Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study

2020 ◽  
pp. 136216882097146
Author(s):  
Hongjing Liao ◽  
Yanju Li
Keyword(s):  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Education ◽  
Three Dimensional ◽  
Teaching Approaches ◽  
College English ◽  
Face To Face ◽  
Mixed Analysis ◽  
Language Classrooms ◽  
Pedagogical Approaches

Integrating intercultural competence in foreign language classrooms has been emphasized in China, yet scant explicit guidance currently exists on how to teach intercultural competence in college English courses. This study aimed at comparing and contrasting intercultural pedagogical approaches used by instructors in English courses for non-English majors, as well as teaching feedback provided by students enrolled in such courses. This study applied a sequential exploratory mixed research design. Methods such as face-to-face interviews and teaching and learning related document analyses were utilized to collect data, and generated qualitative and quantitative data. Three-dimensional meta themes emerged in mixed analysis, categorizing pedagogical approaches and teaching styles of individual instructors. Student feedback revealed learning experiences and difficulties of the teaching approaches.

Simulation Rhetoric and Activity Theory: Experiential Learning in Intercultural Simulations

2019 ◽  
Vol 49 (2) ◽  
pp. 213-231 ◽  
Author(s):  
Junhua Wang
Keyword(s):  
Activity Theory ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Technical Communication ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Teaching Approaches ◽  
Classroom Context ◽  
Study Abroad Programs ◽  
Theoretical Understanding

In the field of intercultural business and technical communication, intercultural communication has been a regular topic in curriculum for decades; various teaching approaches exist for developing students’ cultural awareness and helping them achieve a theoretical understanding about the concept of culture, cultural differences, and cultural conflict. But quite often teaching and learning are limited in the classroom context, although it is true that study abroad programs are available for a small group of students. As a result, students do not have enough opportunities to interact with members of other cultures, which limits students’ potentials for gaining intercultural competence. This study explores the rhetorical nature of simulations, defines the perspective of using activity theory as a framework to understand the learning process occurring in simulations, and provides an intercultural simulation example to explain how instructors can incorporate simulations into the business and technical communication curriculum.

scholarly journals Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning

2015 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Fauzi Miftakh
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Students ◽  
Students Attitudes

This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.Keywords: interculural language learning, intercultural competence, English as a foreign language.

Supporting making online: the role of artifact, teacher and peer interactions in crafting electronic textiles

2020 ◽  
Vol 121 (5/6) ◽  
pp. 381-390
Author(s):  
Gayithri Jayathirtha ◽  
Deborah Fields ◽  
Yasmin B. Kafai ◽  
Joseph Chipps
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Peer Interactions ◽  
Three Dimensional ◽  
School Closure ◽  
Electronic Textiles ◽  
Content Type ◽  
Face To Face ◽  
Science High School

Purpose The purpose of this paper is to report changes when a classroom-based makerspace moved from face-to-face to an online setting. Design/methodology/approach To better understand changes in teaching maker activities, as they move from face-to-face to online contexts, the authors analyzed video and interview data from six weeks of an introductory computer science high school classroom (38 youth) that was implementing an electronic textiles unit, shifting to asynchronous online teaching and learning during the March 2020 state-wide school closure because of the pandemic. The authors analyzed field notes and videos of face-to-face and online interactions between the teacher and his students in learning to craft and code their electronic textiles projects. Findings The analysis revealed changes in the role of physical and code artifacts, in improvising teaching, and channels for communication between the teacher and students. Research limitations/implications This study discusses the implications for future pedagogical design and research efforts, as the authors continue to engage youth and work toward designing equitable learning opportunities with maker activities online. Originality/value In maker activities such as electronic textiles, youth design, sew and program circuits to make personalized three-dimensional, textile artifacts. However, nearly all research on supporting and teaching making has been conducted in face-to-face settings.

scholarly journals Task-based Approach to Develop Intercultural Communicative Competence in College English Education

2019 ◽  
Vol 10 (6) ◽  
pp. 1279
Author(s):  
Lingling Cai ◽  
Junlu Lv
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Education ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
College English ◽  
English Class ◽  
Theoretical Foundations ◽  
And Task

