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Failure to thrive in constructivism : a cross-cultural malady
\"Western educators constantly look for ways to make the process of learning more meaningful, to kindle the spark that initiates a lifelong pursuit of knowledge and creative innovation. Recent theories have favored the development of critical learning skills over the acquisition of facts. However, these theories are rooted in Western democratic and egalitarian assumptions, some of which exist in no other culture on earth. Although it seems logical that any learner, set at liberty to explore the world, would naturally develop the ability to think critically and analytically, it is important to point out that Western logic is not universal, and what seems natural is, in fact, a product of the Western independence-oriented worldview. This book examines the consequences of taking a full-blown constructivist approach into Arabic tertiary education, and uncovers some interesting hidden factors that prevent cognitive progress in this environment. This seemingly natural approach to learning does not, in fact, come naturally, but requires careful preparation to enable learners to accept cognitive experiences that may be culturally uncomfortable. The intent of this book is to encourage educators and teachers-in-training to examine the limitations of Eurocentric educational theory and adapt their approach for each individual in a cross-cultural classroom.\"--Back cover.
Book
Universality and diversity in human song
It is unclear whether there are universal patterns to music across cultures. Mehr et al. examined ethnographic data and observed music in every society sampled (see the Perspective by Fitch and Popescu). For songs specifically, three dimensions characterize more than 25% of the performances studied: formality of the performance, arousal level, and religiosity. There is more variation in musical behavior within societies than between societies, and societies show similar levels of within-society variation in musical behavior. At the same time, one-third of societies significantly differ from average for any given dimension, and half of all societies differ from average on at least one dimension, indicating variability across cultures. Science , this issue p. eaax0868 ; see also p. 944 Songs exhibit universal patterns across cultures. What is universal about music, and what varies? We built a corpus of ethnographic text on musical behavior from a representative sample of the world’s societies, as well as a discography of audio recordings. The ethnographic corpus reveals that music (including songs with words) appears in every society observed; that music varies along three dimensions (formality, arousal, religiosity), more within societies than across them; and that music is associated with certain behavioral contexts such as infant care, healing, dance, and love. The discography—analyzed through machine summaries, amateur and expert listener ratings, and manual transcriptions—reveals that acoustic features of songs predict their primary behavioral context; that tonality is widespread, perhaps universal; that music varies in rhythmic and melodic complexity; and that elements of melodies and rhythms found worldwide follow power laws.
Journal Article
Many Pathways to Literacy
This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural settings where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skilfully draw from their varied cultural and linguistic worlds to make sense of new experiences.
The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners - family members, peers, and community members - as they syncretise languages, literacies and cultural practices from varied contexts.
Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognised, understood or valued in schools.
This book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.
eBook
The Routledge international companion to emotional and behavioural difficulties
\"Responding to disruptive or troubled pupils with emotional and behavioural difficulties (EBD) remains a highly topical issue. The challenges these children present relate to wider issues of continuing political concern: the perceived declining discipline in schools; school and social exclusion; the limits to inclusion for children with special needs; increasing mental health difficulties in children; youth crime and parenting skills. This topical and exhaustively-researched Companion examines the difficulties of defining EBD, and the dangers of allocating this imprecise label to children. Bringing together the work of contributors from fifteen countries and across four continents, this book features the research of leading experts in the global field of EBD, who discuss and debate educators' key concerns by: - looking at the overlaps between EBD, ADHD and mental health difficulties; - outlining the types of appropriate schooling for children with EBD; - urging readers to look beyond pupils' challenging behaviour in order to understand and respond to the social, biological and psychological causation; - considering the key areas of assessment, whole-school and targeted approaches that help pupils with EBD in mainstream and in special settings; - outlining helpful work with families, the crucial contribution of effective multi-agency working and the importance of supporting and developing teachers who work with challenging pupils. Containing contrasting views on controversial topics, this Companion's approachable style makes it an essential reference book for academics, policy makers, practitioners, educators and students who are working towards a higher degree in education\"-- Provided by publisher.
eBook
Early executive function: The influence of culture and bilingualism
Evidence suggests that cultural experiences and learning multiple languages have measurable effects on children's development of executive function (EF). However, the precise impact of how bilingualism and culture contribute to observed effects remains inconclusive. The present study aims to investigate how these factors shape the development of early EF constructs longitudinally, between monolingual and bilingual children at ages 3, 3½ and 4 years, with a set of EF tasks that are uniquely relevant to the effects of bilingualism and cultural practices. We hypothesize that the effects of bilingualism and cultural backgrounds (i.e., Eastern) are based on different, though related, cognitive control processes associated with different EF constructs. Results revealed a significant bilingualism effect on cognitive control processes measuring selective attention, switching, and inhibition; while an effect of culture was most pronounced on behavioral regulation/response inhibition. Contributions of bilingualism and cultural experiences on individual EF constructs across development are discussed.
