Student engagement for intercultural learning in multicultural project groups via the use of English as a lingua franca

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2021-01-07 DOI:10.1080/07908318.2020.1858094

K. Zhao, Xiangyun Du, H. Tan

{"title":"Student engagement for intercultural learning in multicultural project groups via the use of English as a lingua franca","authors":"K. Zhao, Xiangyun Du, H. Tan","doi":"10.1080/07908318.2020.1858094","DOIUrl":null,"url":null,"abstract":"ABSTRACT In light of increased cross-border movements of students to pursue their academic studies, university educators in many contexts are concerned about a lack of interactive engagement among students from different cultural backgrounds because of the use of L2 in international programmes. This study explores how students develop engagement in intercultural learning settings via mixed-group project work in an international curriculum provided by a Chinese university. 19 students in six mixed project groups participated in this qualitative study at three time points during one semester, with collected data including videoed project meetings after class and student presentations in class, student interviews, and student reflective essay writing. Analyses of video data identified the multifaceted nature of student engagement in intercultural learning, including collaborative, cognitive, emotional, and intercultural engagement, as well as their non-linear changing trajectories. Contrastive analysis of students’ interviews and reflections between successful and less successful groups further identified factors affecting student engagement. Implications are discussed for international and intercultural curriculum design to promote student engagement in intercultural learning.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"34 1","pages":"438 - 457"},"PeriodicalIF":2.4000,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1858094","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language, Culture and Curriculum","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/07908318.2020.1858094","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 5

Abstract

ABSTRACT In light of increased cross-border movements of students to pursue their academic studies, university educators in many contexts are concerned about a lack of interactive engagement among students from different cultural backgrounds because of the use of L2 in international programmes. This study explores how students develop engagement in intercultural learning settings via mixed-group project work in an international curriculum provided by a Chinese university. 19 students in six mixed project groups participated in this qualitative study at three time points during one semester, with collected data including videoed project meetings after class and student presentations in class, student interviews, and student reflective essay writing. Analyses of video data identified the multifaceted nature of student engagement in intercultural learning, including collaborative, cognitive, emotional, and intercultural engagement, as well as their non-linear changing trajectories. Contrastive analysis of students’ interviews and reflections between successful and less successful groups further identified factors affecting student engagement. Implications are discussed for international and intercultural curriculum design to promote student engagement in intercultural learning.

查看原文本刊更多论文

通过使用英语作为通用语，学生参与多元文化项目小组的跨文化学习

鉴于越来越多的学生跨境流动以追求他们的学术研究，在许多情况下，大学教育工作者担心由于在国际课程中使用第二语言，来自不同文化背景的学生之间缺乏互动。本研究探讨了学生如何在中国大学提供的国际课程中通过混合小组项目工作来培养跨文化学习环境中的参与度。在一个学期的三个时间点，六个混合项目组的19名学生参与了这项定性研究，收集的数据包括课后项目会议视频和课堂上的学生演讲，学生访谈和学生反思性论文写作。对视频数据的分析表明，学生参与跨文化学习的多面性，包括协作、认知、情感和跨文化参与，以及它们的非线性变化轨迹。通过对成功组和不成功组学生的访谈和反思进行对比分析，进一步确定了影响学生参与的因素。讨论了国际和跨文化课程设计的启示，以促进学生参与跨文化学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.