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Teaching Cross-Culturally: An Incarnational Model for Learning and Teaching Paperback – June 1, 2003

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About the Author

Judith E. Lingenfelter (PhD, University of Pittsburgh) is associate professor of intercultural education at Biola University.

Sherwood G. Lingenfelter (PhD, University of Pittsburgh) is senior professor of anthropology and provost emeritus at Fuller Theological Seminary.

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Product Details

  • Paperback: 144 pages
  • Publisher: Baker Academic (June 1, 2003)
  • Language: English
  • ISBN-10: 0801026202
  • ISBN-13: 978-0801026201
  • Product Dimensions: 5.5 x 0.3 x 8.5 inches
  • Shipping Weight: 8.6 ounces (View shipping rates and policies)
  • Average Customer Review: 4.9 out of 5 stars  See all reviews (23 customer reviews)
  • Amazon Best Sellers Rank: #45,517 in Books (See Top 100 in Books)

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18 of 18 people found the following review helpful By Jean Marrapodi VINE VOICE on July 26, 2003
Format: Paperback Verified Purchase
There's lots of books out there on teaching, and lots of books on multiculturalism, but FINALLY a book that addresses each area from the other's perspective! This book deals with the nuts and bolts of different cultures, but it also comes from an academic perspective, including the research and citations to back it up. Written by two PhDs with the practical knowledge to back up the scholarship, this gave me the answers I needed for working with my inner city/multicultural church groups. It's very readable, and reasonably priced. I'm delighted with it and recommend it highly.
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12 of 12 people found the following review helpful By Brian Fulthorp on August 30, 2005
Format: Paperback
Judith and Sherwood Lingenfelter's work Teaching Cross-Culturally seeks to accomplish four goals. The first is to help teachers understand their own culture of teaching and learning. The second is to help teachers become effective teachers in another culture by becoming good learners. The third goal is to help teachers reflect on cultural differences and conflicts with others by considering perspectives taught in Scripture and faith in Christ. The final goal reflects the others in that the Lingenfelter's want teachers to have fun and enjoy teaching in other cultures and feel like they are taking part in fulfilling the Great Commission.

One of the more helpful aspects of this book is it helps teachers to consider their own cultural biases and how those biases affect their teaching style in cultural settings different from their own. These cultural biases reflect not only one's family background but also one's own educational background. Cultural differences can be seen in a variety of settings ranging from the difference between an inner city school and a rural school to the difference between an American International School and a native school setting. This issue is important because many teachers don't fully realize how much their teaching styles are influenced by their own cultural backgrounds.

This book also helps the potential cross-cultural teacher to consider different learning styles and settings in non-western settings. One is reminded that in many non-western settings learning is often more of a community event than an individual pursuit. So, one needs to understand the role of a teacher in these kinds of setting will differ based on where they are.
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3 of 3 people found the following review helpful By Josh Smith on April 27, 2009
Format: Paperback
After ministering cross-culturally for 6 years and returning back to America for MDiv training, I found the Lingenfelters' book to offer insights in teaching that I have not seen in the US or abroad. There are concepts here in this book that is omitted by modern educational psychology predominantly because the western educational system is confined in the prison (pg 19) of an anglo-western worldview. A broader scope is required not only abroad, but even more so at home, when our schools are filling with young students from a vast array of cultures, economic backgrounds, and so forth.

The premise of the book is for teachers to learn to be incarnational in their multiethnic classrooms. What this means is essentially learning to recognize our standard western method and to let go of it by adopting an `other-culture' perspective. Biblically, this concept follows the Apostle Paul's example in becoming weak for the weak, Jews for the Jews, etc (I Cor 9:18-25).

Something fresh that the Linderfelters added to their teaching was 4 types of teachers around the globe (chpt 6). As I ministered cross culturally in Asia and Africa, I found the style of teaching so different from my western method, but accurately reflecting their cultural setting. Thus, the role of a teacher will vary as one travels abroad, or the expectations of the student regarding the teachers role will vary in a multiethnic classroom. This is why the description of 4-types of teachers the Lingerfelters incorporate into their book makes the book worth buying!

In conclusion, I would add that I found insights in almost every chapter. I am challenged now to think, as a teacher, how I can recognize the needs in my classroom better and how I can be an incarnational teacher to a multiethnic class room.
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1 of 1 people found the following review helpful By Anthony Lepore on April 26, 2009
Format: Paperback
In Teaching Cross-Culturally: An Incarnational Model for Learning and Teaching, Judith and Sherwood Lingenfelter have broadened the lens of western teaching theory and practice to incorporate a thoughtful consideration of socio-cultural distinctives that influence the ways that teachers teach and learners learn in cross-cultural contexts. This is a highly approachable work, one which has been derived from the authors' years of practical experience in diverse cultural milieus and which now stands as a seminal reflection on how best to recast the teacher/learner dynamic as one attempts to teach people of differing cultural backgrounds whose own cultures have shaped their worldviews in ways different from our own. In this way, this work is immanently practical - its principles being both helpful and applicable not only for those traveling internationally, but also for those who find themselves in contexts within our own western societies that bear distinct cultural fingerprints. Herein we find a unique departure from well-established texts on western learning theory - such as William Yount's Created to Learn - that assume, to a greater or lesser extent, a homogeneous, western readership. A concept such as "hidden curriculum," for example - "the cultural values transmitted in the schooling process" (Lingenfelter 29) - receives considerable attention in the Lingenfelters' work, assuming the universal impact of the principle, whereas in western-centric texts, this issue, if addressed at all, is generally considered in light of that prevailing culture alone. And more, the numerous "sub-cultural" distinctives within the western culture itself (cultures within the broader culture) are commonly left unaddressed.Read more ›
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