Journal Article
Learning factors influencing second language proficiency: a cross-cultural comparative study of English and Chinese L2 learners
Background
Globalization has spurred a rise in second language (L2) learners, necessitating deeper understanding of psychological and cognitive factors shaping their learning processes. While prior research focuses predominantly on English second language (ESL) learners, studies involving learners of other languages remain scarce. This study bridges this gap by examining learning motivation, strategies, and styles across ESL learners and Chinese second language (CSL) learners.
Methods
We surveyed 312 learners, using the Strategy Inventory for Language Learning (SILL) and the Perceptual Learning Style Preference Questionnaire (PLSPQ), College English Test (CET) and the Hanyu Shuiping Kaoshi (HSK) to assess variables. Data were analyzed using SPSS for correlation and regression.
Results
Divergent patterns emerged between groups. For ESL learners, learning motivation directly shaped strategy use, which in turn were positively correlated with learning proficiency, with visual learning styles further enhancing the degree of proficiency. Conversely, CSL learners exhibited no significant motivation-strategy link, and learning strategies negatively predicted proficiency. However, group-based learning styles positively influenced CSL proficiency.
Conclusions
These results highlight that the impact of learning factors on proficiency varies across different L2 learners. Proficiency levels influence the choice of learning strategies and preferences. Consequently, teaching strategies should be dynamically adjusted to align with learners’ cultural backgrounds, proficiency levels, and individual learning factors, which can enhance the effectiveness of second language education and better support diverse learner needs. This study emphasizes the need for adaptive educational practices and further research.
Keywords
: Second language learning; Learning motivation; Learning strategy; Learning style; Learning proficiency.
Journal Article
Student Satisfaction, Performance, and Knowledge Construction in Online Collaborative Learning
A growing amount of research focuses on learning in group settings and more specifically on learning in computer-supported collaborative learning (CSCL) settings. Studies on western students indicate that online collaboration enhances student learning achievement; however, few empirical studies have examined student satisfaction, performance, and knowledge construction through online collaboration from a cross-cultural perspective. This study examines satisfaction, performance, and knowledge construction via online group discussions of students in two different cultural contexts. Students were both first-year university students majoring in educational sciences at a Flemish university and a Chinese university. Differences and similarities of the two groups of students with regard to satisfaction, learning process, and achievement were analyzed.
Journal Article
Explaining Asian Americans’ academic advantage over whites
The superior academic achievement of Asian Americans is a well-documented phenomenon that lacks a widely accepted explanation. Asian Americans’ advantage in this respect has been attributed to three groups of factors: (i) socio-demographic characteristics, (ii) cognitive ability, and (iii) academic effort as measured by characteristics such as attentiveness and work ethic. We combine data from two nationally representative cohort longitudinal surveys to compare Asian-American and white students in their educational trajectories from kindergarten through high school. We find that the Asian-American educational advantage is attributable mainly to Asian students exerting greater academic effort and not to advantages in tested cognitive abilities or socio-demographics. We test explanations for the Asian–white gap in academic effort and find that the gap can be further attributed to (i) cultural differences in beliefs regarding the connection between effort and achievement and (ii) immigration status. Finally, we highlight the potential psychological and social costs associated with Asian-American achievement success.
Journal Article
A cross-cultural comparison of student learning patterns in higher education
The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European country The Netherlands. Students reported use of learning strategies, metacognitive strategies, conceptions of learning and learning orientations were compared in two ways: by analyses of variance of students' mean scale scores on ILS scales, as well as by comparing the factor structures of the ILS-scales between the three studies. Results showed most differences in student learning patterns between Asian and European students. However, many differences were identified between students from the two Asian countries as well. The Asian learner turned out to be a myth. Moreover, Sri Lankan students made the least use of memorising strategies of all groups. That Asian learners would have a propensity for rote learning turned out to be a myth as well. Some patterns of learning turned out to be universal and occurred in all groups, other patterns were found only among the Asian or the European students. The findings are discussed in terms of learning environment and culture as explanatory factors. Practical implications for student mobility in an international context are derived. (HRK / Abstract übernommen).
Journal Article
Gamification in Foreign Language Learning: A Pathway to Inter-Cultural Communication Understanding in Reading Comprehension
As global interaction becomes increasingly prevalent, foreign language education must extend beyond grammatical instruction to foster linguistic proficiency and intercultural competence. Conventional reading methods in foreign language classrooms often lack the interactive and cultural dimensions needed to fully engage learners. This study investigates the role of gamification in enhancing reading comprehension and cross-cultural communication among students learning German. Employing a convergent mixed-methods approach, the study gathered quantitative evidence through CEFR-aligned reading assessments and learner questionnaires, while qualitative data were collected via classroom observation and in-depth interviews. The findings revealed notable progress in student outcomes, with average scores reaching 85 for A2 learners and 88 for those at the B1 level. Additionally, 92% of respondents acknowledged enhanced cultural insights, and 83% reported greater enthusiasm and involvement during the lessons. These results highlight that well-designed gamified learning environments can promote effective language development and deeper intercultural sensitivity. By integrating culturally rich scenarios and interactive elements, gamification offers a promising strategy for nurturing communicative competence in diverse educational settings.
Journal Article