Exploring pedagogical strategies to integrate a holistic approach to education into ESL classes

Abstract

Holistic education is a popular trend in the midst of various educational reforms, yet little systematic research has been done to consider its application in the teaching of English as a Foreign Language (EFL) and English as a Second Language (ESL) for Asian Chinese learners. According to the New Zealand Ministry of Education, holistic education is defined as an approach to teaching to include the physical, social, emotional, cultural, and cognitive dimensions of a person's growth. Education reform in Taiwan has adopted a Western constructivist approach. However, in Confucian Heritage Culture (CHC), open teacher-student and student-student interactions are not as common as they are in the social constructivist model found in the Anglo-Saxon culture. CHC values social harmony, teachers' authority, and silence to avoid confrontation. Without understanding the affective and social environment in the Western context, holistic education is unlikely to be successfully implemented in Taiwan. The purpose of this research is to understand the contextualization of the holistic environment and pedagogical strategies that nurture student-teacher and studentstudent interactions in a holistic approach to EFL. This study utilized qualitative research methods of observation and in-depth interviews of New Zealand English teachers and observed the pedagogical practices in New Zealand English classes. This research provided effective pedagogical strategies for implementing the social and affective support of a holistic educational approach for Asian EFL students.

Sino‐UK transnational education in China: rhetoric versus reality

“…These language induced problems also affected their motivation the programmes. This was consistent with findings of the QAA audit (2006) and of Jill (2008) and Chiu (2009) that inadequate English language ability presented a serious obstacle for Chinese students studying on UK programmes.…”

“…Focusing on Asian students studying outside their home countries Chiu's (2009) research findings make clear reference to the English teaching methodology which tends to be characterised by dominant culture vales of the host country. However, there is limited research with details on how English language competence affects students' studies on TNE programmes in China, although Zhuang's (2009) findings echoed this issue in his longitudinal live case study on three institutions' TNE partnerships in China over the past ten years.…”

Will a Plant-based Approach Be Sufficient to Address Food Security, Nutritional Adequacy and Sustainability in the Future?

“…This, in turn, may lower the risk of chronic illnesses like cardiovascular disease, type 2 diabetes and certain cancers (Bhatia et al, 2021). For many people, choosing a plant-based diet is also driven by ethical reasons concerning animal welfare and sustainability (Chiu & Lin, 2009). There is a great range of diversity and flexibility in plant-based diets, which can include a wide variety of food options such as fruits, vegetables, whole grains, legumes, nuts and seeds.…”

Human Children, Nonhuman Animals, and a Plant-Based Vegan Future

“…Yet, the fact that veganism is not presently universally attainable, and plant-based agriculture is also in need of serious reform, does not erase the ample evidence attesting to the disproportionate magnitude of animal, human, and planetary violence wrought by animal agriculture and aquaculture. From almost every ethical angle from which food systems can be assessed, a transition away from animal agriculture is required (Chiu and Lin 2009;WFPB 2019;Kemmerer 2019). This chapter argues that advocacy which prioritises humane education is imperative to help actualise this transition.…”