Do Linguistic and Cultural Differences Impact Students' Perceptions of Pedagogical Power?
Titles of Presentations in a Panel
Doctoral Student in the Ed. D Program
Curriculum Studies
Georgia Southern University
Abstract
Qualitative study about the impact of culture and linguistic differences are essential to improving understanding of the relationship between teacher accent, pronunciation and student’s conceptualization of key content objective. Whether this relationship is explored through the lenses of applied linguistic, relational approach to the intractability of language within a social milieu such as school, or informal settings, teachers are often left to rely on their own intuition with minimal direction, if any at all. Linguistic and cultural differences may impact the nature and use of language, phonetic, and the meanings attached to words used in daily instruction. Teachers of different cultural and linguistic competence(persuasion) may not necessarily follow established laws advocated by American linguists. On the other hand, each language has special and inherent characteristics. Since the languages are individual and separate in nature, the need for an impact study has become increasingly necessary.
Although teachers of record with English as a second language tend to have rich educational experiences resulting from exposure to multiple cultures and learning across international boundaries, yet linguistic and cultural differences tend to limit their influence or negatively impact the perception of student about their pedagogical power. The following questions will be explored: (1) Does the way the teachers words sound, how those words are formed or combination of sounds arranged in a sentence including the method by which the meanings are attached to particular words have significant impact on student’s perception of the teacher’s pedagogical power?
(2) Does linguistic and cultural differences influence how students learn or conceptualize?
This study will evaluate the nature and scope of this relationship to ascertain whether a negative or positive perception is predictive of student success or the lack of, has much to offer teachers and students in respect of learning outcomes, identifying appropriate pedagogical priorities for classroom
Presentation Description
In this interactive curriculum dialogue symposium, a student researcher in the Ed. D. in Curriculum Studies Program at Georgia Southern University explore issues of linguistic and cultural differences of a public-school teacher and how that identity influences student’s perception of his pedagogical power. I will discuss the nature and scope of this relationship, particularly drawing from rich scholarship to ascertain whether a negative or positive perception is predictive of student success or the lack of, identifying appropriate pedagogical priorities for classroom and the most effective approach to teaching and learning.
Keywords
Linguistic difference, culture, pedagogical power, student’s perception, foreign born k-12 teachers, country of origin, cooperating teacher.
Location
Room B
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Nwachukwu, Gerald Chidiebere, "Do Linguistic and Cultural Differences Impact Students' Perceptions of Pedagogical Power?" (2018). Curriculum Studies Summer Collaborative. 18.
https://digitalcommons.georgiasouthern.edu/cssc/2018/2018/18
Do Linguistic and Cultural Differences Impact Students' Perceptions of Pedagogical Power?
Room B
Qualitative study about the impact of culture and linguistic differences are essential to improving understanding of the relationship between teacher accent, pronunciation and student’s conceptualization of key content objective. Whether this relationship is explored through the lenses of applied linguistic, relational approach to the intractability of language within a social milieu such as school, or informal settings, teachers are often left to rely on their own intuition with minimal direction, if any at all. Linguistic and cultural differences may impact the nature and use of language, phonetic, and the meanings attached to words used in daily instruction. Teachers of different cultural and linguistic competence(persuasion) may not necessarily follow established laws advocated by American linguists. On the other hand, each language has special and inherent characteristics. Since the languages are individual and separate in nature, the need for an impact study has become increasingly necessary.
Although teachers of record with English as a second language tend to have rich educational experiences resulting from exposure to multiple cultures and learning across international boundaries, yet linguistic and cultural differences tend to limit their influence or negatively impact the perception of student about their pedagogical power. The following questions will be explored: (1) Does the way the teachers words sound, how those words are formed or combination of sounds arranged in a sentence including the method by which the meanings are attached to particular words have significant impact on student’s perception of the teacher’s pedagogical power?
(2) Does linguistic and cultural differences influence how students learn or conceptualize?
This study will evaluate the nature and scope of this relationship to ascertain whether a negative or positive perception is predictive of student success or the lack of, has much to offer teachers and students in respect of learning outcomes, identifying appropriate pedagogical priorities for classroom
