The reason I would like to go to Japan as a participant of the JET Program as an ALT is because of the fact that in addition to stating the direct goals of assistant language teachers, JET explicitly states that it is seeking members to be “cultural ambassadors to Japan”. In our increasingly global society, the concept of intersectionality is integral in becoming an effective global citizen. In university, I was able to research inclusive feminism, the necessity of multiculturalism in a simultaneously global and xenophobic world, and the responsibility people have to bridge the gaps between all cultures through appreciating differences, rather than erasing them. From discussing the program with friends and colleagues who were former participants of the JET Program, it is evident that JET not only provides the opportunity for international citizens to participate in cultural exchange, but encourages and enables them to become embedded into the community and create opportunities for themselves.
The fact that this is a teaching opportunity is very exciting, as I have wanted to become an educator since I was in preschool. As such, the majority of my volunteer and work experience have been teaching oriented. The most relevant experience I have had in terms of English as a foreign language is as an ELL Instructional Assistant. My school is the ELL hub for Roanoke City, and our school is easily the most diverse in the district. We had refugees and immigrants from all around the world, and because the school is also Title I, the teachers could not provide all of the services and individualized attention to the students whose English skills were below grade level. Midway through the year, my role changed from in-class assistance to pulli...
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...lly share Japanese culture beyond music and pop culture. I am aspiring to become a member of the JET Program because I do not yet have the cultural knowledge nor language ability required to effectively participate in this cultural exchange. My goal for becoming a member of the JET Program would be to better understand Japanese culture in order to facilitate the cultural sharing between it and Black culture by becoming a member of a Japanese community, and to better learn the language so I may effectively communicate with those around me. It is my belief that this cross-cultural collaboration can produce something unique, thought-provoking, and powerful. The results could broadcast that cultural differences can compliment each other in such a way that isn 't diminished by either one 's uniqueness, and can coexist without having to erase any part of anyone 's identity.
Ironically, one of the “catch-22” takeaways from the overall exchange program and from the final reflection conference was that as much of a great and insightful experience it was to experience a completely different culture or perhaps be exposed to a diversity of cultures all at once, it also reinforced this idea of “difference” and “separateness.” All in all, though, the student-exchange program provided a taste for open-mindedness, awareness and hope for the future, and also a vision for what a multicultural world could truly be like without prejudices and racism. When it comes to teaching, I think it is important to address differences in the classroom, and as a teacher, I feel it is my duty to encourage my students to see the beauty in such differences as opportunities for possibilities. I feel it is important to recognize one’s heritage, race, and values, but I also feel that at times, it is equally important to detach oneself from such in order to allow for one to be exposed to new perspectives and alternative ways of life.
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Short, D., & Echevarria, J. (2004). Teacher Skills to Support English Language Learners. Educational Leadership, 62(4), 8-13. Retrieved from Academic Search Complete database.
...l survival in our society. I work as a counselor each summer at a sports camp in Philadelphia, and each summer I encounter very intelligent students who are placed in lower tracks or labeled as ìlearning deficientî because of their language. This disturbs me because as a speaker of both Black Vernacular speech and Standard English, I know that students can learn to use Standard English just as I have. Unfortunately, many students are not privileged enough to have the same educational opportunities that I was given by my parents, therefore, it is my responsibility to teach these students Standard English the way that I have been taught. But I must learn more about teaching students and dealing with the issues that plague the educational system, and I am looking forward to receiving more of this knowledge during my pre-student teaching and student teaching experiences.
Tong, V.M., Huang, C.W. & Mclyntyre, T. (2006). Promoting a positive cross-cultural identity: Reaching immigrant students. Reclaiming Children and Youth, 14(4), 203-208.
