This paper aims to examine the new positioning and new development of Malaysian Chinese educational roles based on the reality with the rise of China, where the Chinese Language has risen in prominence to become a world language. The article points out that it is necessary to reunderstand the advantages of Malaysian Chinese education and re-position its roles due to the inevitable trend of dissemination in the Chinese language to the world. The article suggests that the triple roles of Malaysian Chinese language and the triple functions of Malaysian Chinese education. Malaysian Chinese education should be promoted as a national strategy of Malaysia and to make Malaysia a base to support Chinese education in the nearby countries. Besides, Malaysia should also be a base of Chinese education theoretical construction, standard research and development base, as well as other innovative ideas making for Southeast Asian countries. Palabras clave: Malaysian Chinese education, repositioning, One belt one road initiative [zn] 一带一路倡议背景下马来西亚华文教育功能的新定位 摘要：本文基于中国国力快速提升带来的汉语快速走向世界这一现实和未来预期，审视了马 来西亚华文教育功能的传统定位，即华人内部的华语和中华文化的传承功能。文章指出，在 汉语快速向世界传播的必然趋势下，有必要重新认识马来西亚华文教育的优势，并对其功能 重新定位；提出了马来西亚华语的三重性与华文教育功能的三重性，把发展华文教育上升到 马来西亚国家战略高度来谋划，把马来西亚建成中国以外主要服务东南亚各国汉语教学的重 要基地，把马来西亚建成东南亚国家华文教育理论、标准研发基地等创新观点。 关键词：马来西亚华文教育，新定位，一带一路 How to cite: Yinghui, Wu 吴应辉 & Teng Teng, Yap 叶婷婷 (2019). Repositioning Malaysian Chinese Educational Roles in Alignment with One Belt One Road Initiative. Círculo de Lingüística Aplicada a la Comunicación, 80, 287-302. http://dx.

Writing skills demand the best pedagogical practices to engage students who struggle with essay writing. In line with the fast-paced, ever-evolving digital advancement, instructors are encouraged to transform their teaching method by integrating technology to help to improve students' writing skills. To do so, one of the ways is to adopt technological tools such as collaborative learning tools in their writing courses to make learning more interactive, interesting, and stimulating. This research, therefore, attempts to examine how Padlet can be utilized to transform didactic teaching and learning into innovative pedagogy to create new learning experiences for tertiary undergraduates. The undergraduates were instructed to use Padlet in their writing task, and this provides many opportunities for constructive learning through a resource-based approach where undergraduates learn from one another and the instructor shows well-written examples or incorrect sentences posted by the undergraduates.

In this study, we examine exocentric compounds in Berom; a minority Niger-Congo language that is spoken in parts of central Nigeria and describe the structural and semantic properties of N-V compounds. Basically, the study is designed to achieve three aims: to contribute to the documentation of Berom, to provide the structural classification of exocentric compounds in the language and to provide the semantics of N-V compounds. Contrary to the nominalization process in defining the lexical class of compounds in languages, we show that in Berom compounding, the verbal and adjectival compounds are also attested. Based on a data set of 200 compound words that were previously drawn from Bere Naha (a newsletter publication in Berom), we propose three categories of exocentric compounds in Berom: Nominal Compounds [NC] and Verbal Compounds [VC] and Adjectival compounds and present the structure of each category by showing the class of their constituents. We show that Berom, N-V compounds have a nominal classification that are interpreted as agentive or locative nouns. We conclude that the meaning of Berom N-V compounds may not be solely determined by the sheer interpretation of the constituents of the compound.

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Primarily motivated by the practical question of whether it is feasible to identify the barriers that English instructors would face while cultivating students' intercultural communicative competence (ICC) in a ubiquitous learning (u-learning) environment, the study outlined in this chapter examined English instructors' online teaching experience in terms of their beliefs and pedagogical practice. A mixed-method research design was adopted to collect data from a survey among 110 English as a second language (ESL) instructors in Chinese universities and interviews with five of them. The findings indicated significant tension between Chinese ESL instructors' disposition towards effective intercultural education in a u-learning environment and their deeply held pedagogical conviction that teaching ICC requires face-to-face interactions. The authors, therefore, suggest that Chinese ESL instructors should be equipped with alternative teaching beliefs toward more innovative educational approaches.