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Intercultural awareness can be taught most successfully with the help of technology. However, it remains for educators to integrate technology into their curricula to make learning faster and deeper. Studies have shown that intercultural learning has a positive relationship with exposure foreign individuals or cultures. Major universities in the United States have been collaborative efforts in departments such as social studies, business, humanity, and foreign languages to study the global potential.
Many universities have also studied abroad in programs in their general curriculum students to practice foreign languages and cultures. We may use web sites for Global Studies University and find that this is true. Some universities, as study abroad programs are UCLA, NYU, and more. Not all universities have such programs, therefore, this document proposes Intercultural learning through technology to enhance global understanding and cultural activities.
As a responsible English Language Course foreign universities in Japan, the writer carried out his classes and cultures with the entry assigned research projects on foreign cultures in English. Then, after a semester to be filled with all sorts of global issues, discussion and reading, he looked to the interests of their students in English, languages and cultures foreign. The results confirmed the theory that students have become more curious about foreign cultures after exposure to intercultural learning. Though it is designed the objective of their course students improve their English, she believes that a purpose beyond language learning can be achieved.
A crucial point, he found in his research that students are more motivated when studying a foreign culture, were the first are often interested and more curious about other countries. According to Kramsch "In the construction of their own and foreign securities, organizing and expanding the range of the comfort of these buildings, students can find bridges to another culture, to anticipate events foreigners, and to discover alternatives to their own patterns cultural thinking '(2008).
This learning can be expanded through intercultural learning technology and beyond. Through a selection of Internet sources and materials for teachers responsibility to help students understand the differences and otherness, self-perception, beliefs and values of others (Belisle, 2007). Issues such as environment, finance, food distribution, and wars are examples of common concern World community. The speed of economic development and requires teachers to develop their teaching sources of textbooks in a more pragmatic such as assistance in the use of technology (Kraemer, 2006).
The author hopes that greater collaboration among teachers around the world to promote the logic, empathy, and inter-cultural well-informed students. This effort must be initiated by the first teachers to adopt a new professional identity as world citizens and gather knowledge of intercultural issues and use technology to improve student learning. A mutually exclusive space on the Internet should be trained to help teachers this education. Finally, educational institutions around the world must begin cooperative learning through technology to increase intercultural awareness and competence.
Reference:
Belisle, C. (2007). E-learning and intercultural dimensions of the theories learning and teaching models. Retrieved May 5, 2009.
Kraemer, A. (2006). Using computers to model and teach intercultural communication. Conference papers International Studies Association. Retrieved May 25, 2009, Database Education Research Complete.
Kramsch, C. (2008). And cultural constructions, communicate attitudes and values in the foreign language classroom. American Council on Education Foreign Language Inc. Vol 16, 437-448.
Writer’s Information:
The writer is a Chinese-American. After graduating from Queens College, New York, she moved to Japan and started teaching English as foreign language. In the 15years of living in Japan, she became a wife, a mother and a university lecturer. She continued her education after giving birth to her daughter and is now pursuing her Ph.D in education. She is a positive person who is always looking forward to challenging new things. In Japan, many friends and students were affected by her words and encouragement, especially women. Using herself as examples, she encourages women to be a life time learner, open minded and to have self confidence. Now she is a lecturer at a university in Kobe, Japan.
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