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Essay on how to deal with cultural differences
The importance of cultural differences
The importance of cultural differences
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Alexia, Your experiences are such an inspiration to many who struggle with the English level - especially on a collegiate level. I can only partly relate to your language application struggles. I spent this past summer in a city called Jiaxing, China - right outside of Shanghai. I studied Mandarin at a Chinese boarding school during the week, and lived with a host family during the weekends. I recall becoming extremely frustrated with any kind of writing work that we were assigned to write in Mandarin even though I had a slight background in the language before traveling to China. I felt as though I could not truly express myself in the ways that I knew I could in English. This feeling of frustration and anxiety really hit when I
Prior to immigrating to America, Nicole attended a public school in China where all of her teachers were Chinese natives. At Nicole’s school in China, however, English is a required course of study taught mostly by emphasizing English vocabulary, completing short one-page writing assignments, and practicing spelling. Learning English pronunciations and engaging in realistic English conversation wasn’t the goal for educators in China. The goal in China was to prepare students to pass their post-high school exam, which was their ticket into attending a university. The exam is highly demanding for Chinese students because it requires knowledge of English reading, comprehension, spelling and writing. For Nicole, the most stressful part of this exam was that students taking it
English as a communication tool holds prominent position in Chinese curriculum (Liu, 2012). Learning English as a Second Language (ESL) has seen its boost in China (Qiang & Wolff, 2007). Mastering English is an asset for students in job hunting and further education. As academic achievement is highly valued in Chinese culture, students are expected to achieve high marks in English tests (Liu, 2012). University students need to pass National English proficiency examinations, which are the part of the evaluation for obtaining degrees (Wolff, 2010). Students attend after-school English courses for enhancing their English because of the pressure (Liu, 2012). The majority of ELL students aim at improving the international English proficiency tests results, such as International English Language Testing System (IELTS) and Graduate Record Examinations (GRE). ELL students are more motivated in the after-school English courses because of the high-target learning environment. However, the teacher-centred learning procedure neglects the long-term enhancement of students’ English level. The ignorance of the long-term development is due to less student involvement during the teaching procedure (Mo, 2012). Some Chinese ELL students choose to attend ESL courses abroad. The reasons are that they can have a better language environment (Wolff, 2010) and can engage more in the learning procedure (Smith & Hu, 2013). The aim of the study is to compare the teacher-centred teaching in China and student-centred teaching in Canada and to examine efficient teaching methods for Chinese speaking ELL
My mom would always say, “American born Chinese students have it easy in America.” One key difference between the American education system and Chinese education system is the way they are taught. Being raised in Philadelphia, Pennsylvania, I went to school to understand the idea of analyzing and understanding concepts. After reading Only Hope, I realized that their education is based on more memorizations. To Chinese students, understand the concept and apply it is not the most important, you must just memorize it for the exam. Many parents in China would say that going on vacation and relaxing is a waste of time because they need to focus on learning. In Greenspan’s article, it mentions that a student in China is the top of her class and is fluent in English, yet she cannot go on vacation because her mother wants her to spend time learning, many students in China
All I could remember on my journey to literacy was my concern over my brother and sister’s ability to read and write including solving math problems. That did not really motivate not to become literate; I was extremely playful as a child. What I am able to remember is my first day of school, I cried like a baby when my mom dropped me off. I soon began to grow out of my baby stage and school became really interesting. Even though it was not as hard as it is now, the value that pushed me to be literate was how my teacher was able to discipline students if they didn’t give the best to their education.
Stories like Li’s are becoming increasingly. “Most of my Chinese students have troubles during their study in the U.S. due to tones of unaware vocabulary, including everyday vocabulary,” Jin Jin, a Chemistry professor currently works in WIU says, “It confuses me how they could get accepted by WIU in the first place.”
