
Developing Cross-Cultural Exchange Projects: A Step-By-Step Guide
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Content
- Intro
- Contents
- Preface
- Chapter 1
- Cross-Cultural Exchanges: An Essential Part of Globalization and Internationalization
- From Globalization to Glocalization
- Globalization in the Globe
- Globalization in Education
- Cases of Globalization in Education
- The Case of the United States
- The Case of Trinidad & Tobago
- The Case of United Arab of Emirates (UAE)
- The Case of Germany
- The Case of China
- Glocalization
- Internationalization
- Internationalization of the Campus
- Defining Internationalization of the Campus
- Student Mobility
- Faculty Mobility
- Intercultural Education
- The Case of Australia
- The Case of Taiwan
- The Case of Greece
- The Case of Post-Communist Countries
- Internationalization of the Classroom
- Internationalization of the Curriculum
- Internationalization of English Instruction
- The Case of Bilingualism in Hong Kong
- The Case of South Africa
- Development of Cross-Cultural Exchanges
- The Stage before the Invention of Communication Technologies
- The Stage When Communication Technologies Were Emergeing
- The Stage of Modern Technologies
- Chapter 2
- Methodologies for Cross-Cultural Research Design
- Grounded Theory Method (GTM)
- Introduction to the Grounded Theory Method
- Data Collection
- The Coding Process in the Grounded Theory Method
- Criticisms of the Grounded Theory Method and Emergence of Constructivist Grounded Theory
- Data Analysis
- Questioning
- Sensitizing Questions
- Theoretical Questions
- Making Comparison
- Constant Comparisons
- Theoretical Comparisons
- Abduction Type of Data Analysis
- Literature Survey
- Content Analysis
- Historical Background of Content Analysis
- Content Analysis as Related to This Book
- Online Methods
- Statistical Analysis
- Chapter 3
- Recruiting and Training Your Participant Students
- Online Communications
- Nature of the Class
- Time
- Class Size, Technical Support, and Students' Technical Skills
- Language Skills
- Ethical Issues
- Onsite Experiences
- Language Proficiency
- Pre-Project Surveys
- Training Workshops before Launching into the Project
- Language Training
- Raising Cultural Awareness
- Cultural Diplomacy
- Intercultural Training Programs
- Examples of Intercultural Training Programs
- Hurn and Tomalin's Guidelines for Intercultural Training Programs
- Cuenat's PluriMobil Intercultural Curriculum
- Hepple's Global Networking Intercultural Capabilities (GNIC)
- Commonalities in Intercultural Training
- Beyond the Intercultural Training
- Chapter 4
- Choosing Cross-Cultural Exchange Partners
- Principles of Choosing Exchange Partners
- Language
- Time
- Communication Facilities
- Nationality and the Tendency of Regionalism
- Mutuality
- Common Goal
- Financial Sources and Support
- Sources to Look for Cross-Border Partnerships
- Sister Schools or International Branch Campus
- Academic Conferences or Professional Journals
- Professional Computer Networks
- Research Grants and Scholarships
- The Case of Fulbright Program in the U.S.
- The Case of Erasmus Program in Europe
- The Case of Confucius Institute to Learn Chinese
- The Case of India
- Chapter 5
- Studying, Teaching or Working Abroad
- Student Mobility
- Models of Study Abroad
- Trends of International Students Mobility
- Before You Make a Decision to Study Abroad
- Evaluating Yourself and the Host Country
- Your Language Proficiency and Motivation to Learn a Language
- Benefits and Challenges of Study Abroad
- Governmental or Organizational Support and Challenges of Student Mobility
- The Case of New Zealand
- The Case of the United States
- The Case of the United Kingdom
- The Case of India
- The Case of Egypt
- Examples of Study Abroad Programs
- The Case of the Two Way Learning Approach
- The Case of Exchange Students
- The Case of Collaboration in Higher Education
- The Case of NUS Overseas Colleges and Its University Scholars Programme
- The Case of Science Majors Studying Abroad
- The Case of Study Abroad Program for First-Generation College Students
- The Case of Student Teachers Studying Abroad
- The Case of International Teaching Assistants (ITAs)
- The Case of International Volunteering
- Challenges of Study Abroad
- Issues of Racism and Stereotype
- Issues of Reentry and Needs for Adjustment to the Home Culture
- Issues of Competition in the International Student Market
- Issues of Support of Study Abroad
- Issues of Brain-Drain, Brain-Gain, and Brain-Circulation
- Teacher Mobility: Teaching International Students at Home and Teaching Abroad
- The Case of Lecturing via Videoconferencing
- The Case of Teaching International Students at Home
- International Student Identity
- Understanding Cultural Differences
- Applying Different Teaching Strategies
- Improving International Student Satisfaction
- The Case of Teaching Abroad
- The Case of Teaching Local Languages to International Students
- Volunteering Abroad
- Challenges of Teacher Mobility
- Exploitation of Migrant Teachers
- Teacher Recruitment, Preparation, Training, and Professional Development
