Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
70
result(s) for
"Tsung, Linda"
Sort by:
Language power and hierarchy : multilingual education in China
\"Shunning polemicism and fashioning a new agenda for a critically informed yet practically orientated approach, this book explores aspects of multilingual education in the People's Republic of China (PRC). Amongst other issues, it also looks at the challenges associated with bilingual and trilingual education in Xinjiang and Tibet as well as the mediation between religion and culture in multi-ethnic schools, covering these issues from a range of perspectives - Korean, Uyghur, Tibetan, Mongolian and Yi. The PRC promotes itself as a harmonious, stable multicultural mosaic, with over 50 distinct ethnic groups striving for common prosperity. Beneath this rhetoric, there is also inter-ethnic discord, with scenes of ethnic violence in Lhasa and Urumqi over the last few years. China has a complex system of multilingual education - with dual-pathway curricula, bilingual and trilingual instruction, specialised ethnic schools. This education system is a lynchpin in the Communist party state's efforts to keep a lid on simmering tensions and transform a rhetoric of harmony into a critical pluralistic harmonious multiculturalism. This book examines this supposed lynchpin\"-- Provided by publisher.
Book
Minority languages, education and communities in China
Thebook outlines the evolution and role of minority languages locally and nationally; it investigates current educational language policies in minority areas; and it assesses the social and economic outcomes of language change for communities in contemporary China.
eBook
Bilingual education and minority language maintenance in China : the role of schools in saving the Yi language
This book looks closely at Yi bilingual education practice in the southwest of China from an educationalist's perspective and, in doing so, provides an insight toward our understanding of minority language maintenance and bilingual education implementation in China. The book provides an overview on the Yi people since 1949, their history, society, culture, customs and languages. Adopting the theory of language ecology, data was collected among different Yi groups and case studies were focused on Yi bilingual schools. By looking into the application of the Chinese government's multilingual language and education policy over the last 30 years with its underlying language ideology and practices the book reveals the de facto language policy by analyzing the language management at school level, the linguistic landscape around the Yi community, as well as the language attitude and cultural identities held by present Yi students, teachers and parents. The book is relevant for anyone looking to more deeply understand bilingual education and language maintenance in today's global context.
Book
Positive and Negative Emotions of Chinese as a Second Language Learners and the Influencing Factors
The successful launch of the One Belt and One Road Initiative in 2013, coupled with China’s growing international influence, has stimulated global interest in learning Chinese as a Second Language (CSL). However, recent studies reveal several problems relating to international students’ adaptation and adjustment in the distinct Chinese study abroad context. Additionally, the typology of the Chinese language, characterised by its logographic writing system and lexical tones, presents significant challenges for learners from various linguistic backgrounds. As such, exploring CSL learners’ emotional experiences and the influencing factors remains a critical issue. This mixed-methods study examines CSL learners’ positive emotions of enjoyment and pride and negative emotions of anxiety, shame and boredom. It also aims to explore the predictive effects of learner-internal factors involving attitudes towards the second language (L2) community and cultural interest and the learner-external factor of pedagogical context on emotions. Data were collected from 231 international students at a Chinese university using a questionnaire and semi-structured interviews. Results showcase that participants experience higher levels of positive than negative emotions. Additionally, the three learner-internal and learner-external factors could predict emotions to various extents and differ from individual perceptions. The findings enhance the understanding of CSL learners’ emotions, providing language educators with insights to create a supportive learning environment that promotes students’ positive emotions and alleviates negative emotions in their learning journey.
Plain Language Summary
The primary aim of the study is to strengthen the understanding of Chinese as a second language learners’ emotional profiles by integrating quantitative results with qualitative insights. More importantly, it seeks to expand the scope of learner-internal factors by shifting from language-related attitudes and demographic variables to examining whether extracurricular factors such as attitudes towards the target language community and interests in cultural products may influence emotions.
