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Author: Yu Han
Publisher: Springer Nature
ISBN: 3031151534
Category : Language Arts & Disciplines
Languages : en
Pages : 122
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Book Description
This book examines Transnational Chinese Language Education (TCLE) in the Australian context. Taking a post-monolingual perspective, the authors examine Chinese teachers’ monolingual and multilingual practices and mindsets in their educational practices. They find that a Chinese-centric monolingual mindset dominates the Chinese teachers, while a multilingual mindset permeates in their classroom teaching, creating an unconscious tension between the two perspectives. The book proposes that it is the responsibility of teacher educators to train future Chinese teachers with an awareness of this issue, as well as suitable strategies to overcome it and be efficient language teachers. This book will be of interest to applied linguists, pre-service and in-service language teachers, as well as students and scholars of Teaching Chinese to Speakers of Other Languages (TCSOL).
Author: Yu Han
Publisher: Springer Nature
ISBN: 3031151534
Category : Language Arts & Disciplines
Languages : en
Pages : 122
Get Book Here
Book Description
This book examines Transnational Chinese Language Education (TCLE) in the Australian context. Taking a post-monolingual perspective, the authors examine Chinese teachers’ monolingual and multilingual practices and mindsets in their educational practices. They find that a Chinese-centric monolingual mindset dominates the Chinese teachers, while a multilingual mindset permeates in their classroom teaching, creating an unconscious tension between the two perspectives. The book proposes that it is the responsibility of teacher educators to train future Chinese teachers with an awareness of this issue, as well as suitable strategies to overcome it and be efficient language teachers. This book will be of interest to applied linguists, pre-service and in-service language teachers, as well as students and scholars of Teaching Chinese to Speakers of Other Languages (TCSOL).
Author: Guanglun Michael Mu
Publisher: Taylor & Francis
ISBN: 1000936104
Category : Education
Languages : en
Pages : 217
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Book Description
For more than 40 years, researchers have explored the utility of Bourdieu’s sociology for settings beyond the French and Algerian contexts of its origin. This edited collection has a focus on China, applying Bourdieu’s analysis of practice as Chinese education gains relevance and attention around the globe. Grounded in empirical research, Recontextualising and Recontesting Bourdieu in Chinese Education advances Bourdieu’s analysis of practice beyond national scales while producing new knowledge about the generation of habitus, mobilities, and languages in relation to Chinese education. Locating Chinese education within national and transnational contexts, this collection grapples with the structural invariances and inequivalences between Chinese education and society on the one hand, and social spaces in other parts of the world on the other hand. Through chapters that examine social mobility in the context of cross-border movement and delve into questions of language and power, this book recontests and problematises the use of Bourdieu’s sociology to theorise social classification and differentiation in China. This book is essential reading for Chinese educational researchers and practitioners, Bourdieusian scholars with particular interests in education, and sociologists of education broadly.
Author: Michael Singh
Publisher: Routledge
ISBN: 1000059774
Category : Education
Languages : en
Pages : 196
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Book Description
Maintaining English as the sole language of knowledge production and dissemination in universities that enrol students who speak multiple languages, and those students learning other languages, is questionable. This groundbreaking work calls into question the exclusive use of academic English in internationalising higher education teaching and research. By interrogating the dominant assumptions informing the monolingual mindset, Postmonolingual Critical Thinking indicates that academically literate students can capably use their repertoires of languages and knowledge for educational purposes. The case for students’ languages and knowledge having a place in English-medium universities is made through evidence of the uses of Zhōngwén, academic Chinese. Proposing to broaden the scope of languages used for knowledge production and dissemination, this book highlights the educational potential of multilingualism. Postmonolingual Critical Thinking makes a unique proposal: that universities which recruit doctoral students from Asia create education policy practices that enable them to extend their multilingual capabilities. Arguing that by drawing on intellectual resources from their various languages, students construct knowledge of critical thinking in complex, interesting and potentially innovative ways, this book guides higher education institutions in putting this into practice. It outlines a pragmatic approach for universities to explore the potential of multipolar, multilingual education, while being attentive to the tensions posed by assertions of a monolingual mindset. Postmonolingual Critical Thinking has the potential to create great change in a higher education sector which is mired by a monolingual approach to graduate training. This unique and thought-provoking book is essential reading for those in the fields of applied linguistics, comparative education, higher education, international studies, teacher education and translation studies.
