Adapting to the U.S. Classroom: Problems and Strategies of Asian High School Students in Boston Area Schools.

Autor/inn/en	Shaw, Thomas; und weitere
Titel	Adapting to the U.S. Classroom: Problems and Strategies of Asian High School Students in Boston Area Schools.
Quelle	(1994), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acculturation; Asian Americans; Classroom Communication; Classroom Environment; Course Content; Culture Conflict; Curriculum Design; Difficulty Level; English (Second Language); Foreign Students; High School Students; High Schools; Immigrants; Instructional Materials; Language Proficiency; Language Role; Language Usage; Listening Comprehension; Personal Narratives; Private Schools; Public Schools; Student Adjustment; Student Attitudes; Surveys; Teacher Expectations of Students; Teacher Student Relationship; Urban Areas; China; Hong Kong; Japan; Massachusetts (Boston); South Korea; Taiwan + Suchen Sie Ihr Suchwort? Akkulturation; Asian immigrant; United States; Asiatischer Einwanderer; USA; Klassengespräch; Klassenklima; Unterrichtsklima; Kursprogramm; Kulturkonflikt; Lehrplangestaltung; Schwierigkeitsgrad; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Hörverständnis; Erlebniserzählung; Private school; Privatschule; Public school; Öffentliche Schule; Adjustment; Adaptation; Schülerverhalten; Survey; Umfrage; Befragung; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Stadtregion; Hongkong; Korea; Republik
Abstract	Excerpts from interviews with 30 Asian high school students concerning their acculturation to the American classroom are presented and discussed. The students had been in the United States for no more than 2 years, and were here for a variety of reasons, including extended visits with relatives to temporary appointments of their parents to U.S. employment. Seven were exchange students. The subjects came from Hong Kong, mainland China, Taiwan, Japan, and Korea, and were enrolled in both public and private schools in the Boston (Massachusetts) area. Interviews were conducted in the native language in all but one case, and lasted about an hour. Some were conducted with pairs of students. Students were encouraged to speak openly about their experiences in classrooms, with teachers, and with other students. Topics discussed include classroom communication, English proficiency, confusion and lack of comprehension of subject matter, subject difficulty and substance, dynamics of classroom participation, the teacher-student relationship, teacher expectations, favorite aspects of the school culture, feelings about English-as-a-Second-Language class, instructional materials, and students' suggestions for improving classroom learning for foreigners. A brief profile of each interviewee is appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC