Meeting the Needs of Chinese English Language Learners at Writing Centers in America: A Proposed Culturally Responsive Model

Wang, Peizhen; Machado, Crystal

doi:10.32674/jis.v5i2.431

Cited by 13 publications

(10 citation statements)

References 38 publications

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“…Cross-cultural psychological researchers explained the different cognitive styles through the constructs of individualism and collectivism (Hofstede, 1984;Wang & Machado, 2015). Hofsted (1980) found that people raised in Western developed countries (e.g., the U.S., Canada) have high levels of individualism, whereas people from East Asian countries (e.g., China, Thailand) have high levels of collectivism.…”

Section: Individualism Vs Collectivismmentioning

confidence: 99%

Critical thinking: A western guise or a thinking, cultural, and pedagogical fatigue

Qasserras¹,

Qasserras²

2023

World J. Adv. Res. Rev.

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The argument that non-western countries lack or do not have critical thinking has ushered in a strong scholarly debate. Several scholars perceived this statement as ‘Othering’ lacking evidence and mired in ethnocentric dogma. Indeed, this paper is to redefine CT, indicating it is not culture-specific and is not necessarily a western legacy. CT has evolved and developed across different civilizations, even long before the Greeks. This study interprets CT as critical intelligence, learnable and transformable, with emphasize on its linguistics determinism; meaning that any language with a question structure enables its people to activate this critical intelligence and master it through practice. However, culture still plays a potent role in shaping the CT style.

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Section: Individualism Vs Collectivismmentioning

confidence: 99%

Critical thinking: A western guise or a thinking, cultural, and pedagogical fatigue

Qasserras¹,

Qasserras²

2023

World J. Adv. Res. Rev.

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“…In an attempt to make the staff feel included in the process, a researcher who specialises in internationalisation was invited to a seminar that discussed the concept of internationalisation, internationalisation in higher education and the curriculum and also teaching in English. The pedagogical literature addresses issues of high-level adult English language learners (ELLs) and English as a second language in higher education (Kuteeva, 2011;Gustafsson, 2011;Kanno and Cromley, 2013;Wang and Machado, 2015). At the seminar, the invited guest seminar leader and internationalisation expert Hedda Söderlund spoke about initiatives in public service agreements, Bologna process documents, the Swedish Higher Education Authority, the Higher Education Act and the Higher Education Ordinance, university and faculty missions, visions and strategic plans, et cetera.…”

Section: Initial Steps In the Internationalisation Processmentioning

confidence: 99%

Internationalising the Curriculum: Benefits and Challenges in a Swedish Case

Fritz

2022

JoTL

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Global experience and internationally enriched learning environments are increasingly valued in today’s higher education. To meet these demands, a curricular reform was initiated to internationalise the Master’s Programme at the Department of Criminology at Malmö University. International research collaborations were already well established and bilateral exchange agreements existed but were used to a limited extent due to language obstacles. Swedish students went abroad, but this was not reciprocated. English was therefore introduced as the medium of instruction. This paper describes the plan to implement this internationalisation process and its subsequent effectuation. The process included an external market analysis, support seminars and workshops for both students and teaching staff, and a brief process evaluation. Finally, the paper presents post-process reflections and concluding remarks from a group of domestic and international students in the programme, as well as from an external review panel that assessed the educational quality of the programme.

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“…Cross-culture psychological researchers explained the different cognitive styles through the constructs of individualism and collectivism (Hofstede, 1984;Wang & Machado, 2015). Hofsted (1980) found that people raised in Western developed countries (e.g., the U.S., Canada) have high levels of individualism, whereas people from East Asian countries (e.g., China, Thailand) have high levels of collectivism.…”

Section: Individualism Vs Collectivismmentioning

confidence: 99%

“…In contrast, collectivism values harmony and relationships. People seek to maintain group harmony to avoid contradictions (Wang & Machado, 2015). Results from studies pertaining to the Chinese educational system indicated that Chinese students were less encouraged to question teachers' authority (Coleman, 1996;Li, 2012;Zhou, 2018).…”

Section: Individualism Vs Collectivismmentioning

confidence: 99%

Cultural Differences in Critical Thinking Style: A Comparison of U. S. and Chinese Undergraduate Agricultural Students

Burris

Baker

et al. 2021

JIAEE

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This study aimed to compare critical thinking styles between students studying agriculture in the U.S. and China. A survey of critical thinking styles was administered to two groups of students in U.S. (n = 104) and China (n = 103). Multivariate analysis of variance (MANOVA) was applied to determine if there were significant differences in critical thinking styles between the two groups. Results indicate that U.S. students tended to prefer an engaging critical thinking style, whereas Chinese students tended to prefer an information seeking critical thinking style. These differences between critical thinking style preferences may be explained by students’ cultural backgrounds. This study can help agricultural educators understand the differences in critical thinking style preferences among culturally-diverse students. Further, it provides empirical evidence to guide agricultural educators seeking to adopt effective pedagogical approaches to cultivate critical thinking among students from diverse cultural backgrounds. This study provides fresh insight into the individualism and collectivism theory by explaining the cross-cultural differences in critical thinking style between U.S. and Chinese agricultural students. Keywords: agricultural education, critical thinking style, international agricultural student, cross- cultural

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Meeting the Needs of Chinese English Language Learners at Writing Centers in America: A Proposed Culturally Responsive Model

Cited by 13 publications

References 38 publications

Critical thinking: A western guise or a thinking, cultural, and pedagogical fatigue

Critical thinking: A western guise or a thinking, cultural, and pedagogical fatigue

Internationalising the Curriculum: Benefits and Challenges in a Swedish Case

Cultural Differences in Critical Thinking Style: A Comparison of U. S. and Chinese Undergraduate Agricultural Students

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