The goal of the critically reflective teacher

The goal of the critically reflective teacher Ben Miller, writing about Stephen Brookfield, said that for Brookfield, the goal of the critically reflective teacher is to garner an increased awareness of his or her teaching from as many different vantage points as possible ((Miller 2010). I have chosen Brookfield as a model for self evaluation, as I believe, like Brookfield, in the value of the many different vantage points. That is not to devalue other models which encourage self reflection, and particularly where self reflection leads to action, but I believe using Brookfields four lenses, the autobiographical or self lens, the student lens, the peer lens, and the theoretical lens, can provide teachers with a more balanced view of themselves and their role. This is apparent in the DTLLS course that I am following (University of Warwick 2009). I can see Brookfield in the way in which tutors are encouraged to use different lenses through which to view their teaching, reflect and act on reflection. When this is a continuous process, it provides a good model for continuing professional development. For example, being alert for trigger incidents, and reflecting on how these affect teaching uses the autobiographical lens, as does reflection on observed sessions, before and after feedback; engaging with student feedback to gain insight into their viewpoint uses the student lens; carrying out and reflecting on peer observations and discussions with a mentor relates to the peer lens; and reference throughout to underpinning theories provides a theoretical lens. Brookfield also states (Brookfield 1995), that we become critically reflective by hunting assumptions. Assumptions are the taken for granted beliefs about the world, and our place within it. Reflecting on trigger incidents can often provide a starting point for hunting assumptions (Brookfield 1995). One of my trigger incidents led me to question my assumption that all ESOL learners aspire to speaking English like native speakers. After spending time helping a learner with some writing, I began to appreciate that for some learners, it was important to know how native speakers use the language, but then to be able to make an informed choice, which might be a wish to keep a sense of cultural identity or individuality through use of accent, words or phrases which might not be what we would expect from a native English speaker. Brookfield distinguishes between three categories of assumptions paradigmatic, prescriptive, and causal. Paradigmatic are the structuring assumptions, the conceptual framework one uses to order the world into fundamental categories à ¢Ã¢â€š ¬Ã‚ ¦ The facts as we know them to be true. He goes on to say that paradigmatic assumptions are examined critically only after a great deal of resistance to doing this. (Brookfield 1995) Prescriptive assumptions are about what we think ought to happen in certain situations, how teachers should act, and what good teaching practice is. Causal assumptions include our understanding of causal relationships. An example of a paradigmatic assumption given by Brookfield is to assume that all adults are self-directed learners but as Brookfield says, students can only make informed choices about what they need to know, how they can know it, and how they can know that they know it, on the basis of as full as possible an understanding of the learning terrain they are being asked to explore (Brookfield 1995). In an ESOL classroom where learners may not have the language to express what they want, or even the concept of what they need, or as one learner put it everybody has different ideas, which are difficult to accommodate within a group teaching session, one might want to question this assumption, as Brookfield did. Following this train of thought, current practice places much emphasis on negotiated learning plans and measurable learning goals, which implies the same assumption. But how can it be assumed that this is the right approach for all learners in all situations unless, using an institutional lens, it is seen in the light of providing organizations with a tool with which to measure achievement, which can be passed on to funders and stakeholders. Reflection on this was one reason I chose to look further into meaningful individual learning goals for my Action Research project. The very different assumption that all learning should be learner centred I find more difficult to question. For example, many students are in the situation of having limited funding and therefore limited time to study ESOL because of the need to find work, and therefore learning strategies for learning which can help them to continue to learn once they have left the class might be important for them, but they might not be able to express that need. Meeting such a need would be learner centred, but would not assume that learners were self directed, and achievement of such a need would be difficult to measure. Again using Brookfields example, a prescriptive assumption might be that