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A New Representation of Chinese LearnersHeadless Flies

A New Representation of Chinese Learners: Headless Flies [This chapter explores how students’ experiences of their English lessons in the Qunxi are framed and negotiated by the discourse of English language education in China. I first elaborate on Hall’s theory of representation, through sociocultural views of language and culture and focus on particularly the discursive approach to representation adopted in this book. Within their specific local social, cultural and educational contexts, students form normative understandings of English language pedagogy that are embodied in two Chinese concepts: “substantive knowledge” and “logic of the lesson”. I explain how students’ use of Chinese words and metaphors reveals their perceptions of their teachers’ pedagogical practices. There is a disjuncture between teachers’ and students’ views of good language pedagogy. Language is reflexive, embodied and multidimensional, and the linguistic expressions used by participants in this study reflect norms developed within local social practices. Students’ complex use of Chinese words to describe their English teachers’ pedagogical practices highlights the complicated negotiation process they engage in. Here, language not only produces and exchanges meaning, but it is also the principal means through which our everyday lives are performed and felt.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A New Representation of Chinese LearnersHeadless Flies

Part of the Cultural Studies and Transdisciplinarity in Education Book Series (volume 13)
Luo, Yingmei
Springer Journals — Jul 27, 2021
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24 pages

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Publisher
Springer Singapore
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
ISBN
978-981-16-2151-2
Pages
47 –71
DOI
10.1007/978-981-16-2152-9_3
Publisher site
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Abstract

[This chapter explores how students’ experiences of their English lessons in the Qunxi are framed and negotiated by the discourse of English language education in China. I first elaborate on Hall’s theory of representation, through sociocultural views of language and culture and focus on particularly the discursive approach to representation adopted in this book. Within their specific local social, cultural and educational contexts, students form normative understandings of English language pedagogy that are embodied in two Chinese concepts: “substantive knowledge” and “logic of the lesson”. I explain how students’ use of Chinese words and metaphors reveals their perceptions of their teachers’ pedagogical practices. There is a disjuncture between teachers’ and students’ views of good language pedagogy. Language is reflexive, embodied and multidimensional, and the linguistic expressions used by participants in this study reflect norms developed within local social practices. Students’ complex use of Chinese words to describe their English teachers’ pedagogical practices highlights the complicated negotiation process they engage in. Here, language not only produces and exchanges meaning, but it is also the principal means through which our everyday lives are performed and felt.]

Published: Jul 27, 2021

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