scholarly journals Reading and writing

2004 ◽  
Vol 37 (2) ◽  
pp. 127-131
Keyword(s):  
New York ◽  
Hong Kong ◽  
New Zealand ◽  
Foreign Language ◽  
Academic Writing ◽  
Language Awareness ◽  
Language And Literacy ◽  
Reading Research ◽  
Language And Education

04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: [email protected]). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: [email protected]). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: [email protected]). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: [email protected]). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: [email protected]). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: [email protected]). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: [email protected]). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: [email protected]). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: [email protected]) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: [email protected]). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: [email protected]). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.

scholarly journals Reading and writing

2004 ◽  
Vol 37 (4) ◽  
pp. 275-279
Keyword(s):  
New York ◽  
Second Language ◽  
Hong Kong ◽  
Foreign Language ◽  
Educational Psychology ◽  
Second Language Writing ◽  
South Australia ◽  
English For Specific Purposes ◽  
Language And Literacy ◽  
Language Writing

04–517Armand, Françoise (U. de Montréal, Canada; Email: [email protected]), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: [email protected]). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: [email protected]). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393.04–520Dunsmuir, Sandra (U. College London, UK; Email: [email protected]) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483.04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469.04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379.04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124.04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244.04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: [email protected]). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151.04–526Joh, Jeongsoon (Konkuk U., Korea; Email: [email protected]). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143.04–527Lee, Icy (Hong Kong Baptist U., China; Email: [email protected]). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312.04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385.04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197.04–530Moore, Tim (Monash U., Australia; Email: [email protected]) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66.04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: [email protected]), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96.04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: [email protected]). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

Exchanges

2011 ◽  
Author(s):  
Ruben Lee
Keyword(s):  
New York ◽  
Hong Kong ◽  
Case Studies ◽  
Stock Exchange ◽  
New York Stock Exchange ◽  
London Stock Exchange ◽  
York Stock Exchange ◽  
Futures And Options ◽  
Penny Stocks

This chapter presents a series of case studies illustrating how specific exchanges have actually been governed in particular contexts. The following institutions and contexts are described in turn: the proposed iX merger between Deutsche Börse and the London Stock Exchange (LSE), and its subsequent collapse, in 2000; the “Penny Stocks Incident” at Hong Kong Exchanges and Clearing Ltd. in 2002; the attempted takeover of the LSE by NASDAQ over the period 2006–8; Euronext's purchase of London International Financial Futures and Options Exchange in 2001; the resignation of the chairman/CEO of the New York Stock Exchange in 2003; and the purchase by the “Murakami Fund” of a major block of shares in the Osaka Securities Exchange in 2005. A few brief general lessons from each case study are also identified.

scholarly journals Sociolinguistics

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
New York ◽  
Language Policy ◽  
Literacy Practices ◽  
Language Education ◽  
Cultural Relativism ◽  
Language Awareness ◽  
Second Language Literacy ◽  
Modern Language ◽  
The Us ◽  
Language And Education

03—373 Appleby, Roslyn, Copley, Kath, Sithirajvongsa, Sisamone and Pennycook, Alastair (U. of Technology, Sydney, Australia). Language in development constrained: Three contexts. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 323—46.03—374 Bruthiaux, Paul (Nat. U. of Singapore). Hold your courses: Language education, language choice, and economic development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 275—96.03—375 Cleghorn, Ailie (Concordia U., Montreal, Quebec, Canada) and Rollnick, Marissa. The role of English in individual and societal development: A view from African classrooms. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 347—72.03—376 Derwing, Tracey M. (U. of Alberta, Edmonton, Canada; Email: [email protected]), Rossiter, Marian J. and Ehrensberger-Dow, Maureen. ‘They speaked and wrote real good’: Judgements of non-native and native grammar. Language Awareness (Clevedon, UK), 11, 2 (2002), 84—99.03—377 Gebhard, Meg (U. of Massachusetts, USA). Fast capitalism, school reform, and second language literacy practices. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 15—52.03—378 Lin, Angel (City U. of Hong Kong) and Luk, Jasmine. Beyond progressive liberalism and cultural relativism: Towards critical postmodernist, sociohistorically situated perspectives in classroom studies. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 97—124.03—379 Markee, Numa (U. of Illinois at Urbana-Champaign, USA). Language in development: Questions of theory, questions of practice. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 265—74.03—380 Pavlenko, Aneta (Temple U., USA). ‘We have room for but one language here’: Language and national identity in the US at the turn of the 20th century. Multilingua (Berlin, Germany), 21, 2/3 (2002), 163—96.03—381 Pomerantz, Anne (U. of Pennsylvania, USA). Language ideologies and the production of identities: Spanish as a resource for participation in a multilingual marketplace. Multilingua (Berlin, Germany), 21, 2/3 (2002), 275—302.03—382 Ramanathan, Vai (U. of California at Davis, USA). What does ‘literate in English’ mean?: Divergent literacy practices for vernacular- vs. English-medium students in India. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 125—51.03—383 Schmidt Sr., Ronald. Racialization and language policy: The case of the U.S.A. Multilingua (Berlin, Germany), 21, 2/3 (2002), 141—61.03—384 Vavrus, Frances (Columbia U., New York, USA). Postcoloniality and English: Exploring language policy and the politics of development in Tanzania. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 373—97.03—385 Williams, Eddie (U. of Reading, UK) and Cooke, James. Pathways and labyrinths: Language and education in development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 297—322.

