Language, Culture and Curriculum最新文献_第10页

Countering decapitalisation: examining teachers' discourses of migration in Galicia 反对资本外流:检查加利西亚教师的移民话语

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2021-01-20 DOI: 10.1080/07908318.2021.1874965

Nicola Bermingham

{"title":"Countering decapitalisation: examining teachers' discourses of migration in Galicia","authors":"Nicola Bermingham","doi":"10.1080/07908318.2021.1874965","DOIUrl":"https://doi.org/10.1080/07908318.2021.1874965","url":null,"abstract":"ABSTRACT Multilingualism in European classrooms is the norm, not exception, and while the management of linguistic diversity is increasingly at the fore of language policy debates, policy engagement with the multilingual realities of schools continues to be inadequate, and the linguistic habitus of present-day education systems remains largely monolingual [Piller, I. (2016). Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics. Oxford University Press.]. This article draws on a case study of Cape Verdean immigrants in the small fishing town of Burela in Galicia, Spain, to highlight the challenges associated with language education and immigration in a minority language setting specifically. The article presents an expansion of the concept of decapitalisation [Martín Rojo, L. (2010) Constructing Inequality in Multilingual Classrooms, De Gruyter Mouton.] as a framework for analysing how hegemonic ideologies in the Galician education system can contribute to social stratification and the marginalisation of the immigrant population. The article focuses specifically on discourses deployed by teachers to understand how processes of decapitalisation play out, and the grassroots initiatives taken to resist them.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"34 1","pages":"337 - 351"},"PeriodicalIF":3.5,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2021.1874965","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46859579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Experiencing Chinese education: learning of language and culture by international students in Chinese universities 体验中国教育：中国高校留学生的语言文化学习

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2021-01-11 DOI: 10.1080/07908318.2020.1871002

X. Gao, Zhu Hua

引用次数: 15

Language, culture and curriculum: lived intercultural experience of international students 语言、文化和课程：国际学生的跨文化生活体验

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2021-01-11 DOI: 10.1080/07908318.2020.1871003

Zhu Hua, X. Gao

引用次数: 15

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

IF 3.5 1区文学

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":"https://doi.org/10.1080/07908318.2020.1858094","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":3.5,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1858094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43189018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study 中美英语课堂中纠正反馈与学习者吸收的比较研究

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2021-01-02 DOI: 10.1080/07908318.2020.1767124

Weiqing Wang, Shaofeng Li

引用次数: 17

Learning to orient toward Myanmar: ethnic Chinese students from Myanmar at a university in China 学习适应缅甸:在中国一所大学的缅甸华裔学生

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2020-12-31 DOI: 10.1080/07908318.2020.1858095

Jia Li, H. Han

{"title":"Learning to orient toward Myanmar: ethnic Chinese students from Myanmar at a university in China","authors":"Jia Li, H. Han","doi":"10.1080/07908318.2020.1858095","DOIUrl":"https://doi.org/10.1080/07908318.2020.1858095","url":null,"abstract":"ABSTRACT Based on a larger ethnography (Li, 2017. Social Reproduction and Migrant Education: A Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China. (PhD), Macquarie University. http://www.languageonthemove.com/wp-content/uploads/2017/05/LI_Jia_Social_reproduction_and_migrant_education.pdf) and focusing on 14 international students from Myanmar but of Yunnan origin, this paper aims to offer a nuanced account of their perspectives, learning experiences and trajectories during their Putonghua-medium degree programs at a Chinese university, and to shed light on the complex interplay of language, culture and state that international students experience in China and beyond. Informed by the concepts of linguistic nationalism and banal nationalism, the study examines how, while many of them had self-identified as ‘Chinese’ and aspired to study in their imagined ancestral homeland, their lack of legitimate forms of speaking and writing Putonghua and Chinese citizenship challenged their sense of authentic Chineseness and negatively impacted their academic attainment. We also analyse how the university essentialised Myanmar cultural and linguistic practices, and gradually oriented them to identify Myanmar as their (f)actual ‘homeland’ instead. We argue that the PRC government values other national languages as resources in global market and takes a reciprocal approach in promoting Putonghua. However, complicated by linguistic and cultural essentialisation in discourse and practice, this approach in effect may reproduce the linguistic hierarchy between standard/ national language(s) and other linguistic varieties already exists in China and beyond.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"34 1","pages":"360 - 378"},"PeriodicalIF":3.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1858095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47988047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Frame analysis in critical ethnography: applications for ELT research 批判性民族志中的框架分析在英语教学研究中的应用

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2020-12-08 DOI: 10.1080/07908318.2020.1858851

