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A New Representation of Chinese LearnersIs This Your Idea of English Teaching?

A New Representation of Chinese Learners: Is This Your Idea of English Teaching? [In this chapter, I describe the inspiration of this book and propose a theoretical framework, Hall’s (1997) “representation theory with a multilingual perspective”, in order to understand Chinese students’ learning experiences in an intercultural education program in China. Through this theoretical lens, I explore how people’s everyday experiences are constructed and mediated through language, discourse and identity, bringing to light the nuances of students’ “situated” learning experiences. This theoretical framework highlights graphic examples of how concepts are created in both Chinese and English, and is also a powerful tool for deconstructing dichotomies between China and the West. The aim of this book is, then, twofold: to show how a novel theoretical lens can help us to understand Chinese university students’ English language learning experiences in Sino-Australian programs in China, and to propose a new methodological and theoretical framework to explore how concepts and theories are constructed in Mandarin Chinese other than English. Thus the book expands research that challenges the supremacy of Western theories and knowledge.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A New Representation of Chinese LearnersIs This Your Idea of English Teaching?

Part of the Cultural Studies and Transdisciplinarity in Education Book Series (volume 13)
Luo, Yingmei
Springer Journals — Jul 27, 2021
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30 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
1 –31
DOI
10.1007/978-981-16-2152-9_1
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, I describe the inspiration of this book and propose a theoretical framework, Hall’s (1997) “representation theory with a multilingual perspective”, in order to understand Chinese students’ learning experiences in an intercultural education program in China. Through this theoretical lens, I explore how people’s everyday experiences are constructed and mediated through language, discourse and identity, bringing to light the nuances of students’ “situated” learning experiences. This theoretical framework highlights graphic examples of how concepts are created in both Chinese and English, and is also a powerful tool for deconstructing dichotomies between China and the West. The aim of this book is, then, twofold: to show how a novel theoretical lens can help us to understand Chinese university students’ English language learning experiences in Sino-Australian programs in China, and to propose a new methodological and theoretical framework to explore how concepts and theories are constructed in Mandarin Chinese other than English. Thus the book expands research that challenges the supremacy of Western theories and knowledge.]

Published: Jul 27, 2021

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