good teachers are those who encourage self directed learning, and a causal assumption that if learners have negotiated individual learning plans and learning goals they will become more self directed. This might, in light of the above, lead one to think about what Brookfield refers to as hegemonic assumptions or erroneous assumptions the assumptions that seem to make our teaching lives easier, but are counterproductive in the long run (Brookfield 1995). From my own experience in the classroom, I have made erroneous assumptions regarding the abilities of pre literate learners in areas other than literacy, such as numeracy, which have sent me searching for information as to how being pre literate affects all areas of life, and also to use the peer lens by observing a tutor who is very experienced in teaching pre entry, pre literate learners, in addition to the theoretical lens. To try to step into the shoes of pre literate learners I find extremely difficulty, and full of surprises. I observed one learner who is not literate in her first language in an informal knit and natter group, where learners of all levels meet, knit and talk together. This learner wanted to knit a babys jacket, and learned to do so by shadowing another person while she knitted. On completion of the jacket, she immediately pulled it out and started again while it was fresh in her mind so that she would remember how to do it. On reflection, this is how I learned to bake as a child, and how many people arrive in this country, skilled in trades but without qualifications to match their skills, or hope of achieving these in the short term, as qualifications demand a high level of literacy. I have also observed this same student, trying to understand what someone is saying to her in English. She unconsciously repeats key words out loud, which appears to help her understanding, shadowing with words as she does with knitting. If shadowing is a learning strategy used by pre literate learners, I should be thinking about how to nurture it in the ESOL classroom. It would perhaps provide a rationale for using methods such as language experience as well as phonetics for teaching basic literacy. I find this an interesting area, and as part of my action plan, would like to look at research on this subject, to learn more and also whether and how my observations fit in with the research. Once hunting assumptions becomes part of reflective practice, the questioning of these will lead teachers to see the need to provide themselves with a rationale for all aspects of their teaching, from setting goals, to learning objectives to decisions about methods and activities. Again this relates to our DTLLS course, which asks for a rationale to be provided for observed sessions. As this thinking becomes part of a teachers day to day practice, it forces the questioning of assumptions. To enable teachers to provide a rationale behind their practice and to increase the probability that teachers will take informed action are among Brookfields reasons for critical reflection, as is To enliven the classroom by making it challenging, interesting and stimulating for students(King and Hibbison 2000) The latter seems to imply that teachers must be responsive. Brookfield also uses the phrase democratic learning environment (King and Hibbison 2000) to refer to a classroom in which all learners have a voice. If responsiveness and democracy are looked at in the light of Donald Schons notion of reflection in action or thinking on your feet (Smith 2001, updated 2009), Schon and Brookfield are not unrelated. I gave an example in one of my trigger incidents of a session in a pre entry class where two learners had been very upset about circumstances outside the classroom, and their problems had been met with interest and empathy from the rest of the class, which led to a session on language to express feelings e.g. worried/worried about etc. This was reflection in action, relating to what was important for those learners at that time, but also looking through Brookfields student lens and helping them to express what they wanted to say. Further, it took account of the holistic nature of teaching, and I was able afterwards to relate my response to findings of NRDC research into effective teaching and learning (Baynham et al 2007) which cites examples of where learners have brought the outside in to learning and this has been used effectively. Thus using Brookfields theoretical lens to support my actions, but also relating back to Schons notion of reflection in action. However, I have also experienced a less successful example of bringing the outside in when I felt that a lesson was becoming unfocused because the topic that came up, planning a trip, needed more thought and some resources. I decided to abandon the outside in and bring the learners back to the original lesson plan. My reflection on action involved a recognition that I had not been able, at the time, to produce a clear way forward, and that in such a situation, a potentially interesting topic might be better postponed