Teaching and assessing intercultural communicative competence – revisited

Abstract

schooling decisions. These processes helped the women form a network of Chinese immigrant parents, but interacting within a small Chinese community was challenging. Finally, Chapter 7 discusses cultural interaction and reciprocal learning. Such learning has allowed the author to share various Chinese customs and ideals, which illustrate the significant distinctions between Chinese and Canadian schools. In Canada, mothers’ opinions on schooling have evolved. As a result, Canadian schools might benefit tremendously from teachers willing to learn from immigrant groups such as the Chinese. Moreover, the author claims readers can learn a lot from Chinese immigrant mothers. While researching reciprocal learning, the author acquired a doctorate in education. At numerous times in her narrative, she reveals her personal perspectives and invites readers to join her on her trip between two cultures, a journey that ended in her decision to return to China and accept a teaching position at a prestigious Shanghai university. Certain concepts in this book relate directly to intercultural education, also the processes that encourage diaspora and international students to pursue higher education overseas. The book contains a section on intercultural competency and comprehension in schooling. Additionally, the book demonstrates the value of experiences gained while living abroad and confronting other cultures and ideas in education, which are addressed in greater detail. Finally, the book may help parents, instructors, and students build a circle of reciprocity in intercultural education. By evaluating the possibilities and direction of future research, this book helps us better understand the cross-cultural experiences of Chinese immigrants’ parents and children.