Educational discourse and knowledge construction in family language policy: the case of a Korean transnational family

Lee, Hakyoon; Pang, Myoung Eun

doi:10.1080/01434632.2021.1996581

Cited by 2 publications

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“…A number of authors (De Boer & Kuijper, 2021) emphasize that students have the problem of social participation, which necessitates providing them with appropriate individual or group support. The problem is the limited daily applied strategies of teachers aimed at ensuring the social participation of students, assistance in solving their social and emotional problems (Lee, 2021; Lee & Pang, 2021; De Leeuw et al, 2020; Wasonga, 2005). In this regard, it seems relevant to develop curricula for the training and advanced training of teachers, taking into account this aspect (De Boer & Kuijper, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Algunos autores (De Boer & Kuijper, 2021) subrayan que los estudiantes tienen dificultades con la participación social, que requiere de un apoyo adecuado tanto grupal como individual. En este sentido, el problema es la escasa aplicación cotidiana, por parte de los docentes, de estrategias dirigidas a fomentar la participación social de los estudiantes y de apoyo para resolver sus problemas emocionales y sociales (Lee, 2021; Lee & Pang, 2021; De Leeuw et al, 2020; Wasonga, 2005). Así pues, sería relevante desarrollar el currículum para la preparación y formación avanzada de los docentes, teniendo en cuenta este aspecto (De Boer & Kuijper, 2021).…”

Section: Revisión De La Literaturaunclassified

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Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales)

Jian-ping

Lepeyko

2023

Culture and Education

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Globalization significantly impacts social characteristics of the educational environment, which is becoming increasingly multicultural not only on university campuses but also in the online space, which makes it necessary for teachers to develop intercultural competence and sensitivity. The study aimed to investigate the peculiarities of Chinese college teachers' intercultural sensitivity development. 96 teachers took part in the study. A communicative training aimed at increasing intercultural sensitivity was developed and its indicators were measured in dynamics, before and after the training. The research methodology was based on socio-cultural, group and personal factors of intercultural competence. The Intercultural Sensitivity Scale by Hukhlaev and Chibisova, modified by Logashchenko, and the Ethnonational Attitudes Scale by Hukhlaev, Kuznetsov and Tkachenko were used. Passing the communicative training had a positive impact on the intercultural sensitivity of the studied teachers, contributing to the formation of their optimal and adequate attitude to intercultural differences and a more tolerant attitude towards representatives of other ethnic groups. RESUMENLa globalización impacta significativamente en las características del entorno educativo, que cada vez es más intercultural, no solo en los campus universitarios sino también en el ciberespacio, por lo que es necesario que los docentes desarrollen su sensibilidad y competencias interculturales. El objetivo de este estudio es investigar las peculiaridades del desarrollo de la sensibilidad intercultural de los docentes universitarios en China. En el estudio participaron 96 docentes, que completaron un programa de formación comunicativa desarrollado para incrementar su sensibilidad cultural. Se midieron diversos indicadores antes y después de la formación. La metodología de la investigación se basó en factores socioculturales, grupales y personales de la competencia intercultural. Se hizo uso de las siguientes escalas: Escala de

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Section: Literature Reviewmentioning

confidence: 99%

Section: Revisión De La Literaturaunclassified

Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales)

Jian-ping

Lepeyko

2023

Culture and Education

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Conceptualisation of family and language practice in family language policy research on migrants: a systematic review

et al. 2023

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Family language policy (FLP) is increasingly recognised as a distinct domain of language policy concerned with the family as an arena of language policy formulation and implementation. While FLP is a relatively new research area, its conceptualisation of family and language practice requires re-examination due to social changes and technological developments, including the expansion of digital communication within families and the rise of globally dispersed families a product of global migration and transnationalism. In this systematic review of migrant FLP research, we investigate how the notions of family and language practice are conceptualised in research. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we identified a total of 163 articles for analysis. Our analysis reveals that the majority of studies were conducted in nuclear families, i.e., those consisting of a father, a mother, and one or more children. Studies also tend to conceptualise the family as fixed and physically located in one place. Paradoxically, around half of the studies acknowledge the presence of geographically dispersed family relations, but this does not necessarily affect their conceptualisation of what comprises a family. Language practice was conceptualised as physical and face-to-face communication in 51% of instances, with only 11% incorporating an analysis of digital communications. Based on our review, we recommend that FLP researchers researching migrant families reconceptualise the family as geographically dispersed and language practice as digital and multimodal when necessary. Such a reconceptualisation will help researchers understand the hitherto underexamined contributions of dispersed family members and multimodal digital communications in migrant FLP.

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Educational discourse and knowledge construction in family language policy: the case of a Korean transnational family

Cited by 2 publications

References 36 publications

Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales)

Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales)

Conceptualisation of family and language practice in family language policy research on migrants: a systematic review

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