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dc.contributor.authorDouglas, HongYing
dc.date.accessioned2016-12-01T23:43:19Z
dc.date.available2016-12-01T23:43:19Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/20.500.11803/596
dc.description.abstractThis chapter reviews Hofstede’s cultural dimension model, the Lewis model, and Trompenaars’s cultural universalism versus particularism to provide intercultural communication tools to educators who are confronted with the challenge of how to effectively teach foreign students, particularly from China. This chapter also investigates how cultures are exhibited and intertwined in students’ use of the English language. Techniques on how to navigate a class mostly made up of Chinese students and strategies for how to help students succeed in their graduate studies are provided.en_US
dc.language.isoenen_US
dc.publisherCreateSpaceen_US
dc.relation.ispartofSupporting the Success of Adult and Online Students
dc.relation.ispartofseriesProven practices in higher education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectIntercultural communicationen_US
dc.subjectTeaching Chinese studentsen_US
dc.subjectIntercultural communication in higher education
dc.subject.lcshIntercultural communication
dc.subject.lcshChinese students
dc.subject.lcshCommunication and culture--Asia.
dc.titleWhen West Meets East: Decoding Chinese Culture and How Intercultural Communication Is Applied In Classroomsen_US
dc.typeBook Chapteren_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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