Students' Cultural Identities in Intercultural Classrooms: A Case Study from a Community College in Texas

JANÍK, Zdeněk. Students' Cultural Identities in Intercultural Classrooms: A Case Study from a Community College in Texas. In 3rd Triennial Conference in English and American Studies: Department of British and American Studies. Faculty of Arts, Comenius University, Bratislava. 2010.

Základní údaje

Originální název

Students' Cultural Identities in Intercultural Classrooms: A Case Study from a Community College in Texas

Název česky

Kulturní identity studentů v interkulturním prostředí: Případová studie z VŠ v Texasu

Autoři

JANÍK, Zdeněk ORCID

Vydání

3rd Triennial Conference in English and American Studies: Department of British and American Studies. Faculty of Arts, Comenius University, Bratislava, 2010

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Další údaje

Typ výsledku

Konferenční abstrakt

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ne

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

classroom discourse structure, collectivistic culture, communication style, cultural identity, individualistic culture, intercultural communication.

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Anotace

V originále

Cultural identities are said to influence the process and outcome of intercultural communication. This work presents a study of cultural identities, communication and learning styles of a sample of students at McLennan Community College in Texas, USA. The college has over 9,000 students of various ethnicities - European Americans, African Americans, Hispanic, and others – who interact with one another and their teachers and thus create in their classrooms conditions for intercultural communication. Following the theory that defines individualist-collectivistic dimension of cultural variability as a main contributor to the content of cultural identities, the study was designed with the following objectives: to identify the students’ individualistic and collectivistic tendencies (1), determine which of the two tendencies predominates in each of the ethnic groups (2), and analyze if and how the students’ individualistic and collectivistic cultures affect their communication and interactions in the classroom context (3). The study also considered the influence of teaching methods and classroom discourse structures of the institution on the students’ styles of communication and learning.