Cultural Awareness of Taiwan

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Cultural Awareness of Taiwan

Outline

  1. Characteristics of culture
  • It is dynamic, cumulative and diverse.
  • Patterned, integrated, and symbolic
  • It is compulsory and adaptive

2. Relationship linking Culture and Language Learning

  • Comparing domestic and foreign culture helps in building cultural awareness and competencies.

3. Material selection

  • Authentic materials such as picture books should be used in teaching cultural awareness.

4. Technology use in cultural awareness

  • It encourages students to carry out online search on information concerning other peoples’ culture.

5. Training methods for the teachers used in Taiwan are based on

  • Recruiting teachers from the minority communities
  • Use of autobiographical narratives
  • Community-based immersion and diversity in field in field experience
  • Reflection journals
  • Relevant cultural pedagogy
  • Self-critical and systematic inquiry

Cultural Awareness of Taiwan

Introduction

Culture refers to the characteristics of a specific collection of people described by everything starting from religion, social habits, art, and music to language. Culture can be shared and learned. It is integrated, patterned, symbolic, and adaptive and other cases it is compulsory. Culture is also believed to be diverse, dynamic and cumulative. The Taiwanese culture is usually an amalgam of Japanese, Chinese, American, European, local, global and Taiwanese aborigines’ customs that are in most cases are alleged as both contemporary and traditional understandings. It is actually believed that the political and social experience in Taiwan slowly developed into a strong sense of both cultural awareness and cultural identity in Taiwan. This has actually brought a lot of controversy that revolves around Taiwan political status.  Politics in Taiwan have played a crucial role in the growth and outset of their cultural identity. The idea of multiculturalism in Taiwan has brought about an alternative political view that has encouraged the insertion of minority groups and the mainlanders in the redefinition of their culture (Woodman, p.28).

Relationship linking Culture and Language Learning

Many students in Taiwan have been interested in the in the incorporation of cultural awareness and international understanding into their current curriculum because it has helped them to know a lot of facts regarding many countries.  The international classes in Taiwan are aimed at ensuring that they elementary students in the schools become multilingual citizens. (Ministry of Education, 2001, 2005).Learning language extends to include knowing how to write, read and speak it and also its phonics, spelling and grammar. Culture and language learning are unavoidably related and students in most cases are expected to evaluate languages and cultures. In order to implement cultural awareness, students will be required to build up knowledge of the intended culture and capture its skills.

Material Selection

In order to tutor on cultural awareness in Taiwan picture books should be used. It will be noticed that authentic materials should be employed to initiate cultural contents in most of the language classrooms in Taiwan. Picture books truly promote a cross cultural contrast and also helps in necessitating effective learning. Teachers should clearly discuss the characters in the story books so as to identify the cultural differences that exist between them and those mentioned in the book.

Cultural Awareness and Technology

Most of the students in Taiwan used technology to carry out online searches to learn on information regarding different countries. The younger generation in the country is growing up being knowledgeable on the use of technology which enables them to rest of the world into a classroom environment. In general, technology use should be incorporated in the prevailing curriculum so as to stimulate the cultural awareness of the students.

Advancement in technology and constant shifts in demographics usually enhance interactions among people from dissimilar cultures to become a reality. It will be realized that students in Taiwan essentially have greater opportunities that enable them to interact with many people from different cultures as compared to some decades ago because currently English has become an international language. The training programs of most English teachers in Taiwan are geared at ensuring that the students are able to operate productively in the global village where there are diverse nationalities and cultures. Several methods have been employed to ensure that cultural awareness is effectively spread to the students. These methods are mainly teacher preparation programs that are meant to prepare the students to be diverse and be able to suite in many cultural grounds. The methods therefore extend to include the following:

  1. Recruiting teachers from the minority communities.

This kind of recruitment involves inclusion of teachers from the minority communities who have a good command in multicultural education and are willing to learn the newest theories and discoveries on cultural diversity. Generally, the teachers should be in a position to bring knowledge experiences and characters that can facilitate them to tutor more effectively on schools that are culturally diverse (Sikula, et al., pp.747-760).

  1. Use of Autobiographical Narratives

It is widely accepted that in order to become a multicultural teacher one should fully examine his / her ideology (Banks, 1994 pp.86.) Writing and reading most of the autobiographical narratives essentially help teachers to gradually become multicultural. Studies also reveal that that through sharing and reading stories, teachers are able to build up clear understanding of the complication of identities that actually subsist between them and the students. Narratives truly act as powerful mechanisms that help in understanding multiculturalism, literacy and one another particularly in the diverse societies.

