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ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 2, No. 4, pp. 647-656, April 2012 © 2012 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.2.4.647-656 After a Summer: Pedagogical Developments in Cross Cultural Settings © 2012 ACADEMY PUBLISHER Virginia Heslinga Anna Maria College, Paxton, Massachusetts, USA Email: vheslinga@annamaria.edu Abstract—This paper presents approaches and evaluations based on a summer of volunteer work in faculty development in China that led to years of cross cultural shared study, mentoring, and faculty training. Successful teaching or learning in a foreign culture emerged through attitudes and actions based on welcoming, accommodating, invigorating, valuing, and evaluating (WAIVE). Cross cultural shared learning between presenter and local faculty, during summers working in five provinces of China, showed participants gained confidence and skill in pedagogy inclusive of observation, stories, flexibility, cultural appreciation, societal awareness, and mutually shared knowledge in adaptable presentations, actions, modeling, practice, projects, and assessment options. Effective faculty development experiences, just as classroom teaching, needed a foundation of relational communication, flexibility, and interactive learning. Index Terms—faculty development, pedagogy, cross cultural, China, welcome, accommodations, invigorate, values, evaluation I. INTRODUCTION In 2004, on my first morning at the assigned teaching site, in Wuhai, Inner Mongolia, in the People’s Republic of China, I awoke at 6:30 a.m. to an enthusiastic instrumental version of Jesu’ Joy of Man’s Desire. I looked out the window to make sure I still saw rugged mountains and vast stretches of sand, and that I was indeed in a remote western region of China, and not just dreaming about having traveled to China. Then I located the sound, students sitting outside the 4 story classroom building, in an area shaded from the sun, practicing under the supervision of their young music teacher. Since the academic classes started at 7:45, and it was so hot later in the day, early morning practices for band, choral work, and sports took place at the Number One school in the city. Wuhai was a small city in China, in 2004 less than 400,000 people. In 1975 there were only herders and empty stretches of grassland along the western curves of the Yellow River, sand dunes, empty stretches of pummeled raw earth, and rugged craggy mountains farther away from the Huang He River. China saw they needed to develop the west, particularly this region so rich in coal, and a city blossomed in the desert. For one summer, I had decided to volunteer through the NGO, Amity Foundation of Nanjing, to teach pedagogical strategies to Chinese teachers of English in a western province and city that rarely saw foreigners. Why travel to the other side of the earth to spend a summer teaching teachers? A foundational belief for my philosophy of teaching stands on the idea that teachers who are learners, and who encounter experiences that stretch learning abilities, communicate more effectively with students of diverse backgrounds. This idea of embracing a personal challenge through crosscultural teaching led me to try a volunteer assignment in a remote rural region of China. It also led to a doctoral dissertation and five more summers working with teachers from a variety of remote and rural locations along with faculty development in the cities of Shanghai and Beijing, with a combined total of almost 600 teacher participants. Advancing in pedagogy through cross cultural experiences, particularly through living in a community where one has constant reminders of differences, enhances an understanding for students who enter the classroom from a totally different background. As Sanchez, Araujo, and O’Donnell (2008) described, pedagogy for multicultural education teaches everyone involved through attitudes, actions, assumptions, apprehensions, associations, analysis, approaches, and appreciation that emerge throughout the time of shared learning. Williams and Tanaka (2007) found that crosscultural dialogues between educators strengthened schools and communities, and suggested cultures stand at a crossroads where they will do best by flowing together. English language studies form an imperative area for development and advancement in China. English is one of 3 major subjects in which students must excel to enter college in China. Public and private endeavors in China have aligned with the required study of English in China, and all areas of the country have the same English language requirement even though cities of the east have wealth and international options for learning that small towns in the west can hardly imagine. Jianxiang (2010) suggested teachers become advisors more than instructors and that students take an active role in learning, like performers. Mete (2010) reviewed the studies showing there are more non-native speakers of English than native speakers and advised those who teach English to also advocate for building intercultural competence in communication. Amity teaching materials prepare their volunteers to lead Chinese teachers of English through a refresher course that will
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Information Structure in Persian: A
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