Rozprawy doktorskie na temat „420308 Multicultural, Intercultural and Cross-cultural Studies”
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Sprawdź 17 najlepszych rozpraw doktorskich naukowych na temat „420308 Multicultural, Intercultural and Cross-cultural Studies”.
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Chen, Zheng. "Cultural hybridization in a multicultural uniersity workplace : how rapport management works in intercultural communication". HKBU Institutional Repository, 2013. https://repository.hkbu.edu.hk/etd_ra/1554.
Pełny tekst źródłaMorrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students". Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.
Pełny tekst źródłaKoller, Brenda Joyce. "Practitioners' insights on intercultural predeparture training : design and practices". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/723.
Pełny tekst źródłaRoy, Brandy L. "An exploration of the role of intercultural training in developing intercultural competency among exchange students : a case study of rotary youth exchange". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/815.
Pełny tekst źródłaHoare, Lynnel. "So near and yet so far : an ethnographic evaluation of an Australian transnational education program /". Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002386.
Pełny tekst źródłaMorrison, Shelley. "Intercultural intervention in a U.S. corporate internship program for college graduates from Rwanda: An exploratory study". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/244.
Pełny tekst źródłaCartwright, Chris Taylor. "Assessing the Relationship Between Intercultural Competence and Leadership Styles: An Empirical Study of International Fulbright Students in the U.S". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/759.
Pełny tekst źródłaWoodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program". Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.
Pełny tekst źródłaDaly, AJ. "Outbound student exchange at Australian and New Zealand universities: the effects of pre-departure decision-making, in-country experiences and post-sojourn outcomes". Thesis, 2007. https://eprints.utas.edu.au/6736/3/Front_Matter.pdf.
Pełny tekst źródłaPatron, Marie-Claire Gilberte. ""Une annee entre parenthese" French academic sojourners in Australia : the impact of social and cultural dimensions of acculturation and repatriaton on perceptions of cultural identity". 2006. http://arrow.unisa.edu.au:8081/1959.8/46367.
Pełny tekst źródła(9186566), Corinne R. Green. "Examining the Intercultural Understandings of Adolescents With Gifts and Talents Attending a Multicultural Summer Enrichment Program". Thesis, 2020.
Znajdź pełny tekst źródła(9789278), Cynthia Cowling. "Being a radiographer: A socio-cultural comparative ethnographic study". Thesis, 2018. https://figshare.com/articles/thesis/Being_a_radiographer_A_socio-cultural_comparative_ethnographic_study/13447679.
Pełny tekst źródłaCroker, Chanel. "Young children's early learning in two rural communities in Tanzania : implications for policy and programme development : a case study". 2007. http://arrow.unisa.edu.au:8081/1959.8/42989.
Pełny tekst źródła(9037970), Negin H. Goodrich. "ENGLISH IN IRAN: CULTURAL REPRESENETATION IN ENGLISH TEXTBOOKS". Thesis, 2020.
Znajdź pełny tekst źródłaThis investigation into the status of English in Iran and cultural presentations in Iranian English has two areas of emphasis. The first is a sociolinguistic profile of English in Iran in which the status, functions, uses and users of this language are described within in the country’s social and political contexts. In this part, contributing factors to the growth of English in three political periods, including the Qajar dynasty (1796 -1925), the Pahlavi era (1925-1979) and post-Revolutionary time (1979 – present), are elaborated upon to establish the historical and political bases for the second area of focus.
The second focus is the cultural content in the locally developed English textbooks used from 1939 to the present time (2020). Accordingly, the content of four generations (across five textbook series) of Iranian high school English textbooks are analyzed based on an evaluation scheme which the author has developed. This research finds answers to the questions on the status of culture in the Iranian English textbooks; distribution of Iranian and non-Iranian cultures; dominance of cultural elements (products, practices and perspectives) in each English textbooks series; and the political and ideological influence of each era on the content of English textbooks.
This investigation finds that the English textbooks which were developed before the Islamic Revolution (first and second generations) were highly cultural compared to the post-Revolution materials (third and fourth generations). Also, non-Iranian cultural components (particularly the American and British cultures) were more represented in the English textbooks of the Pahlavi period, whereas Western cultures were all eliminated in the post-Revolution textbooks, replaced by the Islamic/Revolutionary cultures. Additionally, cultural perspectives outnumbered cultural products and practices in the first and second generations of English textbooks (Pahlavi era) whereas cultural products dominated the post-Revolutionary English materials. This study finds that political and ideological hegemony of each era have directly influenced the textual and illustrative content of locally developed English textbooks in Iran.
Arthur, Mavis Lorraine. "Health education in cross cultural encounters : an agogical perspective". Thesis, 1995. http://hdl.handle.net/10500/17936.
Pełny tekst źródłaEducational Studies
D.Ed. (Philosophy of Education)
(6632249), Bailu Li. "IMPLEMENTING SERVICE-LEARNING TO CHINESE LANGUAGE COURSES: A COMPREHENSIVE STUDY". Thesis, 2019.
