首页
登录
职称英语
【1】 [br] 【3】 [originaltext] Having been a student and teacher in China (at Pe
【1】 [br] 【3】 [originaltext] Having been a student and teacher in China (at Pe
游客
2023-12-10
26
管理
问题
【1】 [br] 【3】
Having been a student and teacher in China (at Peking and Tsinghua Universities, respectively), I know quite a few Chinese students. Indeed, nearly all of them have gone to the United States to pursue their studies. Like the larger body of Chinese students in the United States-- totaling well over 40,000-- my friends live across the vast expanse of the American continent, on both coasts and in the states in between. They have chosen fields of study ranging from environ- mental engineering and public policy to history and Asian studies. Yet despite the great diversity among these students in terms of their ages, backgrounds, locations, and majors, shared experiences remain. None are more pronounced that the inability of most Chinese students to effectively immerse themselves in American society.
It seems to me that the majority of Chinese students in the United States have never made the effort to reach out and embrace American life on its own terms. Instead, most share apartments with one or more fellow Chinese students, speaking Chinese and eating Chinese food on a daily basis. In some respects, it is as if these students had never left China.
Interactions with Americans tend to be limited to relatively formal, academic settings, such as the classroom or a professor’s office. Moreover, few Chinese students participate in campus-wide extracurricular activities, such as athletic matches and dances, which would put them into contact with a diverse array of American young people. Rather, most limit themselves to taking part in programs arranged by the Chinese Students Association and, naturally, these events are generally linked to uniquely Chinese occasions such as the Spring Festival and National Day. As a result, even Chinese students who have spent years in the United States often difficult to engage American friends in sophisticated conversations about such subjects as American politics, race relations, and popular music. In short, they lack a "feel" for the country.
Chinese students widely acknowledge this phenomenon even as they maintain differing views as to its cause. Some contend that Chinese have difficulty bridging the cultural divide on account of such practical considerations as money.
Because Chinese students come from a developing country and often have to rely on limited scholarship funds for support, they argue, Chinese students simply do not have the financial means to more fully participate in the extracurricular and social activities, which would afford them more substantive contact with American (and other foreign) students. The truth is, however, that most American students are just as poor; it is a common fact of American student life. And in any event, most campus-based social events are priced to meet student needs.
Others believe that the reason Chinese find acculturation difficult is somewhat more complex. Fundamentally, few Chinese see the chance to study in the United States for what it is: a once in lifetime opportunity to get to know another country from the inside. Chinese students typically focus so single-mindedly on their studies that they lose sight of the larger picture, that is, their ultimate role as cultural interpreters between their homeland and the United States. To be sure, a Chinese student’s service as an engineer or biologist is integral to China’s continued economic construction, but his or her ability to bridge the divide--or often, the perceived divide-between two distinct cultures is perhaps even more important over the long run.
Today, only a small fraction of the Chinese students who have studied in the United States have returned to China, a proof of both the academic and professional success of Chinese students in the United States and the openness of the society in which they found this success. The contributions Chinese students have made to American life are truly striking.
Still, I believe that the next generation of Chinese students in the United States--those who will begin the 21st century there-will recognize their crucial function in the process of furthering U. S.-- China understanding. They will return to China in unprecedented numbers to contribute to their country’s development in unprecedented ways. I only hope that before these students find their way back to China, they find their way into the heart of America.
选项
答案
shared
解析
转载请注明原文地址:https://tihaiku.com/zcyy/3259622.html
相关试题推荐
______meansthepropertyofhavingtwolevelsofstructures,suchthatunitsof
Thephenomenonthatwordshavingdifferentmeaningshavethesameformiscalled
Studentswhopasstheexamcalled"the11-plus"inBritaincangotoA、grammarsc
Whydidtheprotestersmakesuchaprotest?[br][originaltext]Oppositionp
Whydidtheprotestersmakesuchaprotest?[originaltext]Oppositionprotest
Whatisthenewsitemmainlytalkingabout?[originaltext][6]Theinternatio
ForMrs.Saxby,theresumeisall-important,becauseit[br][originaltext]M:A
ForMrs.Saxby,theresumeisall-important,becauseit[originaltext]M:Asyou
Whatisthenewsmainlyabout?[br][originaltext][7]Votingistakingplac
Theman’sfirstjobwasin[br][originaltext]W:Goodevening.Herewithusis
随机试题
[originaltext]W:Idon’tunderstandwhyIreceivedsuchalowgradeonmymath
高速公路上车辆发生故障后,开启危险报警闪光灯和摆放警告标志的作用是警告后续车辆注
在计算首次公开发行股票网下投资者持有的非限售股份市值时,应以()为基准日。A.该
关于LOF和ETF的区别,以下表述错误的是()。A.ETF的申购和赎回通过交易
关于苯妥英钠的表述正确的是A、本品的水溶液呈酸性 B、对空气比较稳定 C、本
若保持2013年增速不变,预计到2015年湖北省油料总产量将达到()万吨。
在企业内部要表彰先进、批评错误、传达重要精神或者让下级单位周知某事项的情况时,要
横胎曲线有哪些牙尖的连线所构成A.左右两侧双尖牙舌尖的连线 B.左右两侧双尖牙
(2020年真题)中国公民张某为境内甲合伙企业的自然人合伙人,同时任职于境内乙公
建筑构造设计的原则是( )。A.坚固实用 B.技术先进 C.经济合理 D.
最新回复
(
0
)