Intercultural communicative competence (ICC) is a hot topic in foreign language teaching and learning. This paper discusses about task-based approach to develop students’ intercultural communicative competence in SUSE English class. In so doing, this paper provides theoretical foundations of concepts about intercultural communicative competence and task-based approach. Meanwhile, this paper describes the feasible tasks used in real class and find it is possible to develop students’ intercultural communicative competence in Chinese educational context.

scholarly journals Ethnographic approaches to developing intercultural competence through intercultural interactions in the higher education context in China

2020 ◽  
pp. 11-36
Author(s):  
Yi’an Wang ◽  
Liyang Miao
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Classroom ◽  
Language Classrooms ◽  
Intercultural Interactions

With the recent developing trend of redefining ‘culture’ across disciplines in intercultural and foreign language education (Corbett, 2003; Shaules, 2007; Spencer-Oatey & Franklin, 2010), it is widely agreed that culture requires a broader definition to improve the teaching and learning of it. Wilkinson (2012) suggests “a redefinition of culture in anthropological rather than aesthetic terms” (p. 302) to ensure that intercultural and language learning leads to Intercultural Competence (IC). Others (Buttjes, 1991; Risager, 2006) also note the importance of anthropological conceptualization when culture is taught in foreign and/or second language classrooms, because motivation to learn the language is increased. Byram (1991) similarly emphasized the need to include active ‘cultural experience’ in the foreign language classroom, and provided examples including cooking and geography lessons, in which students learn about the food and geography of the country whose language they are studying. A crucial element in research within the anthropology field is ethnography. Thus, to achieve a fuller understanding of culture “as the full gauntlet of social experience that students of foreign languages both learn and participate in” (Wilkinson, 2012, p. 302), including Holliday's (2004) concept of ‘small culture’, students should take on the role of ethnographer too; ethnography practices, in a variety of forms, have become central to intercultural approaches to culture and language teaching and learning (Corbett, 2003).

Building a Model for Online Distance Courses Through Social Media and Networks

2012 ◽  
Vol 3 (3) ◽  
pp. 81-94 ◽  
Author(s):  
Ed Dixon
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Digital Literacy ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Spaces ◽  
Face To Face ◽  
The Face ◽  
Online Distance

This article describes the affordances of social media and networks for online Elementary German courses that have been taught at the University of Pennsylvania since 2010. These online courses were created to provide students the opportunity to take Elementary German as part of the language requirement for Penn credit during the summer months when students are away from campus. Like their face-to-face counterparts, the online courses are grounded on the principles of communicative language teaching and learning but clearly reveal the potential of these principles to maximize participation, promote learner autonomy and influence student outcomes when applied to collaborative online learning spaces. This paper explains the pedagogy behind the online courses, outlines their relationship to the face-to-face language classroom, and describes how student interactions are key to the learning process. It considers the importance of electronic and digital literacy (Warschauer, 2006) to the growth of new methodologies, materials development, assessment, articulation, intercultural competence, and student progress. This paper also compares the instructor’s experiences of teaching in the online environment with those of the face-to-face classroom and discusses how these distinct and separate learning spaces are in many ways related and can inform each other. Finally, the author considers new possibilities for language learning through emerging technologies.

scholarly journals The Review of Learner’s Autonomy towards Learning English as a Foreign Language among College Students in China

2021 ◽  
Vol 23 ◽  
pp. 103-113
Author(s):  
Hui Zhang
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Education ◽  
College English ◽  
Main Factors ◽  
Learning English

