From Silence to Talk: Cross-Cultural Ideas onStudents Participation in Academic Group Discussion

Jones, Jeremy F

doi:10.1016/s0889-4906(97)00059-8

Cited by 112 publications

(79 citation statements)

References 7 publications

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“…Cultural awareness has emerged over the last few decades as a significant part of conceptualizing the cultural dimension to language teaching [1], and many learning approaches are culturally determined [2]. For example, teachers may recognise that the reasons for their students' inhibitions are cultural in origin [3].…”

Section: Confucianism and Language Education For Young Learnersmentioning

confidence: 99%

Leading Role of Educators in ELT for Young Learners

2014

Int. J. Emerg. Technol. Learn.

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Abstract-This paper discusses the leading role of Chinese educators in English Language Teaching (ELT) for young learners. English is a global language. ELT for children becomes especially popular in China when English was officially considered compulsory at primary school in 2001. National identity is the presentation of cultural identity, and alien culture helps children understand native culture from the outside perspective. Culture sensitive applications are required to be made in ELT by teachers. Educators' excellent presentation and students' well-established practice lead to full production, bringing the active intake from the passive input.Index Terms-Active Intake, Confucianism, English Language Teaching, Passive Input I. INTRODUCTION English plays a continued dominant role in language education. It is widely used in primary education throughout the world despite constantly changing between generations. Standard English is a global language, clearly considered the first language of the international education system. Many eager learners' passionate love of the language is absolute and they take efforts to make progress shown by increased fluency. Access to English is considered to meet the educational and economic needs of personal development and preparation for employment.English Language Teaching (ELT) programmes spread dramatically throughout China. For Chinese pupils, speaking in fluent English is now the weapon enabling them to have a sufficient say in international affairs. The enormous and explosive growth of ELL has been accompanied by the similarly significant expansion of ELT.Teacher education is one of the key factors of ELT. Teaching for young learners basically depends on cultural expectations about how children adhere to their traditional culture and how they conform to alien culture. ELT is to be done by fostering powerful cultural influence and emphasizing cultural achievements. A separation from exotic culture and native culture is a damaging way forward for both languages since the attainment target is to develop confidence and competence in a wide variety of situations. The educators should provide the ample and suitable opportunities to help children to practice the language both in and outside the classroom, and to learn more about the alien culture. This paper will, first of all, begin by discussing the relationships between Confucianism and language education. Then, we highlight the discussion of how western culture exerts undue influence on education in Confucianism-

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Section: Confucianism and Language Education For Young Learnersmentioning

confidence: 99%

Leading Role of Educators in ELT for Young Learners

2014

Int. J. Emerg. Technol. Learn.

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“…When some of them remain too difficult to solve individually, they are raised at the group discussion sessions which are scheduled on a regular basis (Malmqvist, 2005). This create an opportunity for all participants to meet, listening to their fellow students' viewpoints and findings, and giving their own input after purposeful research and critical analysis, with all participants changing from talking little to speaking more (Jones, 1999). Furthermore, seminars gave all participants a chance to communicate with Aboriginal researchers and experts in the Aboriginal studies.…”

Section: Resultsmentioning

confidence: 99%

Enhancing Intercultural Communication and Understanding: Team Translation Project as a Student Engagement Learning Approach

Ping¹

2015

IES

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This paper reflects on a team translation project on Aboriginal culture designed to enhance university students' intercultural communication competence and understanding through engaging in an interactive team translation project funded by the Australia-China Council. A selected group of Chinese speaking translation students participated in the project and two English books on Australian Aboriginal history and culture were translated to Chinese from August 2011 to May 2012. The two bilingual books were published by Aboriginal Studies Press in May 2013. After the one-year translation project was completed, the author conducted a survey and audio-taped interviews about the participants' translation experience. Using social constructivist theory (SCT), the author coded the data, conducted critical analysis of the contents, and categorised the themes. It was found that the participants not only improved their translation skills through combining theories with practices, but also got better knowledge of Australian Aboriginal cultural tradition and history than before. Having understood cross-linguistic differences, they combined translation theory with practice and raised their intercultural awareness after going through various organized learning activities centring on the translation project. Such an interaction-based student engagement learning approach helped student translators achieve meaningful communication and learner autonomy through individual reflections, group discussions, and seminars. Finally the pedagogical implications of the team translation project were discussed.

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“…Teacher-student power distance under the influence of Asian culture was buffered or partially reduced as a result of indirect contact and discoursal features. If openness is better promoted in classroom-based online projects, learners' affective filters or reservedness can be reduced due to their confidence in commanding L2, which otherwise would have impeded them from pursuing clarifications with regard to teachers' initial feedback (Jones, 1999), and eventually lead to an increase in the occurrences of this feedback type.…”

Section: Provision and Receptivitymentioning

confidence: 99%

Actual and preferred teacher feedback on student blog writing

Chen

2014

AJET

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This research illustrates the provisions and receptivity of teacher feedback in a blogmediated writing project between two colleges. The blog serves as a peer collaboration platform, as well as a mediating tool for teachers to offer timely feedback or prompt student idea exchanges. This paper discusses how teacher feedback may alter in response to students' online writing activities, and examines the reciprocity between the teachers' provision and the students' receptivity. Thirty-four students, two teachers, and two teaching assistants (TAs) participated in the two-semester tele-collaboration. Feedback from the teachers and TAs was categorized by Hattie and Timperley's (2007) taxonomy, which comprises four levels of feedback: the task, the process, self-regulation, and superficial praise. In addition, a new category, mediative feedback, was created to highlight the networked learning. Data were collected from blog message archives, a perception survey, and interviews for qualitative and quantitative analyses. The findings illustrate the evolution of feedback provisions, specifically the addition of mediative feedback type and reduction of superficial comments during online writing tasks. Furthermore, a clear mismatch between the highest rated and most provided feedback type also illustrates the impact of web 2.0 tools on teaching practices.

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From Silence to Talk: Cross-Cultural Ideas onStudents Participation in Academic Group Discussion

Cited by 112 publications

References 7 publications

Leading Role of Educators in ELT for Young Learners

Leading Role of Educators in ELT for Young Learners

Enhancing Intercultural Communication and Understanding: Team Translation Project as a Student Engagement Learning Approach

Actual and preferred teacher feedback on student blog writing

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