Author: Michael Singh
Publisher: Springer
ISBN: 1137542829
Category : Foreign Language Study
Languages : en
Pages : 250
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Book Description
This book presents innovative strategies for teaching the Chinese language to English-speaking students around the world, using in-depth research arising from a long-running and successful Chinese language teaching programme in Sydney. Throughout the book its authors emphasise the importance of teaching methods which explore the relevance of Chinese to all aspects of students’ everyday lives; ‘Localising Chinese’ by folding it into students’ everyday sociolinguistic activities performed in English. The research presented here demonstrates how, through school-driven, research-oriented service-learning, university graduates from China learnt to use student-centred learning-focused language education as a basis for professional learning. In the context of China’s growing influence in the global academic community, this book addresses the urgent need to promote effective communication and partnerships. It provides a valuable resource for language teachers and teacher educators, as well as education researchers in the areas of international education, linguistics, the sociology of education and knowledge exchange.
Author: Timothy Hall
Publisher: Springer
ISBN: 3319745794
Category : Education
Languages : en
Pages : 480
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Book Description
This book argues that the neoliberal globalisation of higher education faces a need for recalibration. In light of increased concerns from universities in cultivating globalisation, this volume brings together a multi-ethnic and multilingual team of researchers who argue that the continued development of internationalized education now requires new research and practices. As university leaders seek to build the best programs to help students to go abroad, they can face a number of challenges – risk management, negotiating with diverse partners, designing rich experience-based learning and the hopes, fears and limitations of the students themselves. Consequently, the authors argue that changes are particularly important given the current US-centric and UK-centric structural readjustments to globalization policies across all fields of higher education and knowledge production. This multi-perspectival edited collection will appeal to students and scholars of global education, globalization and international education.
Author: Ruth Arber
Publisher: Springer
ISBN: 9462098999
Category : Education
Languages : en
Pages : 165
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Book Description
"Mobile Teachers, Teacher Identity and International Schooling focuses on the increased mobility of teachers and curriculum and what it means for the expansion of international schooling. In the early 21st century, educational institutions have been transformed by technological innovation and global interconnectivity. The demographic, ideological, economic and cultural flows that integrate local and global interconnections have consequences for the ways in which educational policy, theories and practice can be understood and take place locally. The everyday lives of practitioners, parents and students; the institutions in which they are educated and work; and the sociocultural and ideological contexts in which they work, are all consequently changing. The manifestation of these changes – as evident in the work and lives of teachers within specific cultural contexts and education systems; in their implications for educational theory and methodology; and their consequences for policy, programs, practice and research in education – are the focus of this book. This book explores the mobility of curriculum, pedagogies, ideas and people that represent and mediate the impact of Global uneven flows and movements through, in, and for school education, and the concepts and practices which frame that transformation. The particular focus of the book is on how these flows inform the ways individuals negotiate their identities, cultures and languages in different national and educational contexts. Education systems and the educational experiences offered by schools are being reconfigured due to multiple pressures. What do these moves to mobilise and to work transnationally mean in terms of educational provision, possibilities and practice?"