Learner’s autonomy has changed many aspects of society. At the same time Learner’s autonomy has become one of the most popular issues in education, especially in language learning. A large number of countries come to realize the importance of the learner’s autonomy in colleges and the significance of mastering the knowledge and basic skills of it in education. China is no exception. Since China has a considerable amount of English learners, more and more teachers, experts and organizations begin to pay attention to learner’s autonomy in the language teaching and learning process, which has been regarded as some kind of improvement and reform in the field of education. Therefore, research on learner’s autonomy towards learning English as a foreign language among college students in China is very important. This paper is divided into seven parts: the first part is the background of College English learner’s autonomy in China; the second part explains the main factors influencing the learner’s autonomy; the third part describes the different approaches to increase learner’s autonomy; the fourth part focuses on the current problems in learner’s autonomy; the fifth part is about solutions to solve the problems; the next part states the application of learner’s autonomy; the last part is the conclusion. All in all, this paper attempts to contribute to the growing understanding of learner’s autonomy, especially towards English teaching and learning among college students in China, which will be extremely beneficial for the improvement of quality of English education, and hopefully offer some references for the future researches in this area.

scholarly journals THE IMPLEMENTATION OF ONLINE DISCUSSION BY USING A LEARNING MANAGEMENT SYSTEM (www.nicenet.org)IN THE LITERATURE COURSE ENGLISH STUDY PROGRAM OF UM METRO

2017 ◽  
Vol 5 (2) ◽  
pp. 33
Author(s):  
Lilis Sholihah
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Education ◽  
Online Discussion ◽  
Media Technology ◽  
Study Program ◽  
Face To Face ◽  
Literature Class ◽  
Learning By Using

Rapid technological changes, making language learning does not recognize the time and places. This means that language learning can be done everywhere and everytime without face-to-face environment. Teaching and learning process without conducting in a face to face environment are rarely happen. One of the way learning can be doing in an online situation by using internet facilities. Nevertheles, the idea of internet based teaching has been renowned all over the world, at least teachers and lecturers shouls be familiar with it. However, most of the lecturers in Indonesia have not applied  online learning without  because learning with media technology is not yet a common practice. There are several reasons why online learning (internet based teaching) have not been carried out, such as lack of knowledge of lecturers in the use of internet facilities, second, classroom learning is still considered more effective than learning by using internet media. Third, limited internet access at home. Referring to this, the authors felt it was important to conduct research on technology-based learning or  Internet-based teaching. The title of the research is the effectiveness of online discussion and face to face discussion in the Literature class in  English education study program of Muhammadiyah University of Metro. The purpose of this research is to explain the implementation of Online Discussion by using www.nicenet.orgin the Literature course especially Prose subject of English Study Program UM Metro. This study used analysis method by explaining the process of online discussion done by sixth semester students of English department of UM Metro. The result of the study showed that the students could follow the instruction of the course by giving some comments on discussion forum. Based on the questionnaire distributed to the students showed that learning by using online discussion is very fun and can improve students’ writing ability.

scholarly journals Emergency Remote Teaching during COVID-19 Pandemic: Roles of Educators in Malaysia

2020 ◽  
Author(s):  
Jowati Juhary
Keyword(s):  
Statistical Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Sudden Change ◽  
Higher Learning ◽  
New Normal ◽  
Face To Face ◽  
Pedagogical Approaches

This chapter responds to the needs of educators in preparing to teach online fully due to the pandemic, COVID-19. This scenario becomes the new normal in the teaching and learning process during the COVID-19 pandemic. The main objective of this chapter is to investigate the roles of educators in one public higher learning institution in Malaysia during emergency remote teaching due to the COVID-19 outbreak. Emergency remote teaching is argued to be the answer to the sudden change from face-to-face teaching to a fully online teaching environment. Data for this chapter were collected through an online survey distributed to potential respondents. Adopting a case study and quantitative approach to research, descriptive and inferential statistical analysis were conducted and presented. Preliminary findings suggest two key challenges. Firstly, educators were ready to embark on transformative emergency remote teaching. Nonetheless, they were not sure of the differences between emergency remote teaching and online teaching; these two have different pedagogical approaches. Secondly, and perhaps most importantly, educators were able to use appropriate platforms and applications during the pandemic; however, they did not have ample time to study other platforms and applications. By this, the author argues that some educators have various options to choose from but may lack the knowledge and understanding on how these options work best. In accepting the new normal in teaching and learning, educators must be open to new and creative strategies to engage students during 100 percent online learning.

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