Communicating across cultures in english language: cross-cultural competence and workplace adaptability in China through the perspective of economic and educational globalization

[EN] This PhD delves into the nuanced realms of cross-cultural competence and workplace adaptability within an English-speaking setting. It meticulously explores the definitions and ramifications of these concepts, exploring the intricate dynamics shaped by economic and educational globalization on the utilization and evolution of the English language. This thesis takes a holistic approach, investigating cross-cultural competence and workplace adaptability within a cross-cultural framework that revolves around English language and the benefits and obstacles associated to cross-cultural communication. It adds the philosophical trends of Qui and Dao to regard Chinese cultural specificities. Rigorous data collection and analysis techniques have been used to evaluate the profound impact of economic globalization on English language usage, alongside an examination of how educational globalization influences English language proficiency in China. These revelations offer invaluable insights into the intricate relationship between English language proficiency and workplace adaptability in cross-cultural environments. The research introduces methods for assessing cross-cultural competence and language proficiency specifically in university students. It intricately explores the interconnection between cross-cultural competence, language proficiency, and workplace adaptability. This doctoral thesis significantly augments the existing body of knowledge on cross-cultural competence and workplace adaptability in contemporary China, illuminating the multifaceted dimensions of cross-cultural competence, workplace adaptability, and English language proficiency. Its discerning findings provide insights for individuals navigating cross-cultural environments, underscoring the imperative of research in this continually evolving field

Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success

Presents a vision for literacy instruction from fourth through twelfth grade; examines the challenges; outlines the elements of success, including professional development and use of data; and lays out a national agenda for change based on case studies

English as a Lingua Franca: Improving Technical Writing and Communication Methods for International Audiences

This thesis centers on the role of English as a lingua franca in global communication, particularly as it pertains to technical written communication. Over the 20th century, English emerged as the primary language used in global communication. As a result, efforts have been made to standardize the language and teach this standardized English in schools and writing programs around the world. Standard American and British English are dominant in academic and professional fields, which inhibits both native and nonnative language learners from reaching their full potential. This project focuses on the most prominent language acquisition methodologies - Standard English, translingualism, English as a lingua franca, and World Englishes - as well as a potential solution to this linguistic paradox. In this thesis, I argue that translingualism is needed in congruence with Standard English, ELF, and World Englishes in order to provide a thorough language education to language learners. English as a lingua franca awareness must be prioritized in the education of professional writers in order to identify best practices and establish consistent terminology, linguistic practices, and writing goals

English as an international language: A sociolinguistic analysis of the Japanese experience

This study was designed to investigate the nature of English as an International Language (ElL) in Japan from both a diachronic and a synchronic point of view, drawing some comparison with countries in South East Asia and Africa. Using comparative material from socio-historical and sociolinguistic literature from other countries it was possible to examine the use and cultivation of English in Japan and compare it with that in other countries where English fulfils different roles. The material on Japan was supplemented by research based on data obtained from questionnaires both at the high school level and within business corporations. From a diachronic point of view the study tried to determine a range of factors which have contributed to the cultivation of English in Japan and to understand how they have influenced policies related to language planning within Japan, In particular it sought to clarify the relationship of English to the process of modernisation against the background of the wider role of English as an international language. From a synchronic point of view the study sought indicators as to the success of teaching and learning English as a performance variety in Japan. It has considered how such success or failure is affected by language-in education planning both on the part of the Ministry of Education (Mombusho) and of other bodies. Furthermore the study sought to understand how the substantial Japanese participation rate in studying English at both education and business levels contributes to the spread of English worldwide. Finally, the study tried to formulate a broader definition of ElL, assuming the fact that ElL is not a variety but a status designation of various Englishes in the present world