Journal Article
Current studies in Chinese language and discourse : global context and diverse perspectives
This volume features a discourse empirical orientation from diverse perspectives and various methodologies, in which narratives, interviews, surveys and large-scale databases or self-created written and spoken corpora are employed and analysed to gain a better understanding of new developments and changes in the Chinese language and discourse.
eBook
The Use of Communication Strategies by Second Language Learners of Chinese in a Virtual Reality Learning Environment
Virtual reality (VR) for Language learning has been shown effective in improving students’ communication skills. However very few studies reveal the communication strategies students used in communicating in a VR environment, especially in learning Chinese as a foreign or second language (CFL/CSL). In this pilot study, a prototype Virtual Experiential Language Learning Environment (VELLE) was used to provide immersive learning experiences in developing CFL students’ communication strategies. Productive Failure was employed as an instructional approach to support the learning design. The participants were six CFL students learning in an Australian university. The main data sources included audio recordings of the students’ communication in VR and interview data. The findings showed that participants’ use of various types of communication strategies was influenced by the VELLE and Productive Failure design. In particular, the use of L1 in the problem-solving phase enriched the participants’ learning opportunities and all participants used a lesser number of resource deficit-related strategies after the instruction. Second, Students reported enhanced engagement in language use in the VR context.
Journal Article
Contemporary Chinese Discourse and Social Practice in China
Significant socio-political changes in China have had great impact on Chinese discourse. Changes to the discourse have become an increasing focus of scholarship. This book examines contemporary Chinese discourse and social practice in China with a focus on the role that language plays in the on-going transformation of Chinese society. With a view to producing new insights into the interdependence between discourse and social practice, this volume explores how discourse has been changing in a context-dependent way; how social practice can lead to shifts in the use of discourse; and how identities and attitudes are constructed through language use. Largely based on empirical studies, this book indicates that Chinese discourse has not only been an integral part of social change, but also Chinese discourse itself is changing, reflecting ideologies, values, attitudes, identities and social practice. The book is a great resource for scholars in diverse disciplinary studies including linguistics, communication, education, media and political studies concerning contemporary China.
eBook
Different Trajectories of Heritage Language Identity Development through Short-Term Study Abroad Programs: The Case of Chinese Heritage Learners
Learners of heritage languages (HLs) comprise a heterogeneous population. Because of their diverse backgrounds, the ways in which their HL identity develops in a study abroad (SA) context may vary. This paper presents a case study of Chinese heritage language learners (CHLLs) from a university in Australia who participated in a short-term SA program in China. To achieve a holistic understanding of the learners’ identity development, this study adopted a three-dimensional framework of HL identity development, applied a narrative approach and focused on individual differences. Data were collected from 34 post-program journal reflections from CHLLs. The learners’ narratives indicated that they assigned different degrees of importance and distinct meanings to the SA experience with respect to their HL identity development. While some actively explored their HL identities, others took a more outsider stance and did not develop much in terms of HL identity. We identified several possible statuses of CHLLs’ identification, which were conceptualised as focused explorer, balanced explorer, partial explorer, meanderer and outsider. Future intervention could provide personalised feedback, comments and guidance on students’ post-program reflective journals, either in a more specific or holistic manner, and acknowledge each HL learner’s advantages and limitations in their reflections.
Journal Article
Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review
This paper presents a systematic review of research on Chinese as a Second Language (CSL) education for ethnic minority students in Hong Kong SAR. Using three databases and screening with specific inclusion and exclusion criteria, the study selected 38 empirical studies published in English-language peer-reviewed journals. We find that there has been a surge of publications in Hong Kong in the past decade (2010–2020), and they are mostly authored by scholars from three universities in Hong Kong. Most of the research took a phenomenological approach, using interviews as the main data collection method and focusing on underprivileged South Asian students in secondary schools. The thematic analysis showed that Hong Kong’s CSL adopted a poststructuralist paradigm for understanding and revealing social inequalities surrounding Chinese language education for ethnic minority students. The study concludes that Hong Kong must decolonise its education system to genuinely support ethnic minority students to achieve educational equality and social justice.
Journal Article