This study took a cultural and sociolinguistic approach to examine the role of one-on- one tutoring in helping culturally diverse students, focusing on ten Farsi-speaking students. I discussed the influential role culture plays by looking at the importance of pragmatic competency in cross-cultural communication. The study explored the cultural differences between the two educational systems of Iran and the United States, looking for misunderstanding and conflict in terms of academic integrity and intellectual property rights with regard to plagiarism. I discussed the impact of verbal and non-verbal language on students during tutoring sessions. I examined the various needs of Farsi-speaking students in their new educational environment and the extent to which they use the tutoring center. This study considered the opportunities for Farsi-speaking students to practice English. I ended by outlining how my findings might facilitate an improved learning environment in the future.
|Advisor:||Scott, George M.|
|Commitee:||Loewe, Ron, Quintiliani, Karen, Wiley, Mark|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 52/03M(E), Masters Abstracts International|
|Subjects:||Community college education, Modern language, Cultural anthropology, Multicultural Education|
|Keywords:||Farsi, South California|
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