There was a time she didn’t know how to describe a “white board marker” in Chinese, so she asked her class how to say it. “One girl, who went by the name of Tracy, eagerly told [Stephanie the word], and had a huge smile on her face” (Lam). Even though the language barrier was difficult, she and her students overcame it together with pointing and various other universal gestures and facial expressions. This way, the students were encouraged to understand English better to communicate with their teacher, and my cousin refined her own oral Chinese skills. The students “were kind and willing to help despite [her] poor Chinese, and didn’t judge [her] either” (Lam). The students were happy enough that she came all the way to Taiwan to teach them English. They respected this, and were eager to help her discover a new culture and improve on her Chinese abilities. The barrier was still tough for Stephanie, but thanks to the kindness of her students, it was much easier to bear through and succeed. It was a new and unknown world for my cousin, but she still made the most of her experience and discovered so much more about East Asian culture.
Uchida detailed the beginning and progression of American policing in his article. Police departments were originally under the control of city governments and city officials and was heavily influenced by politics (Uchida, 2004, p. 12). Because of this political influence, there were no hiring or training standards. Elected officials would hire men that would agree to keep them in office and further their agenda with no regard for whether the men were the most qualified people to police (Uchida, 2004, p. 12). Politicians exchanged positions for political support and resources, resulting in an environment that fostered police misconduct and corruption. This system fostered loyalty to the person and/or party that helped the job-seeker acquire
John Pomfret began his story Chinese Lessons as a third year Stanford student that felt extremely optimistic about gaining the opportunity to benefit from American political efforts to create friendly relations with China. He begins in 1979; here the author takes the reader through the immense difficulties associated with Americans studying abroad on Chinese soil. He describes his first interaction with Cao Guisheng, a Chinese spy (unknown at the time), working as a Chinese Diplomat. With his help, John was then permitted to study the Chinese language at Beijing languages Institute. After the author developed tedious study habits, he applied for Nanjing University, a school that allowed foreigners to
I needed to understand diversity to the ninth degree, so academically I chose to enroll in every course within my degree plan that contained the words “international,” “ethnic,” and “social.” Learning by immersion was a success in my transition to college, so I felt that international immersion within my international courses would be even better. I quickly jumped on the opportunity to participate in the United Kingdom Study Abroad Program to study international communications. The time I spent studying in the UK and traveling across Europe changed my life completely; my eyes were finally opened to the knowledge I always wanted. I departed from the French airport back to America with a more sophisticated understanding of worldviews and a respect for others that will never be
I intend to continue learning Mandarin Chinese at Messiah College. Utilizing the multifaceted Chinese program at Messiah College I will have the opportunity to study Chinese art, history, and business. I will also have the opportunity to converse with native Chinese speakers. This exposure will aid me in becoming more familiar with how words are pronounced and communicate with the 1.3 billion people living in China. At Messiah, I will have the ability to study abroad in China for a semester. Studying in China would be a significant blessing because I will have the opportunity to experience the Chinese culture and the language of China first
He was raised to speak Chinese and when he was told his major was English, he then started to learn English. While he was taking classes at Shandong University, most of his professors were American. Ha Jin had to go to America to receive his doctoral degree because, “no doctoral degree in our field was offered in China” (162). When Ha Jin arrived in America, he was no longer using English in just the classroom, he was also having to incorporate it in his daily living. Ha Jin had to take the English he has learned from his undergraduate degree and use it to live in
In July 2014, I took the amazing opportunity to study abroad at Ritsumeikan University in Kyoto. While living on campus, there were many occasions when I would share with local students while exchanging language tips and discussed our respective cultures. The most memorable experiences I learned was how to speak Kansai-ben and, in return, teaching common New York City such as "fuhgeddaboutit". This journey ignited my motivation to complete my degree to prepare for my next exchange in
Kamehameha was not worthy of attempting to move the stone. There is also another story found at the Hilo Library, that Ululani High Chiefess of Hilo wife of Keawemauhili and other High Chiefs/Chiefesses High Priests was brought together by High Priest Kai o kunui a kanaele of Kawaihae to prophecy over the child Kamehameha, Ululani then introduces her son Keawe I Kahikona of Keaau
I find this helps to enrich my understanding and appreciation of their local practices and traditions. Last summer I travelled to Brazil to present at an international conference. I experienced frustration in many situations due to my inability to communicate in Portuguese. Thankfully, one of my classmates acted as a cultural broker and interpreter to help enhance our experience of Brazil’s vibrant and enthusiastic culture.
Zhang did well in the class of Comprehensive English. I taught her from the very beginning of her college life. In my class, Ms. Zhang always sat in the middle of the first row in the classroom. She listened attentively, participated actively and handed in very good written assignment. She also had shown her good knowledge of English. She adapted herself more quickly to the English immersion class than other students, and soon had no difficulty in keeping up with the pace of class. In the second semester of her freshman year, she was able to give site
ASSIGNMENT: Achieving competence as an interpersonal communicator in a diverse society is necessary to your personal and professional success. One way to enhance our understanding of interpersonal communication as a relationship-building activity is to engage in first hand dialogue with people from cultures other than your own. This assignment gives you the opportunity to engage in the dual perspective honoring the perspective of the person with whom you are communicating as well as honoring your own perspective. You are also able to contrast your worldview with the perspective of someone with a different life experience than your
In Nathan’s article, she keeps her principal focus on how foreign students interact with American students and the distinctive type of relationships that they build. It is quite strange to some of the foreign student’s that Nathan has interviewed about how non-committed American students are to the foreign students because American 's students do not socialize as much, and tends to spend more time alone. Furthermore, they will make small talk rather than being close friends or let it evolve into more. At that point, Nathan turns her center towards the difference between a relationship and a friendship between American and foreign students. She also discusses with different foreign students with different background and how they interact with their American roommates, and the relationship that they bond. In addition, American student’s family is a distinct subject from school but for international students, it is something naturally integrated into their social lives, which is why they care so much about their parents (Nathan 73). Furthermore, she discusses how many foreign students make comments about how different students look and the lack of attention that they give their professor compared to in their home country. Nevertheless, the social life and making companions in American can be quite troublesome for any foreign students. However, once you become acquainted with American students and get to be
Intercultural communication competence refers to the ability of an individual to adapt and communicate appropriately and effectively across a wide array of cultural contexts. That is to say, for an individual to be considered an intercultural communicator they must understand other’s cultures as well as they understand their own, and apply this understanding to communication (Chen 1-2). With the increasing diversity at the workplace, school and other social settings, it has become increasingly important to learn how to communicate with people from a diverse array of cultures. More importantly, adapting to a more effective intercultural communication competence model provides us with learning opportunities occasioned by the interaction with people from other backgrounds. The intercultural communication competence model comes with some key components including tolerance for uncertainty, self-knowledge, and motivation. The greatest and most important of these aspects is motivation. An individual must be willing to foster relationships with people from a different cultural background. If an individual lacks the willingness to promote intercultural relationships, then other aspects of the intercultural communication model become moot.