Intercultural teaching and learning strategies for global citizens: a Chinese EFL perspective

Zhao, Hang; Coombs, Steven

doi:10.1080/13562517.2011.611874

Cited by 25 publications

(16 citation statements)

References 20 publications

(27 reference statements)

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“…EMI, apparently, provides the students with more contact with the target language and the kind of stimulation necessary to better master the target language. Moreover, as Zhao and Coombs (2012) elucidate, a teaching method, if properly selected and implemented, may bring about a personal paradigm shift in the student towards becoming a global citizen. We have shown that EMI can help Korean students to become more globally competitive, while simultaneously reducing the high costs associated with studying abroad.…”

Section: Resultsmentioning

confidence: 99%

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

Im¹,

Kim²

2015

IES

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Although researchers agree with the strengths of an English-medium instruction (EMI) in addressing internationalization of a non-English higher education (HE) context, its implementation in classrooms has been widely criticized, mostly because of ineffective delivery of course content and a lack of evidence of English improvement. Grounded upon a critical review of the current state of internationalization of Korean HE and the subsequent examination of supplementary interview data from 15 college students who have taken EMI courses, this study proposes a model which integrates critical factors of EMI into one framework. This model aims at guiding the EMI policy from initiation to implementation. A major feature of this model is blended learning as a strategy to address the shortcomings of current EMI in this context and to facilitate the allocation of diverse online materials to scaffold EMI instruction. The benefits of the approach are presented from the perspectives both of policy-makers and of classroom participants.

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Section: Resultsmentioning

confidence: 99%

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

Im¹,

Kim²

2015

IES

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“…There is however a danger that the polarisation evident in the 'West versus the rest' discourse may inadvertently support what I have called a West as steward discourse (Holliday 2013b, 109) that has an ostensibly well-wishing though in effect patronising view of non-Western cultures as either in need of protection or deficient and need developing -as is evident in the notion of transformative intervention to bring individualistic criticality to Chinese students implied by Zhao and Coombs (2012) cited above. Within the internationalisation agenda in British universities this has sometimes been converted into what amounts to a dropping of standards to allow for 'other cultures' to do 'what they can do'.…”

Section: Research Orientationmentioning

confidence: 99%

“…A common example of this viewpoint concerns East Asian students who have been characterised as coming from collectivist national cultures, and is particularly exemplified in Zhao and Coombs (2012). They argue that Chinese national culture, embodied by the Chinese education system and the learning of Chinese characters, is instrumental in inhibiting criticality and creativity.…”

Section: Research Orientationmentioning

confidence: 99%

“…I hesitate to use the term community of practice (Wenger 2000) because I feel that it is often used as an education device to inculcate certain types of behaviour, rather as suggested with regard to the Chinese students in Zhao and Coombs (2012) referred to earlier. It is true that the PhD programme to which these people belong is all about developing research discipline, as indicated in particular by P6.…”

Section: Ownership and Communitymentioning

confidence: 99%

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PhD students, interculturality, reflexivity, community and internationalisation

Holliday

2016

Journal of Multilingual and Multicultural Development

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Interviews with a small group of doctoral students at a British university indicate that the students feel that the programme provides an environment within which they develop interculturality through reflexive engagement with the PhD community and in some cases with the participants in their research. Significant here is that they are interpretivist, constructivist qualitative researchers within a larger university community of qualitative researchers where there is a shared reflexivity that is at the core of interculturality. They also bring with them existing cultural complexity with which to engage, build on, make reflexive sense of and resolve in this experience. This complexity which they all share make it difficult to consider them differently as 'international' or 'home' students, which are revealed as inappropriately divisive labels within an intercultural community. Where there are apparent issues with English as a second or other language among some of the students, it is realised that this represents a broader struggle, shared with all students, regarding self-expression in writing. These findings demand cultural belief in whatever backgrounds the students come from. This belief impacts on how we understand internationalisation and the nature of academic knowledge and process. KEYWORDS Interculturality; research methods; higher education; doctoral; internationalisation This paper considers the perceptions of nine current and recent students regarding the cultural impact of their PhD applied linguistics programme at a university in the south of England. The purpose of the study was to interrogate the proposition that there may be a conflict between British PhD study and the cultural orientations of 'international' students. However, while the students were both 'home' and 'international', they resisted any notion of cultural conflict along these lines and talked generally about a shared development of interculturality through a reflexive engagement with cultural identity. The study also connects with recent discussions surrounding cultural identity within the internationalisation of higher education in Britain and elsewhere.

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“…3;2016 Since the guidelines of the English Course Curriculum were launched in the early 21 st century (Ministry of Education, 2001Education, , 2004, a substantial number of research studies have focused on exploring English language teaching and learning in various aspects in China, such as learning styles (Yang, Shi, Liu, & Zhao, 2015), learners' motivation (Dörnyei, 2009;Gao, Zhao, Cheng, & Zhou, 2007;Q. Zhang & Kim, 2013), learning and teaching strategies (Lai & Lin, 2015;Tang & Tian, 2015;Zhao & Coombs, 2012) , and learner autonomy (Benson, 2011;Ma & Ma, 2012;Stracke, 2012). Chow (1995) claims that Chinese students prefer to be taught by using traditional teaching methods, such as lectures, handouts and displays.…”

Section: Higher Educationmentioning

confidence: 99%

Learner Autonomy as an element in Chinese Education Reform: A Case of English Language Subject

Lu¹,

Liu²

2016

ELT

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Enhancing students' learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students' English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very little is known about the quality of students' basic education and their learner autonomy development. This paper uses the English language subject as a case to examine the relationship between the different locations of students' attendance of their basic education and their learner autonomy development at university level. The result shows that secondary schools' locations play a more important role in students' learner autonomy development at university. A 'Have A Go' model is proposed to improve students' transition between high schools and universities in the English language learning process.

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Intercultural teaching and learning strategies for global citizens: a Chinese EFL perspective

Abstract: Abstract

Cited by 25 publications

References 20 publications

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

PhD students, interculturality, reflexivity, community and internationalisation

Learner Autonomy as an element in Chinese Education Reform: A Case of English Language Subject

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