Language Culture And Identity In Two Chinese Community Schools
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| Author | : Sara Ganassin |
| Publisher | : Multilingual Matters |
| Total Pages | : 285 |
| Release | : 2020-04-06 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1788927249 |
This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of ‘language’, ‘culture’ and ‘identity’, the book adopts a ‘bricolage’ approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity – such as the image of Chinese pupils as conformist and deferent learners – that are often repeated both in the media and in academic discussion.
| Author | : Sara Ganassin |
| Publisher | : Multilingual Matters |
| Total Pages | : 197 |
| Release | : 2020-04-06 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1788927230 |
This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of ‘language’, ‘culture’ and ‘identity’, the book adopts a ‘bricolage’ approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity – such as the image of Chinese pupils as conformist and deferent learners – that are often repeated both in the media and in academic discussion.
| Author | : Xiao Lan Curdt-Christiansen |
| Publisher | : John Benjamins Publishing Company |
| Total Pages | : 261 |
| Release | : 2014-07-15 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 9027270244 |
This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the ‘Chinese’ language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics.
| Author | : Fred Dervin |
| Publisher | : Springer Nature |
| Total Pages | : 166 |
| Release | : 2022-10-28 |
| Genre | : Education |
| ISBN | : 981195383X |
This book continues the author’s long-term reflections (over 20 years of scholarship and experience in intercultural communication education) around the fascinating and yet contestable notion of interculturality in education. As an unstable and polysemic notion, interculturality deserves to be opened up again and again and there is a need to engage with it continuously, observing, critiquing and problematizing its complexities. This book urges researchers, students and interculturalists to take the time to think carefully and deeply about interculturality and to find inspiration beyond the dominating ‘Western’ ideological world of intercultural research and education. This book starts from short fragments written by the author for himself over a period of one year. In these short statements and notes about interculturality, the author reflects creatively on the questions he had in mind at the time of writing and offers some (temporary) answers, which, in turn, are questioned and revised. Over the 1000 fragments that the author wrote, he selected about 100, for which he wrote commentaries, referring to and reviewing current research and debates on interculturality in the process. One of the specificities of the book is to be highly multidisciplinary to help us get used to looking for inspiration in other fields of research and creativity. The fragments can be read randomly – the reader may open the book at any page and pick any fragment. The author suggests reading each individual fragment first and then the accompanying explanatory texts. While reading them, the reader is also invited to reflect on any potential addition to what the author wrote – anything they might dis-/agree with, anything they would have wanted to discuss with the author. Questions have been added at the end of each chapter for readers to reflect on and to enrich their own criticality and reflexivity. The book serves as continuous guidance for engaging with interculturality.
| Author | : Halleli Pinson |
| Publisher | : Edward Elgar Publishing |
| Total Pages | : 587 |
| Release | : 2023-12-11 |
| Genre | : Social Science |
| ISBN | : 1839106360 |
Contributing to the shaping of education and migration as a distinct field of research, this forward-looking Research Handbook explores cross-cutting questions on the range of challenges facing education systems, migrant children and students today.
| Author | : Anna Mendoza |
| Publisher | : Channel View Publications |
| Total Pages | : 173 |
| Release | : 2023-03-09 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1800413459 |
This book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.
| Author | : Keengwe, Jared |
| Publisher | : IGI Global |
| Total Pages | : 476 |
| Release | : 2019-06-14 |
| Genre | : Education |
| ISBN | : 1522593497 |
Standardized tests have been selected as a key assessment factor in expanding the academic achievement of the national student population. However, these tests position immigrant students at the risk of academic failure, leading education experts to search for new strategies and teaching models. The Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students is a critical research publication that focuses on research-based pedagogical practices for teaching immigrant students. Edited by a prominent IGI Global editor, this book examines the latest professional development models and assessment practices of English learners (ELs). Covering essential topics such as second language acquisition (SLA), classroom management, teacher education, refugee resettlement programs, and more, this publication is a valuable resource for academicians, professionals, researchers, administrators, faculty, and classroom teachers as the social and academic needs of English language learners continue to present a challenge for many schools and teachers.