for another session to allow for more careful thought and planning in order to optimise learning opportunities. Donald Schon refers to reflection in action as what happens when faced with an uncertain or unique situation, and reflection on action as what happens afterwards, reflecting on why we did what we did. Reflection in action depends upon building up experiences and ideas that can be drawn upon. In the case of the two incidents mentioned above, in which one worked as a spontaneous change of direction, and one did not, this lead to reflection on action which in turn added to my repertoire of experience and will hopefully enable me to react more appropriately next time. The unfamiliar becomes familiar and can act as a precedent when reflection in action is linked to reflection on action (Smith 2001, updated 2009). Schons reflection on action would allow for the inclusion of different vantage points, for example, discussions with supervisors or peers, but does not explicitly state this, as I think Brookfield is helpful in doing. Also, Brookfields notion of questioning assumptions, which forces teachers not only to provide a rationale for their teaching, but also question the rationale behind institutional processes and decision making, does not come into Schons model. While acknowledging the value of Schons model of reflective practice, I found I preferred that of Stephen Brookfield, and I chose to carry out my self evaluation with reference to Brookfields four critical lenses, using this to develop my action plan (appendix 1). Using Brookfields autobiographical, or self, lens to reflect on the two incidents described above which relate to my own teaching, I have put in my action plan to be sensitive to opportunities for bringing the outside in, but also to recognise when this is better postponed to allow for more careful thought and planning Being sensitive to opportunities for bringing the outside into the classroom also involves the student lens and will allow for a more holistic approach, connecting learners lives with their learning, and providing meaningful contexts, as well as a supportive learning atmosphere. My observation feedback enabled me to use the self lens to reflect on some strengths, and also on areas for improvement. I had recognized a need to embed numeracy into ESOL, particularly for pre literate, pre numerate learners, but my inexperience in this area had led me to pitch the numeracy element too high. Reflection on what pre numeracy really meant for pre literate learners allowed me to take a step back and look at activities relating to language, which could also help numeracy skills. This would go into my action plan as introducing activities which involve skills which are transferable between language and numeracy such as sequencing, handling money, measuring, singular and plural etc. and a search for literature around the effects of no first language literacy and no previous formal education on all areas of life and learning. My observation feedback also picked up on the lack of a plenary at the end of my observed session, which led to reflection on how this could also be used as a way of developing organizational skills in students and highlighting organizing learning as a learning strategy. My action plan will include encouraging learners to keep a diary of what they have learnt, to complete at the end of each session and to observe the effect on learners of organization as a learning strategy. This diary will also form part of my Action Research as it will be linked to learning goals. Using Brookfields student lens, I have incorporated into the plenary diary a space for learners comments. Part of my action plan will be to reflect on, and if necessary, act on this feedback. Peer observations and discussions with peers brought in Brookfields peer lens. I carried out three peer observations during which I focussed on activities for pre literate learners, family learning numeracy fun with numbers, and, following a discussion with a tutor who I know to be very organized, organizational skills and the effect of these on learners. Following my observation and reflection I have included in my action plan a need to build up a bank of good quality resources for pre entry learners that can be used in different ways and in more than one session, for example, the tutor I observed had cards with pictures of symptoms and cards with matching words. She used these to play a team game of pelmanism using blu tack and the whiteboard. These same cards could be used as flashcards to introduce vocabulary, in games such as pelmanism to aid memory and word recognition, to practice alphabetical order, to stimulate role play, as a card game to practice Ive got.. and Have you go tà ¢Ã¢â€š ¬Ã‚ ¦ etc. From the family learning numeracy session I took away ideas to use with pre entry learners to help them both in class by creating activities, and outside class using these activities to play with their children. Extending this idea of taking the inside out, I have also organized a separate reading group