Describes how the author modified her teaching at a large in a Hong Kong tertiary institution and why language, culture, and context differences mandated these adaptations. Describes the rationale for her adaptations, explains the adjustments she has made, and closes with some observations and advice to make teaching in a foreign environment more…

Argues that cross-cultural communication between Chinese and Americans is sometimes blocked by culture-governed structures of language. Discusses certain culture- and language-related phenomena that can occur in interaction. Demonstrates that some communicative obstacles are immediate consequences of differences in styles of expression, structures…

Describes the diverse immigrant groups from Asia and the Pacific, revealing a more complicated story of their educational achievement than media portrayals of "successful" Asian Americans. (EV)

Investigates young peoples' knowledge and the culture influence using a cross-sectional approach. Involves n=586 pupils from 11 different countries and analyzes resultant drawings using a seven point scale where the criterion was anatomical accuracy. (Contains 24 references.) (Author/YDS)

Advocates a new sentimental education that recognizes our migrant condition of double consciousness as a normal outcome of creativity and flexibility that plays between the different languages and cultures. (Author/VWL)

Presents annotations of 29 children's books that provide multiple perspectives that range from the viewpoint of the character to stories from a culture, information garnered from extensive research, insights from history, and interpretations of art. (RS)

Describes the author's experiences as chair, for two years, of the English Department of Fayetteville State University, a historically black university. Considers how as society shifts demographically to a more diverse society, the challenge for the English profession will be to adapt to this new and often incongruous mix of personal and social…

Examines intercultural communication between Italians and speakers of Italian in North America. Argues intercultural communicative competence comprises three elements: deep cultural values or "mental software"; non-verbal means of communication; and language. Offers advice to teachers of Italian who want to help their students develop…

Compared and contrasted the perceptions and expectations of instructors and Asian students studying design and compared the perceptions of Asian and non-Asian students in 2 design classes with 22 undergraduates. Asian students had more passive attitudes toward class participation than did non-Asian students. Discusses other attitude differences.…

Explores the framework of "creolization" and its implications for the communication discipline. Examines social and cultural factors that could shape the nature and content of persuasion in the 21st century. Emphasizes the intersection between deterritorialization and diversity. Proposes a research agenda that will include collections of…

This study examined abilities and problems of 36 Korean preschool children temporarily in the United States and attending English speaking preschools. Three case studies of three children with high verbal abilities, unusual understanding, memory, and communication skills are analyzed. Five principles for fostering bilingualism in such children are…

Suggests 15 strategies for introducing the concept of diversity to children including: (1) promoting conversation; (2) making the familiar different; (3) exploring music; (4) learning about celebrations; (5) showing objects; (6) taking field trips; (7) introducing foods; (8) encouraging empathy; (9) collaborating with different people; and (10)…

Teachers who have uneasy feelings about diversity should (1) acquire factual and objective knowledge about students' cultures; (2) take steps to develop positive attitudes; and (3) develop teaching and relational skills for accepting diversity. (SK)

The topic of managing diversity is presented as a way to combine management and accounting to enable students to understand different accounting standards and cultural differences internationally. (SK)

Describes the Romani (Gypsy) culture and refutes some stereotypes about this ethnic group. Discusses ways to improve educational opportunities for Romani children, whose culture has been wary of conventional public education and describes the importance of the Internet for Romani-American communication. (SLD)