Znajdź pełny tekst źródłaService learning has been proposed as a widespread educational movement that merges academic work with real-life community service activities that encourages students to reflect and think critically about their experiences. As a pedagogical tool for second language acquisition, the greatest benefit of utilizing service learning activities results in the fact that it creates connections to the target language community and provides authentic experiences for target language use. Although service-learning has been extensively implemented into language programs such as Spanish and English as a Second Language (ESL), it is still in its infancy with Chinese second language learners.
This dissertation examines the effects and outcomes of service-learning involvement on the advanced Chinese learners towards language acquisition, cultural understanding, and community engagement. The study was conducted in a Midwest university with 30 students from a variety of educational and cultural backgrounds.The data was collected through pre-/post-survey, observation and reflective journals. Findings indicated that the service-learning experiences enhanced and enriched students' Chinese language learning. Additional benefits to the students included increasing their knowledge of Chinese culture and history, developing a higher motivation for community engagement and transformative learning, and forming connections to people and community beyond the classroom. However, differences were also found in students' service-learning experiences and outcomes based on gender, race, and cultural backgrounds. Future directions of Chinese service-learning in the emerging fields were discussed as promising avenues for future Chinese as a Foreign Language (CFL) research and practice.
(8649474), Maria Yakushkina. "LANGUAGE USE AND SYMBOLIC TRANSNATIONAL PRACTICES: EVIDENCE FROM 1.5 AND SECOND GENERATION CUBANS IN MIAMI". Thesis, 2020.
Znajdź pełny tekst źródłaToday’s highly globalized and mobile society can be characterized by constant interaction between dominant and minority groups in one space, where migrant communities manage multiple cultural and linguistic contexts, while remaining connected to their society of origin. While the field of transnationalism addresses both the behavioral (i.e., physical) and symbolic (i.e., emotional) ties to the origin community, the role that language plays in establishing and maintaining such transnational practices, and specifically symbolic transnationalism, is not well understood. Addressing this gap, the current project aims to investigate the interconnection between heritage language use and symbolic transnationalism through the analysis of 1.5 and 2nd generation Cubans in Miami.
The Cuban community in the US, and more specifically, in Miami-Dade County, Florida, represents a relevant case for in-depth investigation. While this population is comparable to other Hispanic groups in the US on many levels (Duany, 2011), the long-standing political opposition between the U.S. and Cuba have largely limited behavioral transnational practices (e.g., visits to the country of origin, sending goods and remittances) of the Cuban population. This broad lack of behavioral transnationalism in the Miami Cuban community provides a unique opportunity to examine symbolic transnational practices, effectively isolating two concepts that are traditionally combined in the literature (Duff, 2015; Reynolds, 2006).
To investigate the relations between language use and symbolic transnationalism, a mixed methods study was conducted with 75 young adults of Cuban origin (1.5 and 2nd generation), combining a quantitative questionnaire with face-to-face sociolinguistic interviews. Quantitatively, data analysis centered on the analysis of the degree of symbolic transnationalism and language use among 1.5 and 2nd generation groups, as well as statistical correlations between sub-components of language use (history, proficiency, choice, and value) and symbolic transnationalism (ways of doing and ways of belonging). Qualitatively, a thematic analysis was conducted to distinguish the most prominent external factors in the process of symbolic transnationalism maintenance or development that surfaced in the discourse of the participants. Finally, discourse analysis was used to investigate how symbolic transnationalism was reflected in linguistic structures, such as deixis (i.e., terms indicating distance) and stance (i.e., expression of feelings, judgement, and appreciation).
The analysis of the data provides strong evidence for overarching links between the level of symbolic transnationalism and language, such that greater affiliation with the culture of origin is related to a greater use and importance of the heritage language. In addition, qualitative results show that the external factors of the family domain, the Miami environment and ethnic community, and the use of the Spanish language in Miami, are among the most important for the maintenance and development of symbolic transnationalism. Finally, discourse analysis revealed that both 1.5 and 2nd generation groups use deictic and stance markers to express personal and metaphorical proximity, as well as affect and appreciation of the ethnic community, Cuba as a land, Cuba of the past, and Cuban culture. In contrast, they express temporal and spatial distance as well as markers of judgement with respect to Cuba of the present and its current politics.
This study systematically isolates the concept of symbolic transnationalism via a quantitative approach and investigates its connection with language. Their direct correlation, confirmed by the results, highlights symbolic transnationalism as a significant variable to consider in sociolinguistic research with migrant communities, and thus provides a solid theoretical base for bridging the disciplines of linguistics and transnationalism. Moreover, this work employs a structural linguistic approach (i.e., deixis and stance) to demonstrate how transnational ties may be represented through linguistic structures, and thus it provides new tools for understanding how minority communities express their transnational connections.
On a practical level, this work emphasizes the importance of the context and cross-cultural awareness in language pedagogy. For heritage language learners, it underlines the bi-directional relationship: language maintenance for sustaining transnational ties, as well as development of heritage culture appreciation for more effective heritage language development. Moreover, the findings with respect to the interconnection between symbolic transnationalism and heritage language use, emphasize the role of such aspects as sense of belonging, ethnic community, family history and attitudes towards the country of origin on the process of heritage language maintenance and self-identification with the country and culture of origin. Finally, the findings of this work may be applicable to second language students as well, emphasizing the importance of a context-based approach to language acquisition, which plays a significant role in developing productive cross-cultural communication.