Cross Cultural Strategies For Improving The Teaching Training And Mentoring Skills Of Military Transition Team Advisors

Military doctrine currently provides guidance on various methods to train host-nation security forces (FM3-24); yet U.S. advisors typically have little training in teaching methods, particularly in a cross-cultural environment. This report presents a conceptual framework that identifies individual advisor and counterpart differences, as well as the situational and cultural factors that impact the success and failure of training, coaching, or mentoring. The report includes a comprehensive literature review and data from iterative interviews with host nationals, military transition team members, cross-cultural education experts, and educators and trainers from the United States, Afghanistan, Iraq, and the Horn of Africa. It also includes recommendations that outline innovative methods for training military advisors to more effectively teach and coach their counterparts in a cross-cultural setting. To provide effective advising to host nationals, advisors need expertise in two areas: (1) cross-cultural competencies related to teaching and learning, and (2) cross-cultural teaching strategies. Key cross-cultural competencies pertinent to the military advisor are identified and include understanding the cross-cultural teaching/advising relationship, culturally relevant curriculum and methods, cross-cultural communication, and effective cross-cultural assessment. The report also includes a discussion of structural barriers to effective advising, and recommendations for developing a cross-cultural teaching and training curriculum for Soldiers.

Military doctrine currently provides guidance on various methods to train host-nation security forces (FM3-24); yet U.S. advisors typically have little training in teaching methods, particularly in a cross-cultural environment. This report presents a conceptual framework that identifies individual advisor and counterpart differences, as well as the situational and cultural factors that impact the success and failure of training, coaching, or mentoring. The report includes a comprehensive literature review and data from iterative interviews with host nationals, military transition team members, cross-cultural education experts, and educators and trainers from the United States, Afghanistan, Iraq, and the Horn of Africa. It also includes recommendations that outline innovative methods for training military advisors to more effectively teach and coach their counterparts in a cross-cultural setting. To provide effective advising to host nationals, advisors need expertise in two areas: (1) cross-cultural competencies related to teaching and learning, and (2) cross-cultural teaching strategies. Key cross-cultural competencies pertinent to the military advisor are identified and include understanding the cross-cultural teaching/advising relationship, culturally relevant curriculum and methods, cross-cultural communication, and effective cross-cultural assessment. The report also includes a discussion of structural barriers to effective advising, and recommendations for developing a cross-cultural teaching and training curriculum for Soldiers.

This book offers historical, philosophical, and sociocultural perspectives on Chinese language education for speakers of other languages with a special focus on Chinese language education in the United States. It provides a comprehensive, cross-disciplinary look at changes in CFL/CSL education over time in China and the U.S. and the philosophical, political and sociocultural influences that led to these changes. The essays address a wide array of topics related to Chinese language education, including: A historical overview of the field Theories that apply to CFL/CSL learning Policies and initiatives for CFL/CSL by the Chinese and U.S. governments Medium of instruction Curriculum and instruction for CFL/CSL learners at K-12 and college levels Technology for CFL/CSL education Chinese language learning for heritage learners CFL in study abroad contexts CFL teacher education and training This work is essential reading for scholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world.

In an era of escalating conflict-induced and climate-induced migration and cross-border interaction, transnational-competence (TC) preparation for displaced persons, members of their host communities, humanitarian responders, and health-care professionals is increasingly critical. Building on insights from those engaged with a range of humanitarian crises and global-justice contexts, along with multidisciplinary research findings, this cutting-edge volume provides practical guidelines for preparing stakeholders for effective short-term and long-term responses to challenges arising in the wake of population dislocation generated by armed conflict, persecution, and climate change. Addressing the need to equip humanitarian care-givers and care-receivers with valuable skills for working together across barriers and boundaries, the guidance presented in the book enables educators, trainers, and field-based multinational and local responders to enhance and evaluate the quality and sustainability of humanitarian efforts that promote and bolster resilience and belonging and augment well-being, justice, and sustainable development. It features comprehensive TC-teaching and learning strategies coupled with tailored on-site and remote approaches and methods. Authoritative and insightful, Migrant Health and Resilience will be essential reading for the staff of NGOs, international organizations, national and local governments, and professional bodies working in development and humanitarian-crisis contexts, as well as for students, higher-education instructors, scholars, and evaluators.