session in the central library in collaboration with the librarian who, every three weeks, provides space, tea and coffee. This is for all levels, but for pre entry, encourages them to use the library, and look at picture books, which they can take home and read with their children. Also in my action plan will be to continue with peer observation after the course has finished as a useful way of continuing my own professional development both by learning from others and by getting feedback on my teaching. Finally, using Brookfields theoretical lens. I refer earlier in this assignment to NRDC Effective Teaching and Learning ESOL which reports on the findings of researchers working with ESOL tutors. These findings are very much about the effectiveness of using meaningful contexts for teaching, and also about a project involving learners bringing the outside into the classroom, which the tutor used as a context for further sessions. I find this piece of research has changed the way I teach in that I now enjoy using what learners bring into the classroom when it is of interest to others in the class. Sometimes this can change the direction of a whole session, as mentioned earlier, sometimes it can be just a few minutes of someone telling a story and others asking questions, sometimes it provides material for another session. Referring to this research has given me confidence to move away from a planned session if it seems appropriate and interesting. Another piece of writing I have found useful is Scott Thornburys book Uncovering Grammar (Thornbury 2005), particularly dealing with interlanguage, and referring to the idea that language is not learnt in a straight line, which has caused me again to question the value of setting measurable goals for ESOL learners. The activities in Scott Thornburys book for noticing grammar and making learners aware of the gaps between where they are and where they want, or need, to be, fit in well with the NRDC research findings on the effectiveness of providing a meaningful context (Baynham et al 2007). Using learners experience as a context is a good starting point for this awareness raising. I would like to continue to look for interesting ideas to try out in my teaching, and theories, which might support what I am doing, as I believe this will give me increased confidence in the classroom. In my action plan I have written that I will subscribe to a journal, which I find has useful articles and book reviews. I would also like to use the internet to look for articles on pre literate ESOL learners, and what effect this has on other areas such as numeracy, memory, interpreting pictures, learning strategies etc. to gain a better understanding which will help me in my teaching at this level. Before concluding this assignment, I would like to mention one more critical incident which I witnessed recently. The incident happened in a mixed class when a muslim woman, allowed her scarf to slip off her head as she was absorbed in her work. A young man from Afghanistan who had very recently arrived in the UK shouted at the woman in a language they both understood, and she reacted by tightening the scarf round her head to cover her hair. This made me think back to Brookfields idea of a democratic environment and to reflect on the difficulty of maintaining this when there are such culturally strong power relationships. I concluded that to Brookfields lenses, I would need to add a cultural lens in order to see the incident both through the eyes of the young man, and the women, and in order to reflect on my own reaction to the incident, and my own assumptions about gender relationships. I later had an interesting discussion with a higher level group who are mostly muslim on this inc ident. Culture comes into the ESOL classroom in many different ways, and used sensitively, can be a valuable resource. For this assignment I chose to use Stephen Brookfield as a model of reflective practice and self assessed using his four critically reflective lenses. However I also referred to Donald Schon and his idea of reflection in action and reflection on action. I found that, although there are differences between the two models, such as Brookfields use of four lenses which play an almost equally important role, while Schon uses the self first and foremost; and also Brookfields questioning of assumptions which do not come into Schons model, I found it useful to be aware of both. While Stephen Brookfields model of reflective practice is my preferred one, I can see that there are times when I will use Donald Schons model. Schon also includes the idea of a spiral of reflection, where reflection in action and reflection on action lead to change, and reflection on that change. As with teaching where the teacher will not use just one method, but pick and choose from many, so with reflective practice, there will be times when one model appeals more than another, or enhances another. As teachers are involved in continuous professional development, there will be opportunities to be eclectic. Wordcount 3,372

