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Learner's privilege and responsibility : a critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States /
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2014]
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| Colección: | Language, literacy, and learning.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Learner's Privilege and Responsibility: A Critical Examination of the Experiences and Perspectives of Learners from Chinese Backgrounds in the United States; CONTENTS; ACKNOWLEDGEMENTS; PREFACE; REFERENCES; PART 1 INTRODUCTION ; CHAPTER 1 WHY THE EDUCATIONAL COMMUNITY SHOULD CARE ABOUT THE EXPERIENCES AND PERSPECTIVES OF CHINESE STUDENTS IN THE UNITED STATES; WHY IS THIS BOOK NEEDED NOW?; WHAT IS THE ORGANIZATION OF THE BOOK?; VIEWING THE U.S. AND CHINA'S EDUCATIONAL THINKING AND PRACTICES FROM THEIR OWN PERSPECTIVES; FINAL THOUGHTS; REFERENCES.
- CHAPTER 2 UNDERSTANDING THE CULTURAL LEGACY OF CHINESE STUDENTSHOW ARE THE DATA COLLECTED?; RESEARCHER'S IDENTITY; THE HISTORICAL AND CULTURAL CONTEXT; CHINESE STUDENTS IN THE UNITED STATES; CONCLUSIONS; REFERENCES; PART II CHINESE INTERNATIONAL STUDENTS AT AMERICAN UNVERSITIES ; CHAPTER 3 CONNECTING THE DOTS FROM THE LIVED EXPERIENCES OF CHINESE LEARNERS IN AMERICA; CHALLENGES FACED BY INTERNATIONAL STUDENTS; WHEN EAST MEETS WEST; THREE STORIES; WHAT HAVE I LEARNED?; CONNECTING THE DOTS; "ALL FOR ONE, ONE FOR ALL"; REFERENCES.
- CHAPTER 4 DIFFERENT EDUCATIONAL NORMS AND LINGUISTIC PROFICIENCIES Looking at Chinese Students' Classroom Participation and Social Interaction on a U.S. University CampusTHEORETICAL FRAMEWORK; WHO ARE THE PARTICIPANTS?; WHAT DATA DID WE GATHER?; WHAT HAVE WE FOUND?; IMPLICATIONS OF THE FINDINGS; REFERENCES; CHAPTER 5 UNDERSTANDING CHINESE INTERNATIONAL STUDENTS' DIFFICULTIES AND STRATEGIES IN LEARNING ENGLISH FOR ACADEMIC PURPOSES; WHAT DO WE KNOW ABOUT SELF-DIRECTED LEARNING AND SELF-REGULATION?; WHO ARE THE PARTICIPANTS?; WHAT DATA DID WE GATHER?; WHAT HAVE WE FOUND?; SO WHAT?; REFERENCES.
- CHAPTER 6 MAKING ACADEMIC ORAL PRESENTATIONS Chinese Graduate Students' Language SocializationTHEORETICAL FRAMEWORK; WHO ARE THE PARTICIPANTS?; DATA COLLECTION AND ANALYSIS; WHAT HAVE WE FOUND?; WHAT ARE THE IMPLICATIONS?; REFERENCES; CHAPTER 7 A CROSS-CULTURAL STUDENT TEACHING EXPERIENCE The Story of a Chinese Student Teaching in the United States; THEORETICAL FRAMEWORK; WHO IS THE PARTICIPANT?; WHAT ARE OUR DATA SOURCES?; WHAT HAVE WE FOUND?; WHAT ARE THE IMPLICATIONS?; APPENDIX A; APPENDIX B; REFERENCES; PART III TEACHING DIVERSE CHINESE LEARNERS ACROSS THE EDUCATIONAL SPECTRUM.
- CHAPTER 8 LEARNING TO WRITE BY EMERGENT BILINGUAL WRITERS USING TWO LANGUAGESWRITING IN A SOCIAL WORLD; WHO ARE THE PARTICIPANTS?; LEARNING WRITING IN ESL AND CHINESE CLASSES- DIFFERENT EXPERIENCES; WHAT CAN WE LEARN FROM THE FINDINGS?; BARRIERS IN WRITING INSTRUCTION; IMPLICATIONS FOR EDUCATORS; REFERENCES; CHAPTER 9 FROM CANTON TO SAN FRANCISCO 1.5-Generation Chinese Youth's Educational Perspectives; THEORETICAL FRAMEWORK; THE RESEARCH PROJECT; WHAT ARE THE DATA SOURCES?; WHAT ARE THE FINDINGS?; IMPLICATIONS OF THE FINDINGS; REFERENCES.