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The importance of integrating the teaching and learning of language
and culture has been widely recognised and emphasized. However, how
to teach English as an International Language (EIL) and cultures in
an integrative way in non-native English speaking countries remains
problematic and has largely failed to enable language learners to
meet local and global communication demands. Developing students'
intercultural competence is one of the key missions of teaching
cultures. This book examines a range of well-established models and
paradigms from both English-speaking and non-English speaking
countries. Exploring questions of why, what, and how to best teach
cultures, the authors propose an integrated model to suit
non-native English contexts in the Asia Pacific. The chapters deal
with other critical issues such as the relationship between
language and power, the importance of power relations in
communication, the relationship between teaching cultures and
national interests, and balancing tradition and change in the era
of globalisation. The book will be valuable to academics and
students of foreign language education, particularly those teaching
English as an international language in non-native English
countries.
Research training is challenging, and the attrition rate of
doctoral students has been increasing in Canada, the UK, the USA
and Australia. In their book, Chen and Le examine the reasons for
these students becoming demotivated, particularly in the context of
TESOL. There has been much investigation into research training
issues in multiple contexts and multiple disciplines. Yet, the
research training process in TESOL for international students has
not been explored sufficiently, and their voices have not been
heard. This book gives voice to the research trainees, allowing
their experiences to be reflected and the implications discussed in
order to help create more effective supervision models. By
employing the qualitative approach and adopting critical incident
as a new technique for data collection, Chen and Le attempt to gain
insights into the research training process to reveal different
research stages of research trainees-those undertaking PhD
degrees-and to put forward a model of supervision to improve the
innovation and quality of research. This book tackles the complex
nature of research training. It is hoped that findings of this
study can provide research supervisors and trainees with
theoretical insights and practical references.
The importance of integrating the teaching and learning of language
and culture has been widely recognised and emphasized. However, how
to teach English as an International Language (EIL) and cultures in
an integrative way in non-native English speaking countries remains
problematic and has largely failed to enable language learners to
meet local and global communication demands. Developing students'
intercultural competence is one of the key missions of teaching
cultures. This book examines a range of well-established models and
paradigms from both English-speaking and non-English speaking
countries. Exploring questions of why, what, and how to best teach
cultures, the authors propose an integrated model to suit
non-native English contexts in the Asia Pacific. The chapters deal
with other critical issues such as the relationship between
language and power, the importance of power relations in
communication, the relationship between teaching cultures and
national interests, and balancing tradition and change in the era
of globalisation. The book will be valuable to academics and
students of foreign language education, particularly those teaching
English as an international language in non-native English
countries.
Research training is challenging, and the attrition rate of
doctoral students has been increasing in Canada, the UK, the USA
and Australia. In their book, Chen and Le examine the reasons for
these students becoming demotivated, particularly in the context of
TESOL. There has been much investigation into research training
issues in multiple contexts and multiple disciplines. Yet, the
research training process in TESOL for international students has
not been explored sufficiently, and their voices have not been
heard. This book gives voice to the research trainees, allowing
their experiences to be reflected and the implications discussed in
order to help create more effective supervision models. By
employing the qualitative approach and adopting critical incident
as a new technique for data collection, Chen and Le attempt to gain
insights into the research training process to reveal different
research stages of research trainees-those undertaking PhD
degrees-and to put forward a model of supervision to improve the
innovation and quality of research. This book tackles the complex
nature of research training. It is hoped that findings of this
study can provide research supervisors and trainees with
theoretical insights and practical references.