Multicultural Education Means Mediocre Education, Part II :: miscellaneous

Multicultural Education Means Mediocre Education, Part II I had taught high school and middle school English and social studies in a public school system for thirty-four years, retiring from the teaching profession in July of 1999. Any observations, opinions and conclusions I make about Multicultural Education are not theoretical: they are pragmatically based on experience and my interactions with over four thousand students. And I have been scrutinizing and studying Multicultural Education for four decades now and have heard too-many-times the lackluster educational jargon originating from college professors and from misguided advocates of M.E., and quite frankly those â€Å"elitist arguments† have become rather redundant, hackneyed and monotonous, and to think that I once wholeheartedly espoused those ethereal Multicultural Education principles as an idealistic teacher beginning my career back in September of 1965. Despite the â€Å"Happy Face† that supporters of Multicultural Education are attempting to promote and propagandize, one distinct adjective comes to mind whenever I think about Multicultural Education and that particular word is â€Å"insidious.† To the unsuspecting layman or college student â€Å"Diversity through M.E.† is a nifty catch phrase that sounds awfully noble and pleasant to the ears upon hearing its utterance, but the process known as Multicultural Education is actually quite detrimental to the implementation of effective American education. I deliberately describe the scourge as insidious because over the past forty years M.E. has imperceptibly and very cunningly been introduced, advanced and perpetuated by its militant proponents without the American public realizing exactly how harmful, how treacherous and how detrimental the seemingly benign terminology appears to be. First of all, Multicultural Education never clearly defines and identifies itself to the American public for what it really is. U.S, citizens automatically equate and associate M.E. with Bilingual Education and ESL (English as a Second Language), which the clever campaigners for M. E. never lucidly delineate and differentiate. Bilingual Education and ESL are indeed definite, positive, beneficial and necessary programs in our American public schools. Those two activities encourage and facilitate the cultural â€Å"Melting Pot† ideal whereby immigrant and certain minority students learn English and ESL and are hopefully successfully assimilated into American society after two-to-four years of exposure to a new language and a new culture. But Multicultural Education is the complete opposite and inverse of Bilingual Education and ESL. M.E. deceitfully and deliberately does not accurately distinguish itself from Bilingual Education and ESL to the unwary American public.

Clarke Case Study

CSR 3/13/13 Going Green The company Clarke is a family company that has grown, since 1946, and is now the largest Mosquito Abatement firm out of all the districts in the US. They have been involved in the industry since 1927 when John Clark Sr. wrote the legislation that established the Mosquito Abatement District in the state of Illinois. The main goal was to produce a full, high-quality selection of products for the Mosquito Abatement Districts, taxpayer-funded municipal regions; individual administered, and state government entities.Starting out with their mission to provide pesticide applications, they have grown to turnkey mosquito management systems, which include necessary personnel, chemical, and public education equipment. This case involves the company Clarke and their efforts to go green, and focus on environmental CSR, which seems to be what most companies are trying to do now-a-days. Consumers see going green as a company who is producing goods that are not harmful to th e environment. It projects an overall better image for the company, which in return pleases environmentalists and helps to generate a better customer database a larger profit.It also gives companies a way to be innovative with their products and differentiate themselves from all of their competitors in the market, and promotes a global initiative to provide a better overall living environment for the consumers. Their overall goal was to be able to shift their industry and bring in a new business model that would be able to change the industry in a positive way and give them an upper hand on their competition. They followed four core values, which are: 1. Extend the Reach: Responding to the growing interest in environmentalism. . Innovate: Helping their company grow with new products. 3. Sustainability 4. One Clark: Creating a culture of shared aspirations. Over the course of time, Clarke’s new developed product called â€Å"Natular†, was redeveloped and made environmen t friendly for multiple aquatic habitats such as lakes, ponds, retention ponds, and potable water containers. The main issue that the company faces is that they are having difficulty adding this product because it would potentially alter the overall consumers that they have.And with the company trying to go green, this product does not really promote the â€Å"going green’ initiative, mainly because the fact of the matter is that this product is still a pesticide. It seems a bit contradicting to go green when you are producing pesticide products. Question: How does a company become a pesticide leader, demonstrating environmental responsibility in everything it does, in a way that is both profitable and credible to its customers, employees and other stakeholders?The question stated above is what the main issue that was discussed in their recent meeting, and how they could go about solving this issue without sabotaging their business as a whole and losing their current custome rs. I believe that the bottom line is that they can go green but by what methods can you use to begin the process being that they are the industry that they are. The type of industry that they are in are already making products that have been know to harm the environment, not by choice to harm the environment, but that’s typically what they do when consumers use them for the things that they are used for.In this case killing mosquitos. Which also in the long run can be very costly for the companies because there are specific regulations that they are to follow that are enforced by the Environmental Protection Agency, and they can also shut down any operations that Clarke has going on if the suspect that they are in fact not following the regulations that they are to abide by, and that could make it more difficult to create new products that could help them promote going green.With their four goals that I mentioned earlier, they should really have no problem with trying to imp lement new CSR strategies that would eventually make them more environment friendly. They just have to be sure that they abide by regulations and continue working to develop their products to be more environment friendly until they achieve their overall goal.