R. Lowe

{"title":"Frame analysis in critical ethnography: applications for ELT research","authors":"R. Lowe","doi":"10.1080/07908318.2020.1858851","DOIUrl":"https://doi.org/10.1080/07908318.2020.1858851","url":null,"abstract":"ABSTRACT Critical English language teaching (ELT) research is expanding in scope, covering topics such as linguistic imperialism, native-speakerism, and the intersections between issues of race, class, and gender. With this expansion comes a requirement for robust and rigorous methods of data collection and analysis for researchers to employ. This article puts forward ‘frame analysis’ as a tool for analysing data in critical ethnography, particularly in ELT. Frame analysis is the systematic investigation of the organisational principles which people draw on in interpreting actions and events. After describing the conception of critical theory in which this discussion is situated, the paper gives a theoretical and overview of the concepts of ‘frames’ and ‘framing’, with a focus on social movement research. A step-by-step discussion is provided explaining how frame analysis can help to identify hidden ideologies in a research setting as a part of critical ethnography, before supplying a concrete example of data analysis using this approach. It is suggested that frame analysis may be a useful part of a critical ethnographer’s toolkit, particularly in terms of identifying hidden ideological assumptions in research setting.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"34 1","pages":"307 - 320"},"PeriodicalIF":3.5,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1858851","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49212792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Scale making in intercultural communication: experiences of international students in Chinese universities 跨文化交际中的尺度制作:中国高校留学生的经验

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2020-12-08 DOI: 10.1080/07908318.2020.1857392

Yang Song, Jinyuan Xia

{"title":"Scale making in intercultural communication: experiences of international students in Chinese universities","authors":"Yang Song, Jinyuan Xia","doi":"10.1080/07908318.2020.1857392","DOIUrl":"https://doi.org/10.1080/07908318.2020.1857392","url":null,"abstract":"ABSTRACT This qualitative study investigates the lived experiences of interculturality among international students enrolled in a top-rated comprehensive university in Shanghai and a key provincial university in China’s hinterland. Based on an analysis of narrative interviews with 20 international students from different sociocultural backgrounds, the study examines how the international students’ intercultural experiences are simultaneously constrained and facilitated by the linguacultural resources distributed among interactants in the universities and cities. The results suggest that the international students’ intercultural experiences differ in substantial ways, mediated by varied distributions of sociolinguistic resources which are closely associated with their academic socialisation through English, local interactional norms, relevant career opportunities, and linguistic norms for everyday interaction with both Chinese students and local residents in the two universities. It is also found that international students play agentive roles to construct and negotiate scales among the sociolinguistic resources at their disposal, in order to create meanings for and reflect upon their lived experiences of interculturality in relation to their previous and prospective life trajectories.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"34 1","pages":"379 - 397"},"PeriodicalIF":3.5,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1857392","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42363780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Tracking the trajectories of international students’ pragmatic choices in studying abroad in China: a social network perspective 从社会网络视角追踪留学生在华务实选择的轨迹

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2020-12-08 DOI: 10.1080/07908318.2020.1857393

Citing Li, Wendong Li, W. Ren

{"title":"Tracking the trajectories of international students’ pragmatic choices in studying abroad in China: a social network perspective","authors":"Citing Li, Wendong Li, W. Ren","doi":"10.1080/07908318.2020.1857393","DOIUrl":"https://doi.org/10.1080/07908318.2020.1857393","url":null,"abstract":"ABSTRACT This paper reports on a longitudinal study that investigated how international students’ personal network mediated their pragmatic choices during studying abroad in China. Data were collected over a year through different ways, including Study Abroad Network Questionnaire, role-plays, retrospective verbal reports, ethnographic interviews and observation field notes. Findings showed that with respect to pragmatic performance, the students exercised their subjectivity to converge to or diverge from the native-speaker norms. The ethnographic accounts revealed that the changes in learners’ pragmatic choices were closely related to the composition and structure of their social network. Using two case learners, we highlighted that social network may work in synergy with pragmatic subjectivity to contribute to the trajectory changes over learners’ socialisation processes. We discussed how social network may serve as both a theoretical lens and an analytical tool for investigating pragmatic development in study-abroad contexts.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"34 1","pages":"398 - 416"},"PeriodicalIF":3.5,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1857393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47998862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

Cultural adaptation challenges and strategies during study abroad: New Zealand students in China 留学期间的文化适应挑战与策略：新西兰留学生

IF 3.5 1区文学

Language, Culture and Curriculum Pub Date : 2020-12-07 DOI: 10.1080/07908318.2020.1856129

Y. Gong, X. Gao, Michael Li, Chun Lai

{"title":"Cultural adaptation challenges and strategies during study abroad: New Zealand students in China","authors":"Y. Gong, X. Gao, Michael Li, Chun Lai","doi":"10.1080/07908318.2020.1856129","DOIUrl":"https://doi.org/10.1080/07908318.2020.1856129","url":null,"abstract":"ABSTRACT The rising popularity of the Chinese language as a subject for study has motivated research on international students’ cultural adaptation and language learning during periods of study abroad in China. This inquiry examined the challenges that a group of New Zealand students encountered and the strategic responses they adopted in relation to cultural adaptation in China. In the inquiry, we encouraged 15 participants to write reflective journals and conducted group interviews to explore their experiences. The analysis revealed the variety of challenges that the participants faced, including language-based, lifestyle, and academic challenges as well as sociocultural and psychological ones. In response to these challenges, the participants adopted diverse strategic efforts to achieve cognitive, affective, and skill development in facilitating their communication practices with local Chinese people. These findings suggest that language educators need to revise traditional pedagogical approaches so that new pedagogical activities can be developed to promote study abroad students’ communication competence, and counselling services should be provided to support their cultural adaptation and language learning.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":"34 1","pages":"417 - 437"},"PeriodicalIF":3.5,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07908318.2020.1856129","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 57