In the email I sent yesterday it explains in detail that I created the orders in the Mock domain. I was in the middle of testing prior to memorial days. My last successful test for Fluency was exactly Friday May 27th. I was at that time using the build domain to test orders, dictations, status updates etc. In addition, there is a fix that Daniel from Cerner had placed in the build domain that I needed to validate. On Tuesday the 31st nothing worked going to Fluency. I opened a ticket, sent copies of HL7 messages that didn't seem to work, contacted the DHS interface eGate staff but no one seem to know what was wrong. It wasn't until Tuesday afternoon that I was informed we would no longer be using the Build domain to test. I would need
My literacy experience more than likely differs from my peers greatly, in the first grade I was diagnosed with dyslexia. From that point going forward I was not confident at all in my reading and writing ability. My parents spent very little time working with me to better my learning disabilities. I struggled with writing and reading all throughout grade school; I felt as if I was falling behind and would never catch up. I developed a lazy mentality with reading because I never felt as if I would excel because I was always wrong. I am thankful that against my risk factors of failing I also had protective factors such as sports. In school the only thing I felt like I excelled at in school was athletics; I bonded with my gym teachers and coaches more than I did with any other teacher throughout my school years.
Moving to a different country was very difficult. It can be a very stressful experienced. Everything is unfamiliar: from language, weather, food, and fashion, to values and customs. Learning a new language is what I considered to be the hardest part of adjustment. Before I came to United States, I already know how to speak the language, English, but it was not that perfect. I remember those days where people would laugh at me because of my broken English. My pronunciation and grammar were not perfect. I had to take English as a Second Language courses for three semesters. After taking English courses, I started taking college courses at Eastern Florida State of College. I was only 16 years old when I started going to EFSC. I was very nervous
Luckily this time, I already had the resources to further increase my English ability. Instead of attending a local Taiwanese school, my parents thought it would be best for me to attend an American school, where I could continue improving my English. Being one of the few well-established American schools in Taiwan, the school had a good reputation and great facilities, so naturally, it attracted many foreign teachers. These teachers, coming over teach boosted the school’s quality of education and further increasing the reputation as well. I continued working on my English, learning all the rules of grammar and punctuation, writing different types of papers, ranging from research to persuasive essays. Eventually, I would be writing my own personal statement and filling out college applications. Again, something I never thought would happen when I was four years
Rybak: In a Chinese school the day is much longer than an American school day. This means that Chinese students spend a lot more time in school which brings us to the conclusion that Chinese are more advantaged than the American students in long run. This prepares them for college or even the young adult to be bio-lingual. Most American students usually attend school for seven hours each weekday and may forget what they have learned because it is instilled into the young adults’ heads like the Chinese do with their students.
China has about one-fifth of the world’s populations are and is currently the second largest economy in the world. Hawaii is one of the popular tourist places for Chinese and 94% of the products that the imported in the United States are made in China. In an increasingly competitive business world, the Chinese language has become a business tool for businesses across different to venture into the Chinese business industry and attain business success. Consequently, schools across the United States should make Chinese language classes a mandatory for students in order to prepare students who are interested in venturing into the Chinese business industry, to create jobs for unemployed Americans and to benefit American businesses.
In China, “English has been the dominant foreign language in the curricula of educational institutions and in foreign language learning in Chinese society for more than two decades”(Chang, 2006, p.514). The Ministry of Education in China has done an appropriate job on English education after English is globalized. Not only in China but also the world popularizes English courses. Statistics show that there are around 80 countries “have officially recognized English as a primary and secondary language” (p.514). The overall number of people who regard English as their first or secondary language has achieved 22.1 billion, and it’s equal to the third of the world’s population (p.514). The reason for this phenomenon is that people are globally and increasingly educated by English subjects in many countries. As a result, English education is internationally disseminated nowadays due to the English globalization, and numerous people can use it
At the time, though I spoke Mandarin without a foreign accent, my vocabulary did not extend far beyond a grade-school level, and I was next to illiterate. Well aware of that, my parents, fond followers of the "sink or swim" theory, dropped me off at the local Chinese school the first day of classes and promptly disappeared.
English being the “world language” and growing its influence in China through media and economics, the influence of English is, in fact, minimal relative to other languages since a majority of the English accented words compose of specific pronouns, and specific words in popular culture so Chinese has yet to lose its authenticity.
...glish, but no matter what I still had to carry on my study and have to practice my English. By the end of secondary school, I was very confident with my English skills. All of my hard work paid off even more in university, because the classes at Hong Kong Institute of Education are discussion-based, so there’s a lot of talking.