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首页> 外文期刊>Journal of Technical Writing & Communication >CHALLENGES AND REWARDS OF TEACHING INTERCULTURAL COMMUNICATION IN A TECHNICAL WRITING COURSE: A CASE STUDY
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CHALLENGES AND REWARDS OF TEACHING INTERCULTURAL COMMUNICATION IN A TECHNICAL WRITING COURSE: A CASE STUDY

机译：技术写作课程中的跨文化交流教学的挑战与奖励：案例研究

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摘要

Community-based projects immerse technical writing students in inter-cultural communication, addressing local needs and shaping documents in human terms. Students at a South Texas university work to establish communication with clients in a city-county health department to create effective documents and disseminate family health legislation. To prepare students for interactions in multicultural settings, the teacher provides an instructional framework that highlights the concepts and values of inter-cultural communication and the principles for effective problem-solving. Students engaged in the Baby Moses (el nino Moises) project encounter misunderstandings, rhetorical challenges within the process of document creation, and cultural tensions that thwart their goal to disseminate information to the community. Students and the teacher learn that the classroom, like the city-county health department, is a fertile site for cultural disequilibrium, tensions, and potential cultural awareness. To insure a viable Technical and Professional Writing Program in a culturally diverse university and surrounding community, the teacher identifies opportunities that help students develop and enhance their identities as culturally-sensitive communicators and effective problem solvers.
机译：以社区为基础的项目使技术写作学生沉浸在跨文化交流中，满足当地需求并以人为视角塑造文件。南德克萨斯大学的学生致力于与市县卫生部门的客户建立联系，以创建有效的文件并传播家庭卫生法规。为了让学生为在多元文化环境中的互动做好准备，老师提供了一个教学框架，强调了跨文化交流的概念和价值以及有效解决问题的原则。参与“小摩西（el nino Moises）”项目的学生在文档创建过程中遇到误解，口头挑战，以及文化紧张状况阻碍了他们向社区传播信息的目标。学生和老师了解到，教室和市县卫生部门一样，是文化不平衡，紧张和潜在文化意识的沃土。为了确保在文化多元的大学和周围社区中实施可行的技术和专业写作计划，老师确定了机会，帮助学生发展和增强其对文化敏感的沟通者和有效的问题解决者的身份。

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