The Vertical Fields Essays

The Vertical Fields Essays The Vertical Fields Essay The Vertical Fields Essay Essay Topic: Rear Window The Vertical fields the young boy starts out stating how his family and friends is a strong stand point of this text. The story begins saying, when I was a young boy, after having the traditional punch and cookies and after having sung around the fire, l, with my sister, my mother and my aunts, and Emma Jackson and her son. For me as a reader to read this up front In this story shows me how meaning his family is to him. The plot of the story goes on to show the Importance of being together as a family, especially around the holidays. Traditions come Into the story as they were almost real to me, I felt Like I was at home. The conflict of the story Is told by the mall Character, the young boy. The traditional family gathering, around the Plano to sing Christmas carols, clinching tight to one another, Christmas In a cold and damp Mollusk night. The young boy and his family go onto the midnight service. The main character is the young boy, the narrator explains this young man to be full of life at such an age. Many thoughts of love and care come from the boys mouth as he explains his mother, past and present times. He goes onto say how his mother has always put him first, far above anyone else. Next would be a minor character, his sister. His sister is a bit of the outcast, she seems to be distant to the family as she gets older and older. I think this is going to end up into some bad decisions and will hopefully she will realize how important family can be, what will see come to if there is no one else? Second there is the close family aunt who is there for the boy, his mother, and the sister. Treating them all, even the sister with equal love to them all. She is the one in the family I see being there for everyone at all times in such an important time as Christmas. Characters are not real people in this story, but they are constructed for a purpose, purpose of showing the reader of possibly placement. I put myself and my family into this story; it always seems to be so much more real from a readers eye. In this story the role of the main character performs importance of quality of life and family being together. The role of the setting in this story goes to show how the cold damp Missouri Christmas eve night is a heavy relation to almost any reader, here In Utah I could fit myself or anyone in so perfect. The character in this text definitely tells the story, partly the narrator. The story comes from such a strong point of view from the boys eye, going on telling how the Importance of his mother, the rest of his family, Christmas, and the midnight service, comes to my eyes as it would be straight from the boys mouth. The language of the story Is done very well, In a perfect understandable way, almost from someone I would know myself. The tone of the narrator Is also a strong stand point In the story; It Is a calm tone, which Is good with the Christmas theme. One of the Important Images I see In this story Is Christmas, one of the many reminders of family In this story. One of the sayings I recognized well in this story says My spine arched toward trees Ana streets walking slowly Treating deep I move clown teen sleepwalk, eyes crystallizing streets yards houses and all lives within. My perception forked upward through treetops into the Vertical Fields of space, a moment later, I breathed vapor on the rear window and with my finger, and I signed my name. A powerful ending to such a relating story.

The Feminized Retail Landscape essays

The Feminized Retail Landscape essays In this article, the author, Mona Domosh, argues that the relationship between gender ideology and the development of modern consumer culture develops the cultural landscape of retailing. She examined the development of the new retailing space in mid-nineteenth-century New York City, focusing on the major department stores, to demonstrate the significance between gender roles and consumption. In nineteenth century, shopping was the most frequent activity for middle-class women in New York City. Therefore women were targeted as the new consumers, and this became an important factor of reshaping American downtowns at that time. The introduction of ready-to-wear clothing had sweeping impacts on industrial growth and retailing trade, merchants had spent years using advertising and many sales techniques to convince women that factory-purchased clothing was better, cheaper and more modern than home-made clothing. By the end of the nineteenth century, food, clothing and home furnishing had all become commodities. The work of middle and upper-class women shifted from domestic production to public consumption. Fashion and constant consumption became important indicators of social status because the choice of styles represents ones taste and also reflect ones social status, and constant consumption served as reflections of womens role as mother and wife. The author also points out that the production and consumption are ideologically separated because the values of production are self-denial, hard work, utilitarianism, which are distinct from those of consumption, self-indulgence, leisure time, playfulness. These two value systems can be maintained without undermining each other because men work hard to support womens self-indulgence. The actual place of purchase is as important as the goods consumed, the first department store in New York in 1846, Stewarts, was constructed of brick and wood in Italianat...