scholarly journals Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

scholarly journals Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401882038 ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Academic Writing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Resources ◽  
Writing Classroom ◽  
Efl Writing ◽  
Student Writers

This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers’ development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students’ written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing.

Gongronella butleri. [Descriptions of Fungi and Bacteria].

1997 ◽  
Author(s):  
P. M. Kirk
Keyword(s):  
South Africa ◽  
New York ◽  
Hong Kong ◽  
New Jersey ◽  
New Zealand ◽  
Sri Lanka ◽  
Geographical Distribution ◽  
New Caledonia ◽  
Former Ussr ◽  
Water Borne

Abstract A description is provided for Gongronella butleri. Information is included on the disease caused by the organism, its transmission, geographical distribution, and hosts. HOSTS: From soil. DISEASE: None as a primary pathogen of plants; encountered as a secondary invader or as a saprobe. GEOGRAPHICAL DISTRIBUTION: Argentina, Australia, Bangladesh, Brazil, Chile, Ghana, Honduras, Hong Kong, India, Italy, Malaysia, Mauritius, New Caledonia, New Zealand, Nigeria, South Africa, Sri Lanka, Taiwan, Trinidad, Uganda, Uraguay, UK, USA (Florida, Georgia, Iowa, Maryland, Nevada, New Jersey, New York, Ohio, Wisconsin), former USSR, Zambia. TRANSMISSION: Movement of soil, or water-borne dispersal of sporangiospores.

scholarly journals Reading and writing

2005 ◽  
Vol 38 (1) ◽  
pp. 34-38 ◽  
Keyword(s):  
New York ◽  
Hong Kong ◽  
Reading Comprehension ◽  
Language Teaching ◽  
Reading Research ◽  
Modern Language ◽  
Research Perspectives ◽  
Teaching Research ◽  
Computers And Composition ◽  
Modern Language Journal

05–63Brantmeier, Cindy (Washington U, USA; [email protected]). Effects of reader's knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 37–53.05–64Fisher, R (U of Exeter, UK; [email protected]). Teacher–child interaction in the teaching of reading: a review of research perspectives over twenty-five years. Journal of Research in Reading (Oxford, UK) 28.1 (2005), 15–27.05–65Fukkink, Ruben G., Hulstijn, Jan & Simis, Annegien (U of Amsterdam, The Netherlands; [email protected]). Does training in second-language word recognition skills affect reading comprehension? An experimental study. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 54–75.05–66Jewitt, Carey (Institute of Education, U of London), Jones, Ken & Kress, Gunther. English in classrooms: only write down what you need to know: annotation for what?English in Education (Sheffield, UK) 39.1 (2005), 5–18.05–67Kapitze, C. & Bruce, B. C. (Brisbane, Australia; [email protected]). The arobase in the libr@ry: new political economies of children's literature and literacies. Computers and Composition (New York, USA) 22.1 (2005), 69–78.05–68Kress, Gunter (U of London, UK; [email protected]). Gains and losses: new forms of texts, knowledge, and learning. Computers and Composition (New York, USA) 22.1 (2005), 5–22.05–69McCarthey, Sarah J. & Earnest García, Georgia (U of Illinois at Urbana-Champaign, USA). English language learners' writing practices and attitudes. Written Communication (London, UK) 22.1 (2005), 36–75.05–70Menon, Shailaja (U of Colorado, Boulder, USA; [email protected]) & Hiebert, Elfrieda H. A comparison of first graders' reading with little books or literature-based basal anthologies. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 12–38.05–71Petric B. (Central European U, Budapest, Hungary). Contrastive rhetoric in the writing classroom: a case study. English for Specific Purposes (Oxford, UK) 24.2 (2004), 213–228.05–72Ramachandran, Subhadra (York U, Canada). Integrating new technologies into language teaching: two activities for an EAP classroom. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 79–89.05–73Rollinson, P. ([email protected]). Using peer feedback in the ESL writing class. ELT Journal (Oxford, UK) 59.1 (2005), 23–30.05–74Rubin, Bella (Tel Aviv U, Israel; [email protected]), Katznelson, Helen & Perpignan, Hadara. Learning for life: the potential of academic writing courses for individual EFL learners. System (Oxford, UK) 33.1 (2005), 17–27.05–75Scherff, Lisa (U of Tennessee, USA) & Piazza, Carolyn. The more things change, the more they stay the same: a survey of high school students' writing experiences. Research in the Teaching of English (Urbana, IL USA) 39.3 (2005), 271–304.05–76Schmidt, Claudia (Albert-Ludwig-U, Freiburg, Germany). Wörter lemen durch Lesen: eine empirische Untersuchung zum Strategieeinsatz des indirekten Lemens bei fortgeschrittenen japanischen DaF-Lernem/-innen [Learning words through reading. An empirical investigation into strategies of incidental learning-the case of Japanese advanced learners of German as a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 72–82.05–77Shapiro, Amy M. & Waters, Dusty L. (U of Massachusetts, Dartmouth, USA; [email protected]). An investigation of the cognitive processes underlying the keyword method of foreign vocabulary learning. Language Teaching Research (London, UK) 9.2 (2005) 129–146.05–78Taylor, Barbara M. (U of Minnesota, Minneapolis, USA; [email protected]), Pearson, P. David, Peterson, Debra S. & Rodriguez, Michael C. The CIERA School Change Framework: an evidence-based approach to professional development and school reading improvement. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 40–69.05–79Wong, Albert, T. Y. (Hong Kong U, Hong Kong; [email protected]). Writers' mental representations of the intended audience and of the rhetorical purpose for writing and the strategies that they employed when they composed. System (Oxford, UK) 33.1 (2005), 29–47.05–80Zhang, Ruwen (Zhejiang U of Finance and Economics, China; [email protected]). Using the principles of Exploratory Practice to guide group work in an extensive reading class in China. Language Teaching Research (London, UK) 8.3 (2004), 331–345.

