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-white institution and Eurocentric curriculum had damaged her own cultural understanding due to lack of representation within textbooks or classroom leadership.“In middle school, I disassociated with being Asian. In high school, I had to work harder to be confident in my cultural identity,” Chan says. “I reflected on what I’d been through, the microaggressions that piled up.” Students asked if she ate dogs; a teacher asked her to contribute thoughts on China. The language arts curriculum presented
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through the process, including a mock interview. Faculty are very committed to our success in that way.Hispanic & Latino Studies at PLUThe PLU Hispanic & Latino Studies combines the study of the Spanish language with courses in Latin American, Latino, and Iberian literatures, linguistics, and cultural studies.Why did you choose Hispanic Studies as a major? I was lucky enough to experience a dual-immersion school program from kindergarten until 10th grade, spending half of every day learning Spanish
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middle school, I disassociated with being Asian. In high school, I had to work harder to be confident in my cultural identity,” Chan says. “I reflected on what I’d been through, the microaggressions that piled up.” Students asked if she ate dogs; a teacher asked her to contribute thoughts on China. The language arts curriculum presented just two books for her Asian identity, more specifically her Chinese culture — through “Joy Luck Club” and “Born Chinese” — but in-depth classroom discussions on
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the years ahead. Educator & CheerleaderTeaching During a Global Pandemic Read Previous Encouraging Biliteracy Through Online Learning Read Next Scholarship, Sleep, and Self in the Pandemic LATEST POSTS Gaps and Gifts May 26, 2022 Academic Animals: Making Nonhuman Creatures Matter in Universities May 26, 2022 Gendered Tongues: Issues of Gender in the Foreign Language Classroom May 26, 2022 Introduction May 26, 2022
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English Writing, with minors in Music and Philosophy. She wrote this article as part of her work in English 320: Intermediate Creative Nonfiction. Read Previous The Trail to Social Justice: Ultrarunning Meets Dark Green Religion Read Next Indivisible: English Faculty Members Join the Anti-Trump Resistance LATEST POSTS Gaps and Gifts May 26, 2022 Academic Animals: Making Nonhuman Creatures Matter in Universities May 26, 2022 Gendered Tongues: Issues of Gender in the Foreign Language Classroom May 26
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of LearningEncouraging Biliteracy Read Previous Teaching during a Global Pandemic Read Next The Adaptation of Learning LATEST POSTS Gaps and Gifts May 26, 2022 Academic Animals: Making Nonhuman Creatures Matter in Universities May 26, 2022 Gendered Tongues: Issues of Gender in the Foreign Language Classroom May 26, 2022 Introduction May 26, 2022
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26, 2022 Gendered Tongues: Issues of Gender in the Foreign Language Classroom May 26, 2022 Introduction May 26, 2022
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himself on both sides of that door throughout his lifetime. Wang, who graduated from PLU in 1988, is a semi-retired English professor in China who prepares students to go abroad, including those coming to his alma mater. CHENGDU, CHINA Students in the program, which is open to all majors and language levels, take courses at Sichuan University in western China. View the China programHe was one of the first Chinese students to come to PLU. “At that time it was extremely hard for Chinese to go abroad
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every time students venture out into the city. “They really get to know Oslo.” Oslo, Norway That begins with a so-called “crash-course” introduction when they first arrive. Students are paired with buddies who show them the ins and outs of the city, its transportation, culture and language. It lasts three to four days, and is heavy on excursions. “The first week was a lot of just getting lost and finding our way back,” Barkman said. “I love Oslo public transportation. It’s so easy to navigate.” Nick
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commitment to foreign language study 80% reported an enhanced interest in academic study 52% attained graduate degrees; of those, 15% received a Ph.D, Ed.D, JD, or medical degree Cultural Development 98% reported the study abroad experience helped them to better understand their own cultural values and biases 94% stated that the experience continues to influence their interactions with people from different cultures 90% said studying abroad influenced them to seek out a greater diversity of friends
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