Two concepts slides(multicultural story)

(1-2 slides per concept): Describe how this multicultural story demonstrated intercultural concepts from our reading (Black hair) First PDF

As part of your presentation (after your cultural tour) on the second PDF (multi-cultural story)I attached, you will provide a brief analysis of how the multicultural story illustrates two important concepts that we have learned about intercultural communication in this course. For example, any of the terms in our course glossary could serve as a focal concept. Use one-two slides for each concept to explain how the story illustrates it. Brief bullet points are fine, but they should be clear.

These are the glossary: YOU NEED TO WRITE ABOUT ONLY TWO CONCEPTS IN ONE OR TWO SLIDES FOR EACH:

Module 1

Terms in Sorrells et al, Introduction or Chapter 1:

• globalization: It is a description of global societies around the world with their transitions and differences in life that embedded in our lifestyles, identities, values, perspectives and imagination to form the world's economics, geopolitics, and cultures.

• historicize: The process of analyzing social conditions and how and why they exist today in our society. Most people's identity is created by their cultural history.

• intercultural praxis: It is a process of the critical thinking that depends on six elements: inquiry, framing, positioning, dialogue reflection, and action.

• framing: When you use a frame of reference for a subject. A point of view or the center of interest.

• positioning: This is a process wher one looks at their social position compared to others in relationship to gender, race, class and social orientation and physical ability. With this information you can position yourself to excel in your field.

• dialogue: To think creatively converse with others and give your point of view even though we may not be agreed with by the other parties.

• stereotypes: a generalized image or idea of a particular group (race, ethnicity) of people

Diaz-Rico chapter:

• culture: it is the way of living the life involving the shared features of associating with others such as symbols, believes, values, actions, traditions and it can be constructed and negotiated.

• intercultural educators: interchange between teacher and student who have been socialized into different primary cultures

• values: a group's principles or standards of behavior

• social customs: behaviors or actions that are considered to be the norm within certain cultures or groups of people; this can include a greeting, such as a handshake or the amount of personal space used/given

• rites/ rituals: an established, ceremonial act; every culture celebrates formal events such as holidays, births, marriages, and deaths with specific rites

• kinesic behavior :Non verbal exprecion in communication such as facial expressions, body movements, postures, and gestures to enhance a message.

• paralanguage: the nonverbal elements of speech which can include intonation, pitch, and speaking tempo, that are used to express attitudes or emotions

Module 2 Terms

Terms from Sorrells et al: Chapter 6

Terms in Curtin's section:

• Contexts of differential belonging: When we use language, we engage and create contexts which involve power relation between individuals or social groups.

• Ideology of pluralism: A national identity based on being together-in-difference

• Assimilationism: Groups of people, usually minority groups, adapting to the majority, becoming more homogeneous with the main body of people whether it be forced or not

• monolingualism: Being able to speak only 1 language / A country that uses the same language to communicate and identify with one another

• linguistic landscape: The language used to inform the public by way of signs and other methods

• language ideologies: Language ideologies are culturally constructed in response to particular economic, historical, and political contexs.

• misappropriation:When you take a positive or neutral expression and turn it into a negative.

• code-mixing: Speakers of more than one language who use multiple languages interchangeably while communicating

• assimilative monolingualism: A belief that national unity can succerd by forcing people to abandon their native language

• lingua franca: a common language used between people who do not speak the same native language

Terms from Brown's section:

• color-blind: Brown says it is the best way to altogether turn a blind eye to skin color.

• racial linguistic profiling: using preconceptions to classify certain people to certain linguistic values

• ASE: American Standard English

• BEV: Black English Vernacular

Terms from Gladwell:

• Mitigated speech: any attempt to downplay or sugarcoat the meaning of what is being said

• Hofstede's dimensions: framework for cross-cultural communication (developed by Hofstede) that describes the effects of society's culture on values of its members, and how these values relate to behavior, using structure derived from factor analysis

• Transmitter orientation: it is considered the responsibility of the speaker to communicate ideas clearly and unambiguously

• Receiver orientation: it is up to the listener to make sense of what is being said

Module 3 terms

From the Paris reading:

• Culturally sustaining pedagogy: pedagogy that requires supporting young people in sustaining the cultural and linguistic competence of their communities while at the same time offering access to dominant cultural competence; the goal is supporting multilingualism and multiculturalism between students and teachers; it seeks to sustain linguistic, literate, and cultural pluralism as part of the classroom environment

• Deficit approaches: view the languages, literacies, and cultural ways of being of many students and communities of color as deficiencies to be overcome in learning the dominant language, literacy, and cultural ways of schooling

• Culture of poverty: the view the home cultures and communities of poor students of color were bankrupt of any language and cultural practices of value in schools and society

• Difference approaches: A method in the 1970"s and 80"s of viewing language literacies and cultural ways of students with little regard for the heritage of the students

• Funds of knowledge: historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being

• Third space: teaching and learning are not simply about building bridges for students between the often disparate knowledge of home, community, and school spaces but that teachers and students must bring together and extend the various activities and practices of these domains in a forward-looking third space.

• "cultural competence" (according to Ladson-Billings): supporting students in maintaining their community and heritage as it pertains to language and other cultural practices while they are in the process of gaining access and learning about dominant ones

• Cultural Connectedness: To measure how people come together to interact at different levels and achieve harmony in a multiculture society

From Diaz-Rico

• Culturally compatible instruction: teachers of English learners make whatever accommodations may be necessary to promote students' academic achievement / A teaching method that takes the backgrounds of a multiculturally diverse student body into consideration protecting the differences of the students by creating a safe and comfortable environment for all the participants

• Culturally responsive pedagogy: It is the idea that the teachers need to understand students' cultures and establish a school environment that fit their needs to be successful. The teachers also need to establish a connection with parents, communities and to be able to know teaching techniques, communication methods, classroom arrangments, and curriculum to achieve the goal of cultural teaching.

• Cultural fluency: ways for leaders to understand cultural differences so they can work together. / The ability to understand the values of people from a variety of cultures

• Cultural marginality: The people's sensations of not belonging to either culture due to their existence in a society of two different cultures or more. As educators, we need to accept these people and let them feel belonging and settle for the cultural differences and help them accomplish their needs and goals as part of these cultures.

• Culture as content: As a way of teaching English is to show the American culture, so the customs, beliefs, celebrations of the American become a content to be taught to English learners.

• Bias (describe types of bias in teaching about culture)- a.The sole cultural reference may be to holidays or food, or they may have "ethnic" bulletin boards only during certain times of the year. b. Books about children of color are read only on special occasions, and units about different cultures are taught once and never mentioned again. c. People from cultures outside the United States are seen only in "traditional" dress and rural settings. d. If they are people of color, are always shown as poor. e.Native Americans may be represented as from the past. f. students' cultures are often misrepresented; pictures and books about Mexico, for example, are used to teach about Mexican Americans.

• Ethnorelativism: being able to accept cultural differences, adapt to them, and integrate them into our own personality; understanding culture as values, behaviors, and other patterns

• Intercultural conflict (describe steps to resolving these conflicts): conflict between 2 or more individuals who have been socialized into different cultures.

Attachment:- Soto_Black_Hair.pdf