Describing suburban public high school world language teachers' reports on how they teach cultural intelligence (Book, 2009) [WorldCat.org]
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Describing suburban public high school world language teachers' reports on how they teach cultural intelligence
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Describing suburban public high school world language teachers' reports on how they teach cultural intelligence

Author: Silvia Bettega; University of Hartford. College of Education, Nursing, and Health Professions.
Publisher: West Hartford, CT : University of Hartford, 2009.
Dissertation: Ed. D. University of Hartford 2009
Edition/Format:   Thesis/dissertation : Thesis/dissertation : English
Summary:
The purpose of this case study of a suburban public high school was to describe world language teachers' reports on how they teach cultural intelligence to their students. The data collected were analyzed through the lens of the Cultural Intelligence (CQ) theoretical framework developed and validated by Earley and Ang (2003). The model includes four equally important dimensions: (a) the CQ Metacognitive, (b) the CQ  Read more...
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Genre/Form: masters theses
theses
dissertations
doctoral dissertations
Academic theses
Case studies
Thèses et écrits académiques
Études de cas
Material Type: Thesis/dissertation
Document Type: Book
All Authors / Contributors: Silvia Bettega; University of Hartford. College of Education, Nursing, and Health Professions.
ISBN: 9781109444544 1109444540
OCLC Number: 500622241
Notes: Includes curriculum vitae.
Description: vi, 240 leaves : illustrations ; 28 cm
Responsibility: by Silvia Bettega.
More information:

Abstract:

The purpose of this case study of a suburban public high school was to describe world language teachers' reports on how they teach cultural intelligence to their students. The data collected were analyzed through the lens of the Cultural Intelligence (CQ) theoretical framework developed and validated by Earley and Ang (2003). The model includes four equally important dimensions: (a) the CQ Metacognitive, (b) the CQ Cognitive, (c) the CQ Motivational, and (d) the CQ Behavioral Dimensions. Findings from the surveys and the in-person interviews were indicated for each of the dimensions of the Earley and Ang's (2003) model. In brief, world language teachers reported that they primarily teach to the CQ Cognitive Dimension and that they pay little attention to the teaching of analogical skills, one of the descriptors of the CQ Metacognitive Dimension. In addition, participants reported teaching to all the descriptors of the CQ Motivational Dimension. In reference to the CQ Behavioral Dimension, participating teachers reported emphasizing the teaching of a repertoire of behaviors that students could use in a different cultural context rather than helping them to learn culturally intelligent behaviors. The world language teachers' emphasis on the CQ Cognitive Dimension could very well be reflecting the explicit coverage that the National Standards for the Foreign Language Learning in the 21st Century (NSFLEP, 2006) does to that dimension rather than to the other three dimensions which are addressed only implicitly. Therefore, it is the belief of this researcher that the National Standards should be expanded to address the four dimensions in equal terms and that this extended definition of Culture should be approached as a K-16 continuum. Conclusions and recommendations for practice and future research are presented for each of the four dimensions of the conceptual framework.

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