Given the resilience of Confucianism, Chinese students continue to be influenced by their cultural belief systems, which have an effect on their English-second-language (ESL) learning experience in an English-speaking country. This is especially apparent since Chinese students experience the greatest cultural demands in countries with opposing customs and values. The most powerful tenets of Chinese culture are maintaining harmony, collectivity, and hierarchical relationships. These aspects of Chinese culture influence the communication style of the Chinese and their educational system. This article examines five main characteristics of Chinese communication: implicit communication, listening-centeredness, politeness, focus on insiders, and face-saving strategies. The Chinese emphasis on education and academic achievement is discussed in terms of parental influence, environment, effort versus ability, and pedagogy within the Chinese cultural context. Educational implications for Chinese ESL students studying in Canada are also addressed.
This is a critical policy study of language planning and policy in Quebec regarding the new policy direction requiring the compulsory teaching of English at the early primary level (grades 1-2, Cycle 1) in francophone public schools. Based on the analysis of policy documents, archives, and narratives from interviews, the goal of this policy study is to determine how and why language-policy decisions about the compulsory teaching of ESL at the early primary level were made by policymakers in Quebec.
This qualitative policy study focuses on the implementation and perceived effect of a recent language policy making English a compulsory subject in primary Cycle One (grades 1-2) in Francophone public schools in the province of Quebec. Based on the analysis of narratives from interviews with four teachers, three resource teachers, and two directors of instruction in charge of second-language teaching in public school boards, this policy study explored the perceptions, implementation,and effects of the policy regarding the compulsory teaching of ESL at the early primary level.
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