Biculturalism: Some Reflections and Speculations

Paulston, Christina Bratt

doi:10.1002/9780470758434.ch18

Cited by 22 publications

(9 citation statements)

References 9 publications

(2 reference statements)

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“…Furthermore, Paulston (1978) emphasized that biculturalism is a unique process in which each person internalizes certain values of different cultures in order to create a unique personal identity. To promote cross-cultural competence and biculturalism, Einbeck (2002) emphasized the need to include orientation sessions in order to "manage culture shock" (p. 60), while Lee (1997) emphasized the need to add a reflective activity, specifically a portfolio, in an effort to allow students to reflect on and internalize important concepts learned as a result of the immersion experience, ideas that were reinforced by Paige, Cohen, Kappler, Chi, and Lassegard (2002).…”

Section: Assessment Model: Tier 2-cross-cultural Competencementioning

confidence: 99%

Assessing Gains in Language Proficiency, Cross‐Cultural Competence, and Regional Awareness During Study Abroad: A Preliminary Study

Watson

Siska

Wolfel

2013

Foreign Language Annals

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As a critical part of the internationalization movement in college curricula, study abroad initiatives are becoming more and more popular and the need to assess their outcomes more and more evident. While numerous studies have investigated the language gain associated with study abroad, researchers are also beginning to look at potential gains in the areas of cultural and regional competence. This study presents a theoretical background for a three‐tiered model for assessing student outcomes during study abroad in three domains—language proficiency, cross‐cultural competence, and regional awareness—and presents the quantitative data gathered from the implementation of this model. Results show the feasibility of assessing these outcomes in a holistic manner through formal assessment instruments and participant coaching pre‐ and post‐immersion.

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Section: Assessment Model: Tier 2-cross-cultural Competencementioning

confidence: 99%

Assessing Gains in Language Proficiency, Cross‐Cultural Competence, and Regional Awareness During Study Abroad: A Preliminary Study

Watson

Siska

Wolfel

2013

Foreign Language Annals

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“…However, they are not mutually exclusive. Berger and Luckman (1966) and Paulston (1992) observe that some aspects of cultural beliefs and values are beyond modification or ‘integration’ and will never be completely abandoned for another (see also Byram, 2003). Thus, the degrees of adaptation – the process through which an actor changes to fit in with the host culture – differ depending upon personal and situational factors and their interaction.…”

Section: The Nature Of Students' Intercultural Experiencesmentioning

confidence: 99%

Maturity and Interculturality: Chinese students' experiences in UK higher education

2009

Euro J of Education

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Increasing global competition for students has witnessed an ever more rapid internationalisation of higher education. In the case of the UK, there has been a major influx of Chinese students to British universities since the launch of the British Government's long‐term worldwide educational campaign in 1999. Drawing upon evidence from an extensive review of the literature on the internationalisation of higher education, this article will explore variations in Chinese students' intercultural adaptation to the British higher education environment. Discussion of their experiences will be based upon a synthesis of findings of three studies, led by the author, investigating the pedagogical, sociocultural and psychological challenges that they have encountered when studying in British universities. Evidence from these studies suggests that despite various challenges and struggles, most students have managed to survive the demands of the learning and the living environment and to adapt and develop. Analysis of their learning experiences suggests that this learning process spans a developmental continuum involving the students in overcoming emotional tensions arising from changes in their cognition, their sense of identity and sociocultural values. A holistic and developmental perspective is thus required to understand changes in students' perceptions and values as part of their wider adaptation to the academic conventions of their host countries. The findings will make an original contribution to understandings of the impact of the internationalisation of higher education on individuals' learning, change and development.

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“…Similarly, we hear of migrants who learn not only a new language but also a new culture and thus become ‘bicultural’ (e.g. Bratt Paulston 2005). Children born to expatriate parents have recently gained their own label, TCK for ‘Third Culture Kids’ (e.g.…”

Section: Beyond ‘Having a Culture’mentioning

confidence: 99%

Linguistics and Intercultural Communication

Piller

2007

Language and Linguist. Compass

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Our times are often referred to as the ‘new world order’ with its ‘new economy’. What this means is that capitalism has been restructured on a global scale, and people of widely different cultural and linguistic backgrounds have been thrown into contact more than ever before. Cultural and linguistic contact may occur in the flows of information and mass media, as well as in the flows of actual people in migration and tourism. Given the ubiquity of cultural and linguistic contact, mergers and hybrids, it is unsurprising that there should be a strong interest in Intercultural Communication, both outside and inside academia. Linguistics as a discipline makes two key contributions to the study of Intercultural Communication. (i) It is the key contribution of discourse analysis and anthropological linguistics to take culture as empirical and cultural identity, difference and similarity as discursive constructions. (ii) Intercultural Communication by its very nature entails the use of different languages and/or language varieties and sociolinguistics, particularly bilingualism studies, illuminates the differential prestige of languages and language varieties and the differential access that speakers enjoy to them.

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Biculturalism: Some Reflections and Speculations

Cited by 22 publications

References 9 publications

Assessing Gains in Language Proficiency, Cross‐Cultural Competence, and Regional Awareness During Study Abroad: A Preliminary Study

Assessing Gains in Language Proficiency, Cross‐Cultural Competence, and Regional Awareness During Study Abroad: A Preliminary Study

Maturity and Interculturality: Chinese students' experiences in UK higher education

Linguistics and Intercultural Communication

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