  1. Community-based immersion and diversity in field in field experience.

It is evident that diversity in field experiences in reality help teachers in encouraging cultural awareness within the society (Finney  & Orr , pp. 327-333) Field experience activities are aimed at providing teachers with various opportunities that enable them to interact with students from different cultural backgrounds.  This in turn helps in ensuring that there are good relationships that exist between the teachers and students both in classrooms and the entire school setting in Taiwan. Experiences from the communities help teachers to be more skillful in situating, recognizing and using the resources within the community. In general, community based experiences help the teachers to be modest in ensuring that they instill cultural awareness within the society.

  1. Reflection journals

Filed experiences that are actually accompanied by use of refection journals help the teachers to process information regarding the learning and teaching of the children that can suite in diverse cultural settings.  The more reflective teachers are the more they are able to welcome growth opportunities to the society through their experience. It will also be realized that disparities in how many teachers reflect jointly is usually dictated by their culture (Buckley, pp. 143-147).

  1. Relevant cultural pedagogy

Students are able to acquire language more quickly if more cultural assorted teaching strategies are adopted. This helps in increasing the interaction that exist within the students while in class and outside the class. (Robinson, 1985 P.15) The use of language interaction patterns that actually approximates the home cultural outlines of most of the students successfully help in improving their academic performance. It will be recognized that to match the community culture with the school culture, teachers should incorporate the students’ cultural setting aspects within the teaching and organization of the classroom.

 

  1. Self-critical and systematic inquiry

For cultural awareness to prevail in Taiwan, the teachers should unswervingly deal with their own beliefs and values day by day. Teachers should also keep on using reflection journals and writing narratives because they enable them to build up diversity consciousness within and outside the classroom setting.  The main objective of integrating cultural awareness into the preparation programs of the teachers is to help the students to be able to formulate thoughtful decisions on individual and communal issues and take the necessary actions. This in turn enables the students to scrutinize issues, events and ideas from an assorted cultural and ethnic point of view.

Conclusion

Authentic materials should be used when carrying out cultural awareness in Taiwan which only entails the use of picture books. The activation curriculum should consider using technology in order to connect the students with the rest of the world thereby encouraging a successful cultural awareness because they can easily access the required information through online searches. Cultural awareness should be the key area of concentration for the teachers’ beliefs and their self image as they teach culture to the students. In general multiculturalism should be geared at training the public on how to converse and subsist with the other people from other different cultures.

 

 

 

 

Works Cited

Banks, James A.. Teaching strategies for ethnic studies. Boston: Allyn and Bacon, 1994. Print.

Buckley, A.. “Multicultural Reflection.”Journal of Teacher Education 51.2 (2000): 143-148. Print.

Elementary and Junior High School, (2001). Taipei, Taiwan: Ministry of Education.

Elementary and Junior High School, (2005). Taipei, Taiwan: Ministry of Education

Finney, S., and J. Orr. “”I’ve Really Learned A Lot, But…”: Cross-Cultural Understanding And Teacher Education In A Racist Society.” Journal of Teacher Education 46.5 (1995): 327-333. Print.

Ministry of Education. Guidelines on English Teaching Activity Designs and Assessments in

Ministry of Education. Guidelines on English Teaching Activity Designs and Assessments in

Robinson, Gail L. Nemetz. Crosscultural understanding: processes and approaches for foreign language, English as a second language and bilingual educators. New York: Pergamon Institute of English, 1985. Print.

Sikula, John P., Thomas J. Buttery, and Edith Guyton. Handbook of research on teacher education: a project of the Association of Teacher Educators. 2nd ed. New York: Macmillan Library Reference, USA, 1996. Print.

Woodman, Georg. Cultural shock-taiwan: cow mentality, rubber slipper fashion in binlang country.. S.l.: Xlibris Corp, 2010. Print.

 

Clarity index

1. Counts

A. Words: 1376

B. Paragraphs: 12

C. Sentences: 80

2. Averages

A. Sentences per paragraph: 6.7

B. Words per sentence: 17

 

3. Readability

A. Passive Sentences: 0%

B. Flesch Reading Ease: 50.4

C. Flesch-Kincaid Grade Level: 10.9

 

 

 

 

 

Mind Mapping