Children's Reflections on Two Cultural Ways of Working Together: "Talking with Hands and Eyes" or Requiring Words

Autor/inn/en	Roberts, Amy L. D.; Rogoff, Barbara
Titel	Children's Reflections on Two Cultural Ways of Working Together: "Talking with Hands and Eyes" or Requiring Words
Quelle	In: International Journal of Educational Psychology, 1 (2012) 2, S.73-99 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Elementary School Students; Mexican American Education; Bilingual Students; Mexican Americans; White Students; Cooperative Learning; Student Attitudes; Cultural Differences; Helping Relationship; Observation; Nonverbal Communication; Interpersonal Communication; Middle Class; Cooperation; Cross Cultural Studies; Video Technology; Coding; Cultural Background; Prediction; Hypothesis Testing; Attention; Cultural Awareness; Cultural Context; Intercultural Communication; California + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Kooperatives Lernen; Schülerverhalten; Kultureller Unterschied; Helfende Beziehung; Beobachtung; Non-verbal communication; Nonverbale Kommunikation; Interpersonale Kommunikation; Mittelschicht; Co-operation; Kooperation; Cultural comparison; Kulturvergleich; Codierung; Programmierung; Vorhersage; Hypothesenprüfung; Hypothesentest; Aufmerksamkeit; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Kalifornien
Abstract	Forty-four pairs of Mexican-heritage and European-heritage US children were asked to characterize differences between two contrasting cultural patterns of working together in video clips that showed a) Mexican Indigenous-heritage children working together by collaborating, helping, observing others, and using nonverbal as well as verbal communication, and b) middle-class European-American children working alone and using predominantly verbal communication. Through experience in two cultural settings, bilingual Mexican-heritage US children may become familiar with these contrasting cultural patterns that have been identified in research. Mexican-heritage US children characterized the clips in ways that corresponded with researchers' descriptions more often than did European-heritage children, when discussing working together and helping but not when discussing communication. The children from the two backgrounds differed in their treatment of talk. In addition to talking more overall, half of the European-heritage US children considered talk a requirement for working together or helping, excluding nonverbal communication as a way of working together or helping. In contrast, the Mexican-heritage US children included nonverbal communication as a means of working together and helping, and some seemed to include nonverbal communication as a form of talking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01