A Narrative Inquiry of the Influence of Canadian Pre-Service Teachers’ Chinese Language Learning on Cross-Cultural Learning Through Reciprocal Learning

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yu Deng
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引用次数: 2

Abstract

Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.
加拿大职前教师汉语学习对跨文化互惠学习影响的叙事探究
跨文化体验对职前教师的成长起着非常重要的作用。这项叙述性研究探讨了加拿大职前教师在参加加拿大一所大学和中国一所大学为期三个月的国际项目时的汉语学习及其在中国的跨文化经历。本研究的重点是四名参与者的汉语外语学习,以及他们在汉语环境中的汉语学习如何影响他们的跨文化学习。研究结果表明,职前教师不仅培养了基本的口语水平,而且对非英语母语的学习者培养了更高的语言容忍度。此外,通过学习汉语,职前教师更多地了解了中国文化,并对不同文化产生了欣赏,这有助于他们对加拿大的多元文化教育产生更好的看法和态度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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