Journal of Perseverance and Academic Achievement for First Peoples, volume 3

Publication faisant suite au 3e Colloque sur la persévérance et la réussite scolaires chez les Premiers Peuples qui s'est déroulé à Québec les 10, 11 et 12 octobre 2017.Disponible en français dans EDUQ.info sous le titre "Revue de la persévérance et de la réussite scolaires chez les Premiers Peuples, volume 3".Part 1 - Teaching Practices / For a More Equitable Assessment of Indigenous Students’ Needs: Knowledge Synthesis of Scientific Literature and two Atikamekw Communities ; Teaching Historical and Contemporary Issues Through Indigenous Comic Books ; Pekuakamiulnuastsh-Specific Cultural Contents ; Tools for Teaching Life Narratives : Indigenous Skills in the Classroom ; Social and Emotional Learning Among Indigenous Students in Quebec: as Educational Tool Adapted to their School Realties ; Design and Experiment of Bilingual (French-Anicinabemowin) Metaphonology Program in Anicinabe School Environnement for the First Cycle of Elementary Education ; The Complementarity of Speaking and Writing in the Teaching of Languages in Indigenous Environments ; Development of Teaching Guides - Towards Teaching Practices Integrating Indigenous Cultural Knowledge ; Enriching Science Education Through Indigenous Knowledge: Epistemological Reflection in Intercultural Dialogue ; Towards a Unifying Model Integrating Indigenous Cultural Knowledge into Science and Technology and Social Universe EducationResources to Discover : Community Literacy Agents ; Libertox: an Educ-action Drug Prevention Approach ; Tracer un chemin/Meshkanatsheu: A New Tool to Discover First Peoples Authors and to Work Their Texts in Upper Secondary and College Classrooms ; Etap Manitu:  Teaching Through Arts Method with an Innu Cultural Dimension ; Learning to speak : How to Help my Child? ; Innu Language Apps and Web-Based ToolsPart 2 - Support Practices / Linguistic Factors in Algonquian Languages Influencing the Learning of French or English ; Customized and Culturally Appropriate Support Measures for Indigenous University Students: The case of Work Methodology Workshops ; Report on school perseverance ; Petapan projectPart 3  - Collaborative Practices / Mamu Atussetau (Working Together). Provincial Strategy for Urban Indigenous Families: An initiative of the Regroupement des Centres d’amitié autochtones du Québec ; Secondary School and Post-Secondary Retention Among Indigenous Students: More Favourable Conditions in the Essipit Community? ; The Kicterimitisowin Committee : Action Research to Support High School Retention ; A Positive Modelling Approach in Workshops to Foster Parental Involvvement from Preschool Onwards ; An Action Research to Contribute to the Professional Development of Elementary School Teachers Working in indigenous Environments ; The Contribution of Inuit Youth and Community-Driven Informal Eucational Programs to life-long Learning and PerseverancePart 4 - Special Reports / The Vocational Training Program in Protection and Exploitation of Wildlife Territories - First Nations Component: When Structures Adapt to Culture to Offer a Customized training ; Reflections on the Academic and Social Trajectories of Kiuna Graduates: When the Feeling of Belonging and Pride of One’s Identity Propel Towards Fulfillmen

BUILDING BRIDGES FROM CURRENT ENGLISH CONTENT TO AN IMAGINED ENGLISH FUTURE

Learning English as a second language is a key factor to promote globalization, because the language has spread widely. Furthermore, learning English vocabulary for the fast-paced global business environment is highly dependent on the imagined future of a business major; he or she must imagine in what context the business career will take place: what sphere of activity will be involved, in which scenarios of language usage, and what lexical items will be needed. Vocabulary learning has long been characterized by the use of decontextualized vocabulary academic word lists. As an alternative, this project researches the use of an integrated language thematic mode--the theme being business communication-with a focus on incorporating various linguistics aspects of learning English. This research will emphasize the integrated linguistics approach to the acquisition of academic vocabulary. Additionally, the project explores the use of an individual’s imagined community in setting vocabulary goals and second-language-acquisition strategies. The study took place at the English Language Program and College of Business and Public Administration (CBPA) at California State University, San Bernardino in the spring of 2016. International students were asked to participate in a survey; an interview questionnaire was designed to discover the students’ preferences strategies and in learning English with respect to their future career. The results varied based on students’ backgrounds, their specific majors, and their personalities and preferred ways of learning

