A New Representation of Chinese Learners

Beschreibung

This book examines Chinese tertiary students' experiences of learning English in Sino-Australian programs in China. Using an institutional ethnography, the book examines one well-established Sino-Australian program based at a Chinese university. The book explores the ways that participant students used the Chinese words, tropes and their meanings to describe their English learning experiences with both local Chinese and foreign English teachers. This book introduces an innovative theoretical framework, “representation theory with a multilingual perspective”, to analyse how Chinese students' everyday experiences are constructed and mediated through language, discourse and identity. This framework also highlights graphic examples of how concepts are created in both Chinese and English, and thus serves as a powerful tool for deconstructing dichotomies between China and the West. The aim of this book is, then, two-fold: to show how a novel theoretical lens can help us to developmore nuanced understandings of Chinese students, and to propose a new methodological and theoretical framework through which one can challenge the monolingual subjectivity and parochial views of both Chinese and Western conceptions.

This book examines Chinese tertiary students' experiences of learning English in Sino-Australian programs in China. Using an institutional ethnography, the book examines one well-established Sino-Australian program based at a Chinese university. The book explores the ways that participant students used the Chinese words, tropes and their meanings to describe their English learning experiences with both local Chinese and foreign English teachers. This book introduces an innovative theoretical framework, “representation theory with a multilingual perspective”, to analyse how Chinese students' everyday experiences are constructed and mediated through language, discourse and identity. This framework also highlights graphic examples of how concepts are created in both Chinese and English, and thus serves as a powerful tool for deconstructing dichotomies between China and the West. The aim of this book is, then, two-fold: to show how a novel theoretical lens can help us to developmore nuanced understandings of Chinese students, and to propose a new methodological and theoretical framework through which one can challenge the monolingual subjectivity and parochial views of both Chinese and Western conceptions.

Addresses issues of dichotomisation between China and the West in theory and knowledge construction Provides a new theoretical framework to explore nuances of Chinese learners Adds a new perspective for researching multicultural and multilingual education phenomenon

Autor*in

Yingmei Luo

Themen in »A New Representation of Chinese Learners«

Chinese learners learning English Chinese students' lived experiences in learning English Chinese learners and English learning experiences transnational higher education representation theory multilingual awareness English language pedagogy discourse analysis of chinese learners multilingual production of knowledge multicultural production of knowledge learning English in Sino-Australian programs Sino-Australian programs in China TESOL and Chinese learners

Stimmen zu »A New Representation of Chinese Learners«

"This book powerfully positions Chinese learners of English at the crisscross of multilingual, transcultural, and inter-pedagogic zones. Contextualised in a well-established Sino-Australian Transnational Higher Education program, Luo’s ethnographic analysis of rich, triangulated data sources prods and probes the collusions and collisions between the local and the Other(ed), the representation and reflexivity of Chinese learners, and the attractions and distractions of the East-West penetrations. Despite the current disruptions and uncertainties brought about by the global pandemic, Luo’s book sustains its value in transborder context of language learning and teaching." — Guanglun Michael Mu, Principal Research Fellow & Associate Professor, Queensland University of Technology, Australia
"Luo complicates current understandings of Chinese learners of English in diverse multilingual, intercultural, and transnational contexts. Her innovative integration of representation theory with post-monolingual research methodologies allows her to grapple with both the value and violence of Western TESOL pedagogies in globalised higher education programs. In particular, Luo’s book offers a novel theoretical lens, through which researchers situated in various sociocultural and educational contexts are able to construct and validate their own educational concepts and knowledge." Luo complicates current understandings of Chinese learners of English in diverse multilingual, intercultural, and transnational contexts. Her innovative integration of representation theory with post-monolingual research methodologies allows her to grapple with both the value and violence of Western TESOL pedagogies in globalised higher education programs. In particular, Luo’s book offers a novel theoretical lens, through which researchers situated in various sociocultural and educational contexts are able to construct and validate their own educational concepts and knowledge." — Angel M. Y. Lin, Professor & Canada Research Chair in Plurilingual and Intercultural Education, Simon Fraser University  
()

Details

Link teilen