Appropriating national curriculum standards in classroom teaching: Experiences of novice language teachers in China

Yuan, Rui Eric 袁睿

doi:10.1016/j.ijer.2017.02.011

Cited by 28 publications

(19 citation statements)

References 23 publications

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“…In summary, considering the limited capacity of individuals and the benefits of collaborative learning for complex tasks, the CLBT approach is more realistic and feasible for present undergraduates compared to LBT alone. In addition, with the prevalence of computers, mobile devices, and online learning resources, it is possible and necessary to combine them with the concepts of the flipped classroom, blended learning, and mobile learning [17,30,35].…”

Section: Collaborative Learning By Teachingmentioning

confidence: 99%

Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven

Zhou

Chen

2019

Sustainability

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Learner-centered and learner-driven pedagogy have long been advocated by many educators and scholars who focus on sustainable education. This study proposes a pedagogical approach called collaborative learning by teaching (CLBT), which is both learner-centered and learner-driven. This study aims to explore and analyze the student perceptions of CLBT by conducting a field experiment in a Chinese public university. The quantitative results show that student perceptions were comprised of three dimensions: perceptions of CLBT, perceptions of teamwork, and perceptions of mobile learning. The male students had significantly more positive perceptions of CLBT and mobile learning compared to the female students. The qualitative findings indicate that although students have some difficulties with self-discipline, they gain much in active learning capabilities and teamwork skills. The relationship between CLBT and sustainability competence should be further studied in the future.

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Section: Collaborative Learning By Teachingmentioning

confidence: 99%

Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven

Zhou

Chen

2019

Sustainability

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“…Over the past 20 years, teaching English as the first foreign language in schools has spread throughout the world: this happened even in the former Soviet countries. Not so long ago English became compulsory for study in China (Yuan, 2017). To the obvious displeasure of the French, it is even used as the working language of the It is interesting to note that the further pace of English expansion now depends on the language policy of India, a country with countless number of local dialects.…”

Section: Mjltm 8 (5) 166-182mentioning

confidence: 99%

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2018

MJLTM

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The current state of linguistic diversity in the world in the context of globalization is characterized by various political and legal regulations of linguistic relations. On the one hand, the process of giving global status to only those languages whose dominance in the world has developed historically and is conditioned by geopolitical processes continues. On the other hand, we can say with confidence about such a global trend as the preservation and development of minority languages. As a result of the research the author makes a well-founded conclusion that giving the status of state to a large number of languages in Russia does not guarantee political stability and national security. The growing influence and dominance of the world's major languages is inevitable. But, first, among them, the position of the Russian language should be restored, and secondly, the desire to create a single global language-a utopian and destructive phenomenon. A balance must be found between the unique palette of linguistic diversity on the planet and the undeniable presence of several well-known world languages. One of these harmonious and evolutionary ways is the development of bilingual education

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“…As shown by previous research (e.g., Farrell, ; Trent, ), EFL teachers often find what they have learned from preservice teacher education programs to be abstract and ideal, resulting in reality shock when they set foot in school settings. They may also be subject to a wide range of contextual obstacles with respect to classroom management, curriculum design, collegial interactions and so on, which impede their efforts to bridge the gap between theories and practice (Lee, ; Yuan, ). To help EFL teachers cope with potential challenges and develop research‐informed practice, scholars (e.g., Korthagen, Loughran, & Russell, ; Swennen, Lunenberg, & Korthagen, ) have emphasized the critical role of teacher educators as models who can “demonstrate the use of engaging and innovative teaching procedures for their students” (Loughran & Berry, , p. 194) in preservice teacher education.…”

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confidence: 99%

Appropriating national curriculum standards in classroom teaching: Experiences of novice language teachers in China

Cited by 28 publications

References 23 publications

Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven

Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven

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“Practice What I Preach”: Exploring an Experienced EFL Teacher Educator's Modeling Practice

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