Fulbright Foreign Language Teaching Assistants acting as cultural ambassadors on the campus  

作　　者：FENG Rui-min 

机构地区：[1]School of Foreign Languages, Renmin University of China, Beijing 100872, China

出　　处：《Sino-US English Teaching》2009年第3期31-35,共5页中美英语教学（英文版）

摘　　要：Many language instructors in colleges and universities around the world have teaching assistants to help them with the teaching. Since 1968, the Fulbright Foreign Language Teaching Assistant （FLTA） program has aimed to strengthen foreign language instruction at U.S. educational institutions by establishing a native speaker presence. As one of the first group of Fulbright Chinese Language Assistants, the author worked at the College of Wooster in the United States from August, 2005 to May, 2006. At the beginning of the paper, the author gave a brief introduction of Fulbright FLTA program. Then the author described five cultural activities that Fulbright FLTAs could employ in foreign language learners＇ learning process： giving presentations, teaching songs, watching movies, organizing free tea or coffee breaks, and holding free talks. The following section discussed two phenomena that FLTAs should avoid, that is, ethnocentrism and cultural stereotyping. The author pointed out in the conclusion that Fulbright language assistants should make efforts to be qualified cultural ambassadors.

关 键 词：Fulbright Foreign Language Teaching Assistants （FLTA） cultural ambassador ETHNOCENTRISM cultural stereotyping 

分 类 号：H319[语言文字—英语]