- Quality of Education
- Non-Native Teachers' Language-Related Identity
- Cultural Differences and Cultural Learning
- Living and Working Abroad
- Chapter 6
- Developing the Tasks or Activities
- Important Constructs of Cross-Cultural Exchanges
- Authenticity
- Authentic Materials (Text Authenticity)
- Learner and Learning Authenticity
- Task Authenticity
- Classroom Authenticity
- Authentic Assessment
- Learning Environment and Learning Experience
- Motivation and Benefits
- Collaboration vs. Cooperation, Plus Teachers' Coordination
- Collaboration
- Cooperation
- Coordination of the Teacher
- Cultural Awareness
- Design of Intercultural Learning Pedagogies
- Modes of Exchanges
- Field Trips
- The Case of Faculty Led Study Abroad Program
- The Case of ESP Program
- The Case of Surveying before Departure to Another Country
- Computer-Mediated Communication (CMC)
- Communication Tools
- Options of Computer Communication Tools
- Digital Divides in an Age of Information Technology
- Communication Languages
- Participation and Social Presence in Computer-Mediated Communications
- Power Issues and Netiquette
- An Example of CMC MOOCs
- Videoconferencing
- Issues of Videoconferencing
- Cultural Differences
- Communicative Competences
- Context and Language Varieties
- Blended Communication
- Distance Education and Online Learning
- Development and Types of Distance Education
- Challenges of Distance Education
- Quality of Online Education
- Learner Autonomy
- Building Rapport and Applying Paralinguistic Communication
- The Future of Distance Education
- Challenges of Developing Cross-Border Activities
- Chapter 7
- Types of Collaboration and Objectives of Cross-Border Partnership
- Collaborations between Academic Institutions
- Language and Cultural Learning
- Enhancing Intercultural Competence and Global View
- Psychological Perspective
- Applied Linguistics Perspective
- International Business Perspective
- Intercultural Perspective
- Professional Learning
- Learning about Music
- Learning about Literature and History
- Learning about Political Science
- Learning about Diplomacy
- Learning about Business Management
- Learning about Design
- Learning about Nursing
- Learning about Educational Leadership and Administration
- Learning about Public Policy
- Learning about Religious Harmony
- Learning to Do Research Cross-Culturally
- Interdisciplinary Learning: East vs. West, Sciences vs. Humanities
- Learning to be Engaged in Global Issues and to Develop Global Competencies
- International Branch Campuses
- The Case of Japan
- The Case of the Gulf Region: Dubai and Qatar
- The Case of Malaysia
- The Case of Taiwan
- The Case of the United States
- Collaborations beyond the Instructional Setting and for Non-Instructional Purposes
- Collaboration between Educational Institutions and Farmers
- Commercial Collaboration between Industry and Academia
- Cross-Border Collaboration between Development Bank and Higher Education
- Cross-Border Collaboration between Two Institutions in Higher Education for Non-Instructional Purposes
- Cross-Border Collaboration Aiming at Assessing Curriculum Design
- Cross-Border Dialogue Program Aiming at Global Issues
- Establishment of a Rural Library Supported by Overseas Librarians
- Cross-Border Collaboration Sponsored by Governments or Organizations
- Cross-Border Collaboration Organized by Non-Profit Networks
- Collaboration among Participants for Sustainable Development
- Collaboration for Quality Assurance
- Curriculum Development in a Developing World Context Supported by International Organizations
- Collaborations among Corporate Universities
- Conclusion: The Functional Model for the Analysis of Cross-Cultural Exchanges
- Challenges of Establishing Cross-Border Partnerships
- Chapter 8
- Assessing the Students and Evaluating the Project
- Assessing the Students
- Traditional Assessment
- Authentic Assessment
- Paper-Based Testing vs. Computer-Based Testing in Language Proficiency Tests
- Assessing Learning across Cultures
- Reflection Papers
- Portfolio Assessment
- The Role of Feedback in Assessment
- Evaluating the Project
- The Individual Level
- The Institutional Level
- The National and International Level
- Examples of Evaluating a Cross-Cultural Project
- Chapter 9
- The Future of Cross-Cultural Exchanges
- A Multi-Faceted Learning Environment
- A Flipped Instructional Model for Learning in a Cross-Cultural Setting
- Requirement of Multilingual and Multicultural Skills
- Emergence of Short-Distance Cross-Cultural Exchanges
- More and More Collaboration between/among Students from Different Cultures
- Pedagogical Implications Focusing on a Sociolinguistic Approach and Sociocultural Learning Model
- Heightened Awareness and Tolerance of Language Varieties and Cultural Differences
- Collaboration between Educational Institutions and Commercial Organizations
- Regional Integration in Higher Education
- Digital Inequality Emerged as Opposed to Social Inequality
- References
- About the Author
- Index
- Blank Page
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