Cultural Patterns, Classroom Dynamics, and Social Adjustment Issues
An Ethnographic Examination of Multicultural English Composition Classes in the United States
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In this book the results of an ethnographic classroominteraction analysis study that investigated culturalpatterns, classroom dynamics, and social adjustmentissues in two English composition classes at anAmerican university are reported.The study identified common interaction patternswithin five culture groups in these two classes:Asian Indian, Japanese, Chinese, Middle Easterner,and American. Classroom interaction patterns thatreveal the students home culture or interactionnorms in educational institutions in their countrywere examined for this purpose.Classroom dynamics in the two classrooms...
In this book the results of an ethnographic classroom
interaction analysis study that investigated cultural
patterns, classroom dynamics, and social adjustment
issues in two English composition classes at an
American university are reported.
The study identified common interaction patterns
within five culture groups in these two classes:
Asian Indian, Japanese, Chinese, Middle Easterner,
and American. Classroom interaction patterns that
reveal the students home culture or interaction
norms in educational institutions in their country
were examined for this purpose.
Classroom dynamics in the two classrooms were
compared to report whether and how mixing native
speakers of English with non-native speakers of
English affected the classroom atmosphere and the
ease of communication among students.
International students perspectives about being in a
mixed section with Americans, their thoughts and
feelings about American culture and people, their
adjustment difficulties in the United States, and the
classroom manifestations of these difficulties were
also scrutinized.
Pedagogical implications are presented and the
significance of triangulation in research is highlighted.
interaction analysis study that investigated cultural
patterns, classroom dynamics, and social adjustment
issues in two English composition classes at an
American university are reported.
The study identified common interaction patterns
within five culture groups in these two classes:
Asian Indian, Japanese, Chinese, Middle Easterner,
and American. Classroom interaction patterns that
reveal the students home culture or interaction
norms in educational institutions in their country
were examined for this purpose.
Classroom dynamics in the two classrooms were
compared to report whether and how mixing native
speakers of English with non-native speakers of
English affected the classroom atmosphere and the
ease of communication among students.
International students perspectives about being in a
mixed section with Americans, their thoughts and
feelings about American culture and people, their
adjustment difficulties in the United States, and the
classroom manifestations of these difficulties were
also scrutinized.
Pedagogical implications are presented and the
significance of triangulation in research is highlighted.
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