As Western news continues to report on extremist Islam, it becomes necessary to inquire whether a mutual effort to understand opposing sides or a duty to intervene is the best way to create harmonious cross-cultural interactions in the end. Philosophy professor Kwame Anthony Appiah generally argues in favor of cosmopolitanism, which states that people should care about all other human beings and try to understand them. He also presents fundamentalism as an opponent of cosmopolitanism and claims there exist cultural practices that cosmopolitan thinkers do not have to tolerate. Finding the line between practices that cosmopolitans can try and understand and one that could be deemed immoral can be very difficult using Appiah’s thinking. Clifford
I hope that participating in the JET program will produce more opportunities to share with the world the beauty of Japan. I wish to help the Japanese community to understand the African American culture as well. I would like them to experience first-hand phrase southern hospitality that people of color are so proud of. I believe the international community can benefit greatly from the partnership that the JET Program will form with me. As a writer and artist, I will share with the world what I learn from my time in the program. Working side by side with Japanese educators and learning from them and the Japanese education system is important in innovating classrooms back home. The program gives me the opportunity to contribute to whatever prefecture that I am sent to. Going out and meeting and conversing with the locals as an ambassador of the African American culture is key in my plans of full
In order for multi-cultural education programs to achieve their goals, they must aim at knowledge through engagement and inquiry-based activities that build on cultural similarities and differences and life experiences of students themselves. As Nieto and Bode (2013) stated, “True multicultural education both generates coherence and synergy from student and community diversity, and teaches students how to continue to thrive in, benefit from and contribute to the pluralistic world in which they will inevitably
Let us suppose an American boy, who I will refer to as "person A" for the purposes of this paper, visits his Japanese friend, "person B.," In their everyday interactions, they talk about their families, ancestors, history, favorite food, hobbies, etc. Person A, consciously or not, gives knowledge of the reality of his culture. As in any other initial exposure to something foreign, person B enters into this experience with some preconceived notions. As he listens to and observes person A, he comes to understand an identity - particularly, that of person A. Consequently, person B gains knowledge, and uses it to resolve his stereotypes and rightfully adjust his opinions. A more significant consequence of this particular cross-cultural experience is what results in person B. In such an exchange two things come to effect. One, person B becomes compelled to teach person A about his own culture. His appreciation for his new knowledge, as well as his own desire to rid others of misconceptions about his culture drives him to share his identity with those around him, starting with his friend. Eventually, the knowledge spreads; and so does the drive to educate. Two, this exchange allows person B to exercise the important virtue of having an open mind. He becomes open to experience different cultures because of a resulting desire to understand the diverse world. In turn, the world environment continues to develop because, not only are there more people who are willing to educate, more people are willing to learn with an open mind.
"I feel at home wherever I go" . This is what a person who's not place-bound would say . This is what a person whose love is not
As I aim to complete a PhD in Educational Psychology I will require a wealth of teaching experience. I would love to teach Japanese alongside conventional teaching in the future and create a pen pal programme for British students and those I taught as an ALT. Being an ALT in Japan will consequently allow me to encourage the sharing of culture not just abroad but at home too, teaching how we can appreciate and embrace cultural differences and learn from one
A continuation you can see a vision general about Globalization. This is not more that study Global Citizenship. You can see in these explorations a correlation in former global. Globalization is a complex and multifaceted phenomenon. It is the process of international integration as a product of exchange of world views, products ideas and other aspects of culture. It is the process of international integration as a product of change of world .Globalization can do the different People because this creates economic and political positive with your technology. This Global are study different for example global climate, communication, solutions in global.
The maxim of thinking globally and acting locally has very successfully been enhanced within MTV Networks International. It has positioned itself as globally acceptable TV network and it has dominated in the entertainment market across the world. Youths in different countries enjoy the MTV shows and programs. However, this has had both negative effects and positive effects on the youths.
The purpose of this essay is to talk about how Japanese American are a minority group in the United States that has received unequal treatment for my Cultural Diversity class. To achieve this, I read Race, Class, and Gender in the United States: An Integrated Study, used the National University Library to search for information about Japanese experiences from 1900-2015. Japanese Americans faced prejudice, discrimination, and segregation from 1900 to 1960’s. I explain how Japanese Americans fit into the five essential properties of a minority group. These are physical and cultural characteristics, unequal treatment, endogamous, subordinate status, and involuntary membership in a minority group.
I represent the most intelligent organism of earth the homosapien sapiens which control the world and the other living been with physical and chemical factors of earth. Therefore I should play a major role to protect the earth, the other resources such as water, soil, minerals then the organism autotrophic and heterotrophic and the climatical condition and for the organism present and the future generation.