This book makes valuable theoretical, empirical, and methodological
contributions to the study of overseas doctoral students'
cross-cultural adaptation. Focusing on Australia, one of the top
three destinations for Chinese students, this book seeks to
understand how Chinese doctoral students perceive their lived
experience of adapting to the academic and research environment at
Australian universities. The book presents an innovative data
collection chiefly based on interviews. It probes into Chinese
doctoral students' emic perception of their cross-cultural
adaptation from a human development perspective and in three main
phrases: how motivated and prepared they are for their overseas
stay (planning), how they experience their adaptation as active
agents (implementing), and how they evaluate their overseas
doctoral journey after the fact (reflecting). Empirically speaking,
its findings can help bolster the effectiveness of cross-cultural
adaptation and that of the internationalisation of doctoral
education. Methodologically speaking, it combines popular
techniques and underused instruments such as graphics and maps to
offer an in-depth portrait of the issue. Given its content, the
book is primarily intended for researchers in cultural studies and
practitioners in international education, or in a broader sense for
anyone who has a keen interest in how individuals navigate the
learning trajectory and construe meanings in unfamiliar academic
and socio-cultural settings. Though the book focuses on Australia
as a case study, its findings are equally applicable to other
contexts.
This book makes valuable theoretical, empirical, and methodological
contributions to the study of overseas doctoral students'
cross-cultural adaptation. Focusing on Australia, one of the top
three destinations for Chinese students, this book seeks to
understand how Chinese doctoral students perceive their lived
experience of adapting to the academic and research environment at
Australian universities. The book presents an innovative data
collection chiefly based on interviews. It probes into Chinese
doctoral students' emic perception of their cross-cultural
adaptation from a human development perspective and in three main
phrases: how motivated and prepared they are for their overseas
stay (planning), how they experience their adaptation as active
agents (implementing), and how they evaluate their overseas
doctoral journey after the fact (reflecting). Empirically speaking,
its findings can help bolster the effectiveness of cross-cultural
adaptation and that of the internationalisation of doctoral
education. Methodologically speaking, it combines popular
techniques and underused instruments such as graphics and maps to
offer an in-depth portrait of the issue. Given its content, the
book is primarily intended for researchers in cultural studies and
practitioners in international education, or in a broader sense for
anyone who has a keen interest in how individuals navigate the
learning trajectory and construe meanings in unfamiliar academic
and socio-cultural settings. Though the book focuses on Australia
as a case study, its findings are equally applicable to other
contexts.
This book presents a case study of English-Medium Instruction (EMI)
implemented by universities in Vietnam, making valuable
theoretical, empirical, and methodological contributions to the
research in EMI which is currently a popular theme in the field of
Higher Education. The importance of internationalization of higher
education has been widely recognized by many countries all over the
world. The spread of English as an international language has
resulted in its crucial role in teaching and learning any
disciplines. Globally, higher education in many non-English
speaking countries has witnessed rapid expansion of (EMI) which was
initiated in Europe, then to Asia and other continents which are
featured with "Cultural Circles" spread in the world. Although
there are many publications with the same theme available today,
this monograph is unique because it is the first time to examine
EMI classroom interaction from the cultural perspective
specifically rather than from linguistic or pedagogical
perspectives. It is a pioneering attempt to discuss in depth about
cultural issues relating to EMI, namely (1) the social-cultural
context of EMI classes in higher education; (2) the cultural
backgrounds of EMI teachers and learners; and (3) culture
interactions between teachers and learners in EMI classrooms. In
addition, both quantitative and qualitative methods are employed to
collect data from teachers and learners. Finally, a context-based
model of EMI is proposed based on findings of this research. As a
country within the Confucius Heritage Cultural Circle, Vietnam has
been selected for this study because few studies to date are
carried out in how EMI is culturally integrated to teaching and
learning in the Vietnamese universities. This book is a joint
effort by international academics, prepared for established
scholars, researchers, educators, and research higher degree
students who are interested in higher education, second and foreign
language education and EMI teacher training.
A collection of moderate to intermediate Sudoku puzzles.
A collection of easy to medium level Sudoku puzzles.
80 Sudoku puzzles to entertain and develop your mind.
Easy to Medium Sudoku puzzles to sharpen and relax your mind.
80 easy to moderate Sudoku puzzles - perfect for relaxing at home
or on vacation.
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