Paper on your career or dream Essay Example | Topics and Well Written Essays - 250 words

Paper on your career or dream - Essay Example In a similar way, I thought that the best career path I should follow was that of a nurse. Reading interesting stories about the way nurses saved lives made me want to become a nurse in my life. As I progressed through school, I realized that nurses only provided care to patients with doctors playing the most important role in saving lives. However, becoming a medical doctor did not attract me as the appropriate career choice. After joining college to undertake a marketing course, I still have not discovered my career choice although I have engaged in modeling with the view of traveling around the world next year. Nonetheless, travelling around the world will open my viewpoint about various perspectives that will make me identify the choice of career path that I will follow although I think the business world appears more appealing and the best choice for anyone traveling across the world. Consequently, my marketing course will help me market the future business that I will engage in with my traveling exploits creating contacts that will become crucial once I started practicing

Effect of Culture on Expatriates Work Performance in the Hospitality Research Paper

Effect of Culture on Expatriates Work Performance in the Hospitality Industry - Research Paper Example It is important to learn about the various cultures that are represented in the workplace and in the business environment before engaging in business in foreign countries as suggested by Cardy (2007). This is the case considering that it helps in reducing the risk of failure. Understanding other people’s and countries’ communication styles, social events, dress codes, greetings, and negotiation tactics are very important in fostering positive relationships with persons from foreign countries and cultures. In the hospitality industry like in any other economic sector, individuals and organizations are bound to encounter people from foreign environments. Foreigners come in the form of customers, suppliers and expatriates. Expatriates in the course of their work re expected to maintain high performance standards for the good of the companies for which they work and to warrant the high pay they receive. They are in effect expected to be role models and provide direction to local workers. As they work in foreign environments, expatriates encounter a number of challenges. One of the main challenges that they experience is dealing with people from various cultural backgrounds. In as much as they enjoy working in such environments, there is a possibility that the changes that they encounter and the unfamiliar environment may impact on their performance at work. Statement of the Problem In spite of the existence of literature related to the effects of cultural differences in the area of multicultural environments and work performance, very little study has been conducted with respect to the hotel industry. This is study is focused on finding out the effects of culture and cultural differences on expatriates’ work performance in the hospitality industry. Significance of the Study The results of this study will be very valuable to expatriates in their endeavor to succeed in the foreign environments in which they work. Based on the results of this stud y, management of hospitality industries and especially the human resource manager can come up with better ways ensuring that the expatriate fits in well in the company within the shortest duration and achieve high output as is always the desire of every business. Objectives Main Objective 1. To establish the effect of culture on expatriates’ work performance in the hospitality industry Specific objectives 1. To establish to the existence of expatriates in xxx city hotels and restaurants 2. To determine the challenges posed to expatriates at work as a result of cultural factors 3. To establish the performance of hotels and restaurants that are managed by expatriates 4. To establish the correlation between expatriate work performance and cultural differences with locals. Literature Review Expatriates and Work Performance An expatriate is an individual who resides in a foreign country and culture. However, in business terms, an expatriate is a professional sent by an organizatio n to work in a foreign country as opposed to staff who is locally employed. In many cases, expatriates are sent to work for subsidiaries of an organization or to work at it headquarters. Expatriates help businesses with a global presence to manage global structures and liaise with external partners and provide quality services to customers (Beaverstock, Derudder, Faulconbridge and Witlox (2009). According to Lee (2008), taking a foreign duty affects an individual’s professional and personal life. Such assignments subject expatriates to factors that prove stress such as ambiguity and uncertainty. Three main factors determine the success of expatriates in their work. These factors are communication ability, relation ability