategies, or techniques, can serve as diagnostic tools to help instructors identify students in need of additional help and can also provide a better awareness of a student’s strengths and weaknesses and, correspondingly, ways to optimize his or her learning. Study behaviors can be broadly defined as behaviors functioning to acquire, organize, synthesize, evaluate, remember, and use information (Crede & Kuncel, 2008; Gettinger & Seibert, 2002). Such behaviors include time management; goal setting; selecting what, how, and where to study; taking good notes; reading; and self-testing. Researchers have divided the many specific study behaviors into four main categories: repetition-based (e.g., flashcards), cognitive-based (e.g., studying with a friend), procedural (e.g., time management), and metacognitive...
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