This study investigated three major cultural theories of cross-cultural conflicts: (1) perceptual differences; (2) absence of cultural awareness; and (3) inability to accept cultural differences. The methodology in this study included: (1) a review of literature, which explored the need to cross cultures and investigated three major theories responsible for cultural conflicts; (2) in-depth interviewing of a small group of Cape Verdeans, which revealed incidents of cross-cultural conflicts experienced by them when they attempted to break through cultural barriers; (3) an analysis of these cross-cultural conflicts, which manifested their connection to the three major theories; (4) a review of the three major approaches to teaching cross-cultural communication: (a) the didactic; (b) the experiential; and (c) the humanistic, which examined their strengths and weaknesses; and (5) a presentation of some generalized strategies designed to surmount cross-cultural conflicts. The study concluded that: (1) global interdependency emphasizes the need to cross cultures; (2) perceptual differences, absence of cultural awareness, and the inability to accept cultural differences inhibit effective communication across cultural boundaries; (3) the three major theories of cultural conflicts that were proposed were causes of cross-cultural conflicts experienced by the Cape Verdeans in this study, although they may not have been the only causes; (4) the three major approaches to teaching cross-cultural communication (didactic, experiential, and humanistic) would be most effective when used together; and (5) some generalized strategies can be designed to overcome cross-cultural conflicts. Recommendations are made for the future study of the causes of cultural conflicts.

From 1947 to 1996, The Church of Jesus Christ of Latter-day Saints operated a foster program that placed Native American children into Latter-day Saint (LDS) homes to attend public schools and be immersed in Mormon culture. This program, the Indian Student Placement Program, is described through LDS perspectives as being generally successful. The children were baptized into the LDS church, removed from the reservations, and relocated to live with white Mormon families where they attended public schools and were expected to conform to white cultural life ways. Critics charge that the program was a missionary tool used to assimilate children into white Mormon society, often at a great cultural, familial, and psychological cost. Although historians and scholars are writing more about Native American education experiences as of late, little has been recorded about this particular phenomenon. This study pulls together what has been recorded about the program and adds additional perspectives and information provided by past participants via an interview process. There are both negative and positive outcomes suggested by past program participants and researchers. Perhaps the most important contributions this study makes, however, concern the Native Americans themselves and their responses of accommodation, resistance, and, ultimately, resilience in the face of acculturating and assimilating forces.

Most of the pedagogical efforts in the field of English as a Second-Language teaching of this century have been devoted to the skills of speaking, listening, and reading. The development of appropriate methodologies for teaching the skill of ESL writing has been neglected until recently. This dissertation addresses itself to this area. Its focus has been the development of a new approach to teach the writing of simple sentences to elementary ESL Hispanic college students using syntax as a pedagogical tool. The study is based on the assumption that one basic problem elementary ESL college students encounter when writing sentences is that they use their native-language syntax to construct sentences with the lexical and grammatical English structures they have acquired. To avoid this situation, the approach purports to help the students in the transition from thinking in the native language to writing in English. The study was conducted in the Eugenio Mar(')ia de Hostos Community College of the City University of New York. A specially designed manual was developed for the study. The manual was field tested with four groups of ESL Hispanic College students, two groups each of low elementary and high elementary ESL students. The dissertation analyzes the results of the study and presents recommendations for further study.

No description available.

No description available.

Note:

No description available.

Abstract not available

This explanatory sequential mixed methods study explored how and why dual language (DL) teachers used technology and the extent to which their use of technology supported the goals of DL of bilingualism, biliteracy, academic achievement, and sociocultural competence. The study was guided by Mishra and Koehler’s (2006) technological pedagogical content framework, Bunch’s (2013) pedagogical language knowledge, Biesta’s et al. (2015) teacher agency framework, and Moersch’s (1997) levels of technology implementation framework. In the quantitative phase, data was collected with an original survey, and in the qualitative phase, data was generated through observations, interviews, and artifacts. Survey responses were analyzed using descriptive statistics. The qualitative data was analyzed using descriptive and in vivo coding. Codes were used to develop emergent themes. Overall, the DL teachers leveraged technology in various ways for planning, instruction, and assessment supporting their students’ academic achievement by building background knowledge, introducing concepts with comprehensible input, and providing vocabulary practice. They also used different digital tools to develop students’ sociocultural competence by building a strong classroom community, incorporating students into the curriculum, and teaching about different cultures. Moreover, the participants used technology to communicate with parents and seek professional development opportunities. DL teachers’ technology use was influenced by contributing and inhibiting contextual factors. Practical implications stipulated include providing DL teachers with appropriate planning time, supporting teachers with professional development that is relevant to DL and encouraging effective technology integration, allowing for curriculum flexibility, and investing in resources in the partner language.

There is a need to determine the degree of success which the process of deisolation has attained, as perceived by the participants in that process. In order to make positive changes and ensure progress, the evaluations and suggestions of the participants must be obtained to ensure progress. The basis of this research is a Questionnaire designed to ascertain the perceptions of one hundred and fifty-eight participants in the process of deisolation in the Worcester Public Schools. The participants were comprised of administrators, Majority and Minority parents, politicians, and teachers. The Questionnaires elicited perceptions of schools, parental expectations, student needs, methods of school/home communication, student transportation, attitudes towards the process of deisolation, their degree of input, and a general evaluation of the process. The literature review encompasses the range from the "separate is equal" doctrine of Plessy vs. Ferguson (1896) to the current Worcester Public Schools Deisolation Plan which states that as of October 1, 1990, all Worcester Public Schools should voluntarily achieve a deisolation rate of +/$-$20% of the Worcester Public Schools average of Minority/Majority student enrollment. Results of the study indicate a desire for a successful educational experience and the need for additional school services were evident with all groups, and Minority parents experienced some difficulty with school/home communication. Administrators, politicians, and teachers were generally in agreement that the deisolation process was a positive factor, and that they had adequate input into the process. Results indicate participants were nearly unanimous that both students and community would benefit from the deisolation process. It was concluded that the differences in Majority and Minority parent perceptions were important enough to warrant further study. It would be beneficial to improve parent/school communication, increase parent involvement, and investigate alternative methods to fund increased student services. Finally, any one category is important to warrant further study so as to contribute to the overall success of the process of deisolation.