An exchange student is a student that leaves his/her country for a foreign one for a year, where she/he usually learns a new language and experiences a new culture. Nowadays, there are more than 35 international exchange programs from which very many high school students benefit. For instance, each year, almost 13000 students travel on American Field Service Intercultural Programs between 65 countries (AFS, 2011). Unfortunately, the number of students who go on exchange is still relatively low, even if the benefits they receive are big. Because the age of 15-18 is the perfect period of time for going on an exchange [1], students discover a new culture and develop themselves [2], adults can have a new experience by taking a student into their family [3] and the students would be equal if they had the same opportunities and chances [4], I think that all high-school students should be required to fulfill one year abroad as exchange students. The perfect time to be an exchange student is while being a high school student. The group of students between the age of 15 and 18 is the one that seems to be the most able to naturally participate and adjust to the lifestyles and values of a foreign family and community (Youth For Understanding, 2013). At this age, teens are also more likely to want to try something new and the most effective way of doing it is to become an exchange student. This was the case for the famous Texan actor Matthew McConaughey, who spent a year on an exchange programme in Australia as a teenager: "I always had a wanderlust for travelling and I wanted to take a year off to go take an adventure, and it was," he has said of the experience (The Telegraph, 2011). In addition, in high school, students are not a... ... middle of paper ... ...rams and because if all the students had the same chances we would have a more democratic society, I strongly believe that all high school students should be required to fulfil one exchange year abroad. Works Cited AFS. (2008). Developmental Model for Intercultural Sensitivity …for friends of AFS; Long-Term Impact Study (2007-2008). New York: Milton, B., & Mitchell, H. AFS Intercultural Programs. (2011). AFS & Exchange Programs. Retrieved from AFS Intercultural Programs website: http://www.afs.org/afs-and-exchange-programs/ The Telegraph. (2011). Education, Celebrities who studied abroad. Retrieved from The Telegraph website: http://www.telegraph.co.uk/education/expateducation/9225920/Celebrities-who-studied-abroad.html?frame=2202935 Youth For Understanding. (2013). History. Retrieved from Youth For Understanding website: http://yfuusa.org/about-yfu/history.php
Shiraev, E., & Levy, D. (2007, 2004). Cross-Cultural Psychology (3th ed.) United States of America.
Colombo, M. W. (2005). Empathy and Cultural Competence: Reflections from Teacher of Culturally Diverse Children. Young Children. Retrieved from http://journal.naeyc.org/btj/200511/ColomboBTJ1105.pdf
Padilla, A. M. "Bicultural Social Development." Hispanic Journal of Behavioral Sciences 28.4 (2006): 467-97. Hispanic Journal of Behavioral Sciences. Sage Journals, 9 Oct. 2006. Web. 18 Apr. 2014.
Hume, Susan E. “International students who come to the United States…”. Indiana Schools Project. Indiana University. 28 November. 2002 http://board.dserver.org/p/poppiya/ooooo661.html
Lustig, Myron W., and Jolene Koester. Intercultural Competence. 4th ed. San Francisco: Allyn and Bacon, 2003.
To be brief, culturally relevant teaching "is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson-Billings, 2009, pp. 20)." The emphasis of culturally relevant teaching is to understand that children have different needs and in order to deal with them in the best way possible is equitably. The inability to recognize these differences causes teachers to limit their ability to meet the student's educational needs and prevents them from being culturally relevant (Ladson-Billings, 2009, pp.37). Contrary to culturally relevant teaching, assimilationist teaching is a style that disregards a student's particular cultural characteristics. This teaching method follows a hierarchical model. According to the assimilationist perspective, the teacher's role is to ensure that students fit into society (Ladson-Billings, 2009, pp. 24). The book is full of amazing teaching strategies, teaching styles, and methods that would help benefit educators working with children of any grade
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.
Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.
Parrish, Patrick, and Jennifer A. Linder-VanBerschot. “Addressing the Challenges of MulticulturalInstruction.” Cultural Dimensions of Learning 11.2 (2010): 10 pgs. Web. 8 June 2015.
Outside the classroom, the study abroad experience provided for constant change and self-reflection. I learned to recognize my own hidden prejudices and confront them, as my beliefs were constantly challenged by experiences and people I encountered. For someone who had never traveled outside the United States, this experience led me to perceive my own nation in a different way, and to confront feelings of both pride and shame in my background. While a challenging and shocking change, this has led me to define and strengthen my beliefs and opinions while gaining a new understanding for different perspectives.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
My journey started when I came to the conclusion that, after high school, I wanted (and needed) a break. My senior year had been less than perfect, as I didn’t apply myself, was lazy, partied, and lost my parents’ trust and respect. I was a man without direction or a purpose, and knew that college would be just like high school but with more parties and less parental supervision. I quickly decided that instead of going straight to college, I would take a year off and participate in an exchange program. I’m part Italian, and I’ve always had a desire to trace my roots and to experience Italy and “la dolce vita” or “the sweet life.” When I signed the papers to go to Italy for the exchange program, I pictured myself lying in a hammock on a beach, surrounded by three...
Hadis, Benjamin. "Why Are They Better Students when They Come Back? Determinants of Academic Focusing Gains in the Study Abroad Experience." Frontiers Journal. Dickinson 11 (2005): 57-70. Print.
Cultural sensitivity occurs when people recognize and are aware that each country or various ethnic groups of people have their own set of experiences, beliefs, values, and language that affect their perceptions toward life. Addressing Cultural sensitivity permits people to comprehend that there are differences between cultures. Furthermore, having awareness in the differences between cultures permits a culturally competent person to communicate effectively with others that are outside of one’s realm. Some of the differences of Cultural sensitivity can be discovered while traveling outside of the country, such as through Cross-cultural sensitivity experiences. Likewise, a culture has its own norms and beliefs to how one should dress; how one should greet others, such as by referring to a significant individual by his or her first name or surname (comprehending which name should be stated first in foreign names); and/or what foods are permitted to eat or forbidden to eat or understanding what may offend a person (e.g. not accepting a home cooked meal). There are norms, taboos, cultural cues, and cultural etiquette standards that are significant to learning about one’s culture before exploring another country or while working with people who are from your country but who are part of another racial group. It takes time and patience to build a high level of Cultural sensitivity. Educating oneself with a culture’s psychology and its norms is significant toward achieving an increasing awareness toward Cultural sensitivity.
There is an abundance of cultures and lessons that teens can learn about as they travel the world. Many teenagers, however do not realize or take advantage of travel opportunities provided for them and the influence travel can have on their lives. There are many programs out there that give all teens the chance to travel and experience the world firsthand regardless of a family’s income. These travels will influence the growing mind by helping them to understand other cultures without the distant feeling that these places do not concern them. Although it may seem scary to some parents to let their child travel to far off places, teens need the exposure to broaden their knowledge and horizons. More teenagers should travel because traveling abroad not only teaches them more about other cultures, but more about themselves, who they are and who they want to become.