| Author | : Nicola McLelland |
| Publisher | : Multilingual Matters |
| Total Pages | : 317 |
| Release | : 2021-11-24 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 180041157X |
This important contribution to the sociolinguistics of Asian languages breaks new ground in the study of language standards and standardization in two key ways: in its focus on Asia, with particular attention paid to China and its neighbours, and in the attention paid to multilingual contexts. The chapters address various kinds of (sometimes hidden) multilingualism and examine the interactions between multilingualism and language standardization, offering a corrective to earlier work on standardization, which has tended to assume a monolingual nation state and monolingual individuals. Taken together, the chapters in this book thus add to our understanding of the ways in which multilingualism is implicated in language standardization, as well as the impact of language standards on multilingualism. The introduction, Chapter 6 and Chapter 8 are free to download as open access publications. You can access them here: Introduction: https://zenodo.org/record/5749388#.YaiwuNDP3cs Chapter 6: https://zenodo.org/record/5749522#.Yaiw-9DP3cs Chapter 8: https://zenodo.org/record/5749586#.Yai0RNDP3cs
| Author | : Chuing Prudence Chou |
| Publisher | : Springer |
| Total Pages | : 371 |
| Release | : 2016-04-06 |
| Genre | : Education |
| ISBN | : 9811003300 |
China’s rise, an increasing emphasis on international education benchmarking, and a global recognition of East Asian countries’ success in this regard have brought the issue of Chinese education to the forefront of public consciousness. In particular, the concept of a “Chinese education model” is one that has sparked debate and quickly become a major focus of education research around the world, especially in light of regional achievements vis-à-vis university rankings, bibliometric indices, the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and other such benchmarks. Chinese Education Models in a Global Age tackles this controversial issue head on by synthesizing a diversity of analyses from a world-class team of twenty-seven authors. It reveals that Chinese education models, which are present in many different geographic and institutional contexts, have an important influence on social and institutional norms as well as individual belief systems and behaviors in China and beyond. The first of its kind, this edited volume establishes a foundation for future research while providing a nuanced and tightly integrated compilation of differing perspectives on the role and impact of Chinese education models worldwide. It is essential reading for all scholars, policymakers, students, parents, and educators interested in the rising demographic and economic influence of people of Chinese descent on education around the world.
| Author | : Veronica Benet-Martinez |
| Publisher | : Oxford University Press |
| Total Pages | : 561 |
| Release | : 2015-08-01 |
| Genre | : Psychology |
| ISBN | : 0199796750 |
Multiculturalism is a prevalent worldwide societal phenomenon. Aspects of our modern life, such as migration, economic globalization, multicultural policies, and cross-border travel and communication have made intercultural contacts inevitable. High numbers of multicultural individuals (23-43% of the population by some estimates) can be found in many nations where migration has been strong (e.g., Australia, U.S., Western Europe, Singapore) or where there is a history of colonization (e.g., Hong Kong). Many multicultural individuals are also ethnic and cultural minorities who are descendants of immigrants, majority individuals with extensive multicultural experiences, or people with culturally mixed families; all people for whom identification and/or involvement with multiple cultures is the norm. Despite the prevalence of multicultural identity and experiences, until the publication of this volume, there has not yet been a comprehensive review of scholarly research on the psychological underpinning of multiculturalism. The Oxford Handbook of Multicultural Identity fills this void. It reviews cutting-edge empirical and theoretical work on the psychology of multicultural identities and experiences. As a whole, the volume addresses some important basic issues, such as measurement of multicultural identity, links between multilingualism and multiculturalism, the social psychology of multiculturalism and globalization, as well as applied issues such as multiculturalism in counseling, education, policy, marketing and organizational science, to mention a few. This handbook will be useful for students, researchers, and teachers in cultural, social, personality, developmental, acculturation, and ethnic psychology. It can also be used as a source book in advanced undergraduate and graduate courses on identity and multiculturalism, and a reference for applied psychologists and researchers in the domains of education, management, and marketing.
