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ERIC Number: ED424605
Record Type: Non-Journal
Publication Date: 1998-Nov
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Intercultural Adaptation in the Classroom: The Ethics of Grading and Assessing Students with Minimal Proficiency in Speaking English.
Young, Cory
As more and more international students begin attending universities in the United States, the nature of teaching is changing. It is within this change that sojourners experience the "double whammy of intercultural adaptation." International students must learn to deal with and adjust to a completely new cultural and educational environment in which language barriers, everyday experiences, relationships with professors and peers, and a different time schedule are problems for their cultural adjustment. An exploratory study gathered data by interviewing three communication department faculty members with experience teaching international students to uncover the specific behaviors that reflect the process of adaptation and unveil potential ethical dilemmas in assessment. Questions dealt with who is responsible for intercultural adaptation; how instructors define ethics in relation to teaching; and what some of the ethical considerations are in assessing international students. All participants took a middle-of-the-road perspective, agreeing that intercultural adaptation is "everyone's" responsibility and that ethics is situational and negotiated. However, they differed in their practical day-to-day operational strategies to assist students. This preliminary study provides a space to open dialogue as to how communication faculty approach ethics, intercultural adaptation in the classroom, and the dilemmas that may surface in assessment. (Contains 18 references.) (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A