Students’ Reparticularization of Chinese Language and Culture at the University of Rwanda Confucius Institute

2018 ◽  
Vol 6 (2) ◽  
pp. 332-348 ◽  
Author(s):  
Amy Stambach ◽  
Kevin Wamalwa
Keyword(s):  
Chinese Language ◽  
Confucius Institute ◽  
Language And Culture ◽  
The University

Research on the Effectiveness of the Confucius Institute (Classroom) Based on Linear Regression Models

2017 ◽  
Vol 7 (9) ◽  
pp. 748
Author(s):  
Fei Song ◽  
Minghui Xu
Keyword(s):  
Linear Regression ◽  
Language Learners ◽  
Regression Models ◽  
Chinese Language ◽  
Current Data ◽  
Linear Regression Models ◽  
Confucius Institute ◽  
Language And Culture ◽  
Function Models ◽  
Chinese Language Learners

China has invested heavily in development of the Confucius Institute (Classroom) for the going-global of Chinese language and culture. And its effectiveness evaluation is an essential reference to the reinvestment on the Confucius Institute (Classroom) development as well as to its budget reallocation. Considering that there were basically no such researches in this field ever before, linear regression models (LRMs) were employed in this paper to research the effectiveness of Confucius Institute and establish fitting function models between inputs and outputs, which could provide a tool to quantitatively evaluate the effectiveness in the future. And in this way, the conclusions could be more objective and bases of resource redistribution more scientific. Based on current data, it is found that the growth of the number of government-sponsored Chinese teachers and volunteers lags behind that of the "rigid Chinese language learners" for more than 2 years; If China invests 1,000 Yuan in the project of "the Salary and Training Fee of Chinese Deans and Teachers (including Volunteers) " , the number of the "rigid Chinese language learners" will rise by 10 to 13; if there is an additional overseas test center in the Confucius Institute (Classroom), the "rigid Chinese language learners" of this semester will rise by more than 5,927; and if there is an additional registered student in the Confucius Institute (Classroom), it will rise by more than 6.

Russian Émigré Ethnographers in Beijing

2021 ◽  
pp. 174-183
Author(s):  
Амир Александрович Хисамутдинов ◽  
Виктор Нуриевич Незамутдинов
Keyword(s):  
Civil War ◽  
Research Methods ◽  
Chinese Language ◽  
Field Research ◽  
Traditional Culture ◽  
Great Contribution ◽  
Language And Culture ◽  
Russian Research

Статья посвящена работе русских исследователей по изучению традиционной культуры Китая, которое началось в Пекинской духовной миссии и российском посольстве в Пекине и было продолжено русскими эмигрантами, оказавшимися в Китае в ходе Гражданской войны в России и после нее. Большой вклад в изучение этнографии Китая внес Иван Серебренников. Особенно важной является его работа, основанная на полевых исследованиях и интервью, об албазинцах, потомках русских первопроходцев. Очень многое в изучении Китая сделали русские дипломаты, служившие в российском посольстве в Пекине: Иван Коростовец, Яков Бранд, Николай Колесов и др. Этнографическими исследованиями в Китае, связанными часто с педагогической деятельностью, занимались и эмигранты из России: Сергей Широкогоров, Иван Гапанович, Сергей Полевой и др. Их многолетнее погружение в китайский язык и культуру создало благоприятные условия для исследований и принесло результаты в виде научных трудов, которые востребованы и сегодня. Они оказали влияние и на китайских деятелей науки и культуры, знакомя их с русскими методами исследований. К сожалению, до сего дня сохранилось не так много публикаций о традиционной культуре Китая, изданных на русском языке. Большое количество работ осталось в рукописях, которые хранятся в зарубежных собраниях, что делает их труднодоступными для российских исследователей. Основанная на материалах, выявленных в иностранных архивах и библиотеках, данная статья сообщает ранее неизвестные факты об изучении этнографии Китая русскими. This article is devoted to the work of Russian researchers on the traditional culture of China which began at the Beijing Theological Mission and the Russian Embassy in Beijing and was continued by Russian émigrés who ended up in China during and after the Civil War in Russia. Ivan Serebrennikov was one who made a great contribution to the study of the ethnography of China. Especially important is his work about the Albazinians, descendants of Russian pioneers, which was based on field research and interviews. Russian diplomats who served at the Russian Embassy in Beijing - Ivan Korostovets, Yakov Brand, Nikolai Kolesov and others - did a lot of research on China. Émigrés from Russia, often associated with pedagogical activity, also engaged in ethnographic rearch in China. These included: Sergei Shirokogorov, Ivan Gapanovich, Sergei Polevoy and others. They influenced Chinese cultural scientists, introducing them to Russian research methods. Their many years of immersion in Chinese language and culture produced valuable research that is still in demand today. Unfortunately, to this day there are not many works about the traditional culture of China published in Russian. A large number of works have remained in manuscript and are kept in foreign collections, which makes them difficult for Russian researchers to access. Based on material collected from foreign archives and libraries, this article reports on previously unknown material concerning the study of Chinese ethnography by Russians.

Who Speaks for China?