Author: David R. Cole
Publisher: Springer
ISBN: 9811003122
Category : Education
Languages : en
Pages : 260
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Book Description
This volume is the first major production of the globalisation research strand of the Centre for Educational Research at Western Sydney University. This book makes a significant contribution to the theory of and research in globalisation and education, and tackles the topics of superdiversity and supercomplexity. The book’s thesis is that the effects of globalisation on education can only be understood if the specific yet complex conditions of globalisation in education are investigated. The book takes an international approach to understanding globalisation and does not restrict itself to just one methodological or theoretical plane of investigation. Education is one of these frontline domains in which the effects of superdiversity cannot be dismissed, minimized or denied. The continuously increasing complexity of learning environments is raising critical issues at every level, from description over analysis to theoretical generalization, and this book is a first and fruitful attempt at charting these waters. This pioneering book will remain a key text for many years to come. Jan Bloomaert Professor of Language, Culture and Globalization and Director of the Babylon Center Tilburg University, the Netherlands. This provocative collection works from two premises: that today there is superdiversity in our globalised world and related is a supercomplexity of theoretical and methodological approaches. The collection proffers multifarious challenges for educational theory, research and practice in working with, through and across these two premises. As such, Super Dimensions in Globalisation and Education is essential reading for all educational researchers, whatever their interests or location. Professor Bob Lingard The University of Queensland, Australia. This is a highly imaginative book that stops ‘flat earth’ and convergence arguments dead in their tracks. Its genius is to bring super-complexity and super-diversity into a conversation with each other and with education, and in doing so shed light on the numerous and unexpected ways in which global processes are shaping education in revealing and compelling ways. Any scholar concerned with globalisation and education will find Super Dimensions in Globalisation and Education a’ must have’ on their reading list. Professor Susan Robertson Director of the Centre for Globalisation, Education and Social Futures University of Bristol, UK. This is an absorbing and compelling collection. It takes readers on a kaleidoscopic journey through various intricate expressions of the nexus between globalisation and education. And it offers multiple ways that such expressions can be thought and rethought. In transcending conventional categorisations it invites educators to do so too. Professor Jane Kenway, Australian Professorial Fellow – Australian Research Council, Education Faculty, Monash University, Australia.
Author: Fred Dervin
Publisher: Springer
ISBN: 1137492910
Category : Education
Languages : en
Pages : 234
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Book Description
This collected volume examines the multifaceted contexts and experiences of Chinese students, teachers and scholars in Australia, Denmark, France, Japan, the UK and the US. It can serve both as an introduction to Chinese people's mobility and migration in Higher Education and as a thorough review for more knowledgeable readers.
Author: Michael Singh
Publisher: Springer
ISBN: 9811020655
Category : Education
Languages : en
Pages : 264
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Book Description
This book explores pedagogical concepts, metaphors and images of non-white, non-western researchers and research students on the inter/nationalization of education. Specifically, this book draws on the intellectual resources of China and India to explore the pedagogical dynamics and dimensions of the localization/globalization of education with non-Western characteristics. It introduces theoretic-linguistic non-Western concepts from the Tamil, Sanskrit and Chinese languages for use in Western, English-only education and redefines the intellectual basis for internationalising education. Debating whether ‘international education’ is Western-centric in terms of its privileging and promotion of Euro-American theoretical knowledge, this book contends that the internationalisation of Western-centric education can benefit from the intellectual power and powerfully relevant theorising performed by non-Western international students. It formulates a democratic vision for the internationalisation of education, with the potential to create transnational solidarity and constitute a forum for mobilising debates about global knowledge and power structures. It also provides key tools to use non-Western theoretic-linguistic tools and modes of critique in research undertaken in Anglophone Western universities.
Author: John Chi-Kin Lee
Publisher: Routledge
ISBN: 1351061607
Category : Education
Languages : en
Pages : 239
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Book Description
In recent years, there has been increasing attention placed on international and transnational aspects of school and higher education curricula, and the different research approaches and lenses through which these issues are studied. This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the "majority world". In addition, it tackles both transnational cross-border endeavours involving national governments and policy measures, and the promises, challenges and failings of those formal relationships. The book consists of three sections. The first section provides an introduction and overviews of transnational education in connection with curriculum studies, schooling and higher education. The second section deals with transnational and international perspectives on curriculum studies, schooling and education. The final, third section highlights transnational and international perspectives on higher education. This timely volume tackles the questions often posed by curriculum scholars and educational researchers around the possibility of a transnational approach to curriculum studies and how (and if) a common set of means can transcend national boundaries and sensitivities. It looks at the common issues and problems across nations that international and transnational curriculum and educational research work could address. This volume will appeal to researchers and policy makers interested in transnational education and curriculum studies.
