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A New Representation of Chinese Learners“Making Biscuits or Milkshakes”: Towards More Nuanced Understandings of Chinese Learners

A New Representation of Chinese Learners: “Making Biscuits or Milkshakes”: Towards More Nuanced... [In my concluding chapter, I summarise how representation theory with a multilingual perspective can be applied to local Chinese and foreign English teachers’ shared and differentiated philosophies—students as whole persons, teachers as facilitators and procedural teaching of the textbook. This theoretical lens allows us to see how students’ English learning experiences are mediated and framed within three discourses produced in the local context. I emphasise that people’s everyday experiences are the product of situated sociocultural, educational and institutional contexts, and thus the homogenisation or stereotyping of Chinese students should be refused. By showcasing how effective English language pedagogy is defined locally with reference to Chinese concepts, and seeing the nuances of Chinese students’ learning behaviours as embodiments of Chinese discursive constructions, this book provides a novel framework for exploring how theory and knowledge are constructed in languages other than English. Representation theory with a multilingual perspective may enable researchers to access and apply their own social, cultural and historical resources to facilitate the process of knowledge construction.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A New Representation of Chinese Learners“Making Biscuits or Milkshakes”: Towards More Nuanced Understandings of Chinese Learners

Part of the Cultural Studies and Transdisciplinarity in Education Book Series (volume 13)
Luo, Yingmei
Springer Journals — Jul 27, 2021
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13 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
125 –138
DOI
10.1007/978-981-16-2152-9_7
Publisher site
See Chapter on Publisher Site

Abstract

[In my concluding chapter, I summarise how representation theory with a multilingual perspective can be applied to local Chinese and foreign English teachers’ shared and differentiated philosophies—students as whole persons, teachers as facilitators and procedural teaching of the textbook. This theoretical lens allows us to see how students’ English learning experiences are mediated and framed within three discourses produced in the local context. I emphasise that people’s everyday experiences are the product of situated sociocultural, educational and institutional contexts, and thus the homogenisation or stereotyping of Chinese students should be refused. By showcasing how effective English language pedagogy is defined locally with reference to Chinese concepts, and seeing the nuances of Chinese students’ learning behaviours as embodiments of Chinese discursive constructions, this book provides a novel framework for exploring how theory and knowledge are constructed in languages other than English. Representation theory with a multilingual perspective may enable researchers to access and apply their own social, cultural and historical resources to facilitate the process of knowledge construction.]

Published: Jul 27, 2021

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