2017 ◽  
Vol 13 (2) ◽  
pp. 181-205 ◽  
Author(s):  
Monica DeHart
Keyword(s):  
Costa Rica ◽  
Language Acquisition ◽  
Chinese Language ◽  
Perceived Value ◽  
Private Ownership ◽  
Confucius Institute ◽  
Instructional Style ◽  
Ownership Choice ◽  
Public Versus Private ◽  
Ethnographic Analysis

AbstractDrawing on ethnographic analysis of a Confucius Institute and two private schools, this article analyzes how diverse Chinese language institutes in Costa Rica have sought to capitalize on a growing local interest in learning Mandarin Chinese. It argues that a shifting global geopolitics has increased the perceived value of Chinese language acquisition and, thus, the stakes for language institutes seeking to assert their cultural authority as legitimate purveyors of Chinese and Chineseness. Through analysis of these schools’ projected identities and pedagogical styles, I show how they distinguish themselves from one another on the basis of public versus private ownership, choice-based versus authoritarian instructional style, and Taiwanese versus Mainland or diasporic roots. Building on the concept of the “Sinophone,” I highlight both the diversity of the forms and locations of Chineseness these initiatives represent and their implications for who can legitimately speak for China in Costa Rica.

scholarly journals Poetry in Teaching Grammar to the Advanced Users of Polish as a FL

2019 ◽  
Vol 5 (1) ◽  
pp. 55-72
Author(s):  
Marzena S. Wysocka
Keyword(s):  
Language Awareness ◽  
Teaching Literature ◽  
Advanced Learners ◽  
Language And Culture ◽  
Teaching Context ◽  
Polish Language ◽  
The University ◽  
Written Assignments ◽  
Teaching Grammar ◽  
Insight Into

The article offers an insight into problematic issues the advanced learners of Polish as a FL cope with in terms of grammar in speaking and writing. It opens with a brief insight into teaching literature, poetry including, in a FL classroom. What follows includes types of poems and their potential to be used in the teaching context, mainly when teaching grammar. Having presented  the scope of linguistic problems experienced by the users of Polish as a FL, the type and frequency of grammatical problems are discussed. Polish grammar-based issues the foreigners struggle with constituted the main area of the research conducted among 146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland. The findings come from oral and written assignments produced by the sample in question, and, most frequently, reflect grammatical mistakes that are persistent and difficult to eliminate from the linguistic repertoire. Given that,  ways of using poetry as a means of a “grammar refresher” are suggested. These include a few examples of activities based on poems to be used  when trying to overcome particular linguistic difficulties, together with implications for teachers raising students’ language awareness and developing reflection on language per se.

scholarly journals Information literacy challenges for Chinese PhD students in Australia: A biographical study

2012 ◽  
Vol 6 (1) ◽  
pp. 3 ◽  
Author(s):  
Jinghe Han
Keyword(s):  
International Students ◽  
Information Literacy ◽  
Relational Model ◽  
Complex Nature ◽  
Language And Culture ◽  
Biographical Approach ◽  
Significant Life ◽  
Biographical Study ◽  
The University ◽  
Research Studies

This study explored the information literacy (IL) development of international higher degree research (HDR) students from China as they undertook their research studies in an Australian university. International HDR students need advanced IL skills to complete their research degree. However, IL research and training in western countries has tended to regard international HDR students no differently from their undergraduate counterparts. That is, there has been a focus on basic information skills rather than considering the more complicated and advanced IL needs within a research context. The project presented in this paper aimed to explore this gap. Three international PhD students from China participated in this research. A biographical approach was used to collect the data, and a total of 222 reflective accounts were collected from the participants over a period of fifteen months. In these reflections, they recorded significant life and study experiences at the University of Western Sydney. This approach allowed the participants freedom to express their thoughts and feelings without interruption and enabled them to speak frankly and freely without prejudice. The approach to data analysis underpinning this study was based on Bruce’s (1997) relational model of IL. The findings indicate that these international HDR students experience significant difficulties in developing their IL skills during their research studies in their western university. The complex nature of research study, which demands high levels of IL, significantly contributes to these difficulties, as do the different language and culture of international students which pose additional challenges to their information use. This article concludes with recommendations for research supervisors and librarians to consider in the provision of IL education for international students.

Chinese language and culture

Chinese ◽  
2010 ◽  
pp. 115-146
Author(s):  
Chaofen Sun
Keyword(s):  
Chinese Language ◽  
Language And Culture

How are we to understand the ‘intercultural dimension’?

2007 ◽  
Vol 30 (1) ◽  
pp. 4.1-4.21 ◽  
Author(s):  
Jonathan Crichton ◽  
Angela Scarino
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Government Policy ◽  
Teaching And Learning ◽  
Student Mobility ◽  
South Australia ◽  
Educational Quality ◽  
Major Focus ◽  
Language And Culture ◽  
The University

The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’. In this paper, we examine how we are to understand the ‘intercultural dimension’ in higher education. Our approach is based on an analysis of current constructions of this dimension, to argue that these constructions are neither individually nor in combination capable of meeting the challenge of internationalisation. Drawing on recent studies undertaken at the University of South Australia, we propose culture as ‘intercultural’ as an alternative construction.

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