Appropriate pedagogy

Kramsch, Claire; Sullivan, Patricia A.

doi:10.1093/elt/50.3.199

Cited by 182 publications

(102 citation statements)

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“…In a cautiously general characterization, the Vietnamese culture and people can be said to exhibit collectivist orientation and interdependent tendencies (see Jamieson, 1993;Kramsch and Sullivan, 1996). This is perhaps an even more reliable statement in the context of education, where students are expected to work together and help each other.…”

Section: Discussionmentioning

confidence: 99%

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A Case Study of a Distance Degree Program in Vietnam

Fägersten

2014

Cases on Professional Distance Education Degree Programs and Practices

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The English Department at Högskolan Dalarna, Sweden, participates in a distance learning program with the Faculty of Education at Vietnam National University. Students who enroll in this program are teachers of English at secondary or tertiary institutions, and will study half-time for two years to complete a Master"s degree in English Linguistics. The distance program, adapted specifically to accommodate the Vietnamese students in terms of cultural differences as well as inexperience with distance methodology, is characterized by three design features: testing, technical training, and fostering a community of learners. The design of the courses also reflects a learner-centered approach that addresses common problem areas in distance education by promoting interactivity. Central to the overall program is the maintenance of different channels of communication, reflecting an effort to support the students academically and socially, both as individuals and members of a learning community. In this way, the effects of physical and cultural distances are minimized.

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Section: Discussionmentioning

confidence: 99%

“…This is perhaps an even more reliable statement in the context of education, where students are expected to work together and help each other. In their study of English language teaching in Vietnam, Kramsch and Sullivan (1996) identify the notion of "classroom-as-family" as one of three defining aspects of Vietnamese educational culture:…”

Section: Discussionmentioning

confidence: 99%

A Case Study of a Distance Degree Program in Vietnam

Fägersten

2014

Cases on Professional Distance Education Degree Programs and Practices

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“…Recent scholarship, however, suggests that some of the language play and code-switching that occurs in communicative FL classrooms is facilitative of language learning and reveals growing metalinguistic awareness of both systems (Kramsch and Sullivan 1996;G. Cook 1997G.…”

Section: Ideologies Of Language Use In Fl Classroomsmentioning

confidence: 99%

Learning to Play, Playing to Learn: FL Learners as Multicompetent Language Users

Pomerantz

Bell

2007

Applied Linguistics

100

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“…Others have given specific examples which demonstrate the inappropriacy of such an assumption, (Coleman 1987, Holliday1994, 1999Coleman 1996, Kramsch and Sullivan 1996, Thompson 1996 consider what such inconsistencies may imply…”

Section: Culture Clash In Tesol Curriculum Changementioning

confidence: 99%

Giving TESOL change a chance: supporting key players in the curriculum change process

Wedell

2003

System

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The language of 'western' planned and managed TESOL curriculum change aid projects of the 1980s-1990s continues to have a strong influence on the terms in which the objectives of 21 st century, nationally planned TESOL curriculum change projects are expressed. Teachers continue to be expected to make the cultural and professional adjustments needed to enable objectives to be achieved.Many TESOL aid projects achieved their stated objectives only partially. The same remains true now that project planning and management are a local responsibility. An important reason for such limited success, is change planners' failure to understand what support teachers will need, when, and for how long, if they are to make the above adjustments.The paper proposes questions that TESOL curriculum change planners might ask, before finally defining their objectives. Answers to such questions will provide them with information about how teachers (those expected to implement change) are likely to experience the change process. Such information may then be used to establish systems that will help teachers feel supported by their immediate and wider environments, during the critical first few years of the change process, and so enable objectives to be more fully achieved.2

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Appropriate pedagogy

Cited by 182 publications

References 0 publications

A Case Study of a Distance Degree Program in Vietnam

A Case Study of a Distance Degree Program in Vietnam

Learning to Play, Playing to Learn: FL Learners as Multicompetent Language Users

Giving TESOL change a chance: supporting key players in the curriculum change process

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