scholarly journals Exploring opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT): A case study in a Chinese as a foreign language classroom in a New Zealand high school

2021 ◽  
Author(s):  
◽  
Juliet Kennedy
Keyword(s):  
High School ◽  
New Zealand ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Starting Point ◽  
Language Classroom ◽  
Teacher Awareness

<p>This qualitative case study explores naturally arising opportunities for developing intercultural competence through intercultural communicative language teaching (ICLT) in a New Zealand high school Chinese as a foreign language (CFL) classroom. Although developing intercultural competence is a goal of many school curriculums, teacher awareness and implementation of effective intercultural pedagogies is not yet wellestablished. Exploring the naturally arising occurrences of intercultural teaching practices and behaviours in one classroom with no formal knowledge of ICLT provides evidence of how culture may be currently understood and approached in comparative settings. Existing views on culture provide a starting point for further developing ICLT.  Data collection methods included classroom observations, stimulated recall, unstructured and semi-structured interviews, and written reflections. One teacher and three students from an intermediate level CFL class participated in the study from June to September 2015.  The findings show that while some intercultural pedagogies and behaviours occurred naturally, without an explicit focus on developing intercultural competence students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence in the language classroom. This study suggests that the current cultural activities in class could be transformed into opportunities for developing intercultural competence by adding a regular comparative, connective, and reflective dimension, incorporating the students’ linguistic and cultural experiences. The results of this study illustrate the necessity of expanding teacher awareness and skills in practising ICLT to promote the development of intercultural competence and to increase students’ interest in learning languages in New Zealand.</p>

scholarly journals Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language

2021 ◽  
Vol 13 (10) ◽  
pp. 5521
Author(s):  
Peijian Paul Sun
Keyword(s):  
Sustainable Development ◽  
New Zealand ◽  
Foreign Language ◽  
Teaching Assistants ◽  
Value Theory ◽  
Chinese Teachers ◽  
The Sustainable Development ◽  
L2 Chinese ◽  
The Impact

Informed by the expectancy–value theory and the motivational factors influencing teaching model choices, this case study explored three Chinese-as-a-foreign-language teaching assistants’ (L2 Chinese TAs’) motivational engagement in teaching L2 Chinese as a sustainable and lifelong career in New Zealand. Each TA participated in three rounds of semi-structured interviews in the process of data collection. The findings revealed that (1) the TAs’ expectancy was all student oriented, regardless of their different backgrounds; (2) the different values of L2 Chinese teaching contributed to the TAs’ teaching performance and career choices; and (3) the impact of teaching self-efficacy on the TAs’ profession retention was pivotal, but controversial, when taking their previous majors into account. Implications for the sustainable development of L2 Chinese teachers were discussed.

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