A Treatise on the Assault on Language Sovereignty in the United States: History, Education, and Implications for Policy

This dissertation examines the revitalization of endangered Indigenous languages in the United States in relation to the concept of sovereignty. I investigate historical reasons for language destruction in the United States as a means of understanding the mechanism used in conquest and the long-range effects on the educational system. I use the term language sovereignty to reflect the right of tribal organizations in the US to assert the use of traditional languages as a means of self-identifying as distinct sovereign nations. I draw from initiatives in Hawaii and Europe to demonstrate how regional and linguistic minority languages have been revitalized and reintroduced in culture and commerce. Lastly, I suggest how language sovereignty may influence general language diversity and future language policy in the United States

INTERNATIONALIZATION, ENGLISH MEDIUM PROGRAMS, AND THE INTERNATIONAL GRADUATE STUDENT EXPERIENCE IN JAPAN: A CASE STUDY

This research is a case study on the lived experience of international graduate students in the Graduate School of Asia Pacific Studies (GSAPS) at Waseda University in Tokyo, Japan. Using cultural globalization and internationalization as a lens, this research positions international graduate students as local actors in an abroad community and addresses, 1) how and why students decided on an English Medium degree in Japan, and 2) the lived academic and social experiences of this particular group of students while in Japan. In-depth interviews with 17 degree seeking international graduate students explore graduate students’ past educational and professional experiences and the purpose of seeking an advanced degree abroad. Graduate students also discussed the types of academic and social sodalities they chose to engage in while in Japan and the other actors involved (or not involved) in these communities. Through inductive analysis, conclusions were drawn on how these actors constructed their social and academic lives amidst the influences of internationalization and cultural globalization

Digital capital: a mode of bridging capital for immigrant and refugee population

The resettlement of immigrant and refugee populations poses specific challenges to new host communities. Municipalities must find resources to assist these populations in transitioning into a new culture. Immediate needs are often adequate housing, health care, and primary schooling. While this transitioning process is still in play, the search for employment begins; often at the cost of consideration of longer-term needs, such as English or other host country language acquisition and planning for long-term career goals. Theorists in the field of social capital postulate that bonding and bridging social capital offers benefits for populations adjusting to new communities. Connections to like-minded individuals or pre-existing ethnic ties (bonding social capital) can provide support important to the well-being of individuals going through difficult social adjustments while connecting with new social groups (bridging social capital) can provide new information leading to expanding opportunities. The concept of bridging social capital for immigrant and refugee populations is the subject of this research study. It is situated within the context of our digital age in which information communication technology (ICT) is the primary mode of access to information and services. For the purpose of this thesis, the capability to exploit this mode of communication is thus identified as “digital capital.” As more and more governmental, educational, and social services are distributed within a technological environment, it is necessary to examine this mode of connection to information as a form of capital which can be viewed in a similar framework to other types of social capital. Access to technology and ICTs has been considered an integral element of the Development Goals as adopted by the United Nations for the Year 2000 Millennium Goals. Though later debates have questioned how ICTs may have benefited development goals, the pervasiveness of this form of information flow continues. Within Development Studies, Sen’s theory on the Capability Approach offers a valuable opportunity of connecting digital capital to development. Just as the Capabilities Approach accommodates the diversity of human values, characteristics, and functionings, so can digital capital provide flexibility through adaptation by the users to tailor the medium to meet specific needs. It is this freedom to adjust to individual needs and goals that allows this mode of bridging capital to hold a distinct advantage for immigrants and refugees who are searching for effective links into new social networks in the job search process. The role of the community college system has been at the forefront of providing educational training and social acclimation for this population in their quest for economic self-sufficiency in the resettlement process. A greater understanding of the role that technology plays in the success of immigrant and refugee resettlement is vitally important for the well-being of communities undergoing dynamic demographic change