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Functional English and Chinese as mediums of instruction in a higher institution in Hong Kong
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Towards the establishment of a WACE examination in Japanese as a heritage language: Critical perspectives
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Application Scenarios of Interactive Science Fiction Prototyping in Virtual Worlds for Education.
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Occupying the 'third space': perspectives and experiences of Asian English language teachers
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Abstract:
This chapter is drawn from a larger study which describes the experiences and perspectives of a group of Asian English language teachers who were also postgraduate students in a Master's program provided offshore in Vietnam and onshore in Australia by an Australian university. Case study data were gathered from the two sites through semi-structured interviews, related documents and primary texts. Finding relating to one of the key interview questions, which investigated Asian postgraduates' responses to Western educational discourses, form the basis of the chapter. Asian teachers reported feeling very influenced by pedagogical approaches which had originated in the West, and felt professional inspired by them to search for new, innovative teaching approaches. They also recognized the benefits of a synthesis of Western and local approaches. Despite occupying this "Third Space", however, Asian postgraduates reported feelings of inferiority, disruption, and frustration on both personal and pedagogic levels when attempting to work within Western discourses and, in some cases, when working alongside Western teachers. In this chapter I argue for greater recognition of what Asian teachers can offer in terms of ability to 'adapt' rather than to 'adopt' and 'recast' rather than imitate. This cultural and education acumen could form the basis for more dialogue between language teachers in the Asia Pacific region.
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Keyword:
Asian English language teachers; Educational discourses; Intercultural competence; Third space; Transnational education
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URL: http://hdl.handle.net/20.500.11937/30266 https://doi.org/10.1007/978-3-319-06185-6_2
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Creating tasks in a less-commonly taught language for an open educational resource. Why the CEFR is important for Irish
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In: Ó Ciardúbháin, Colm and Nic Giolla Mhichíl, Mairéad (2014) Creating tasks in a less-commonly taught language for an open educational resource. Why the CEFR is important for Irish. In: EUROCALL 2014: CALL Design: Principles and Practice, 20- 23-Aug 2014, Groningen, Netherlands. (2014)
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Engineering students’ perceptions for engineers and engineering work
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Does 'MP3' audio feedback enhance students' learning skills?: An international case study
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Examining the use of interactive video to enhance just in time training in the workplace
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In: Tiernan, Peter (2014) Examining the use of interactive video to enhance just in time training in the workplace. Industrial and Commercial Training, 46 (3). pp. 155-164. ISSN 0019-7858 (2014)
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The feel good factor: comparing immersion by design and immersion by default models
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In: Gallagher, Fiona orcid:0000-0002-7865-1757 and Leahy, Angela (2014) The feel good factor: comparing immersion by design and immersion by default models. Language, Culture and Curriculum, 27 (1). pp. 58-71. ISSN 1747-7573 (2014)
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Fostering autonomy, generating motivation and shaping identities in the adolescent language classroom - an experimental research project
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Kelly, Mairin. - : Dublin City University. School of Applied Language and Intercultural Studies, 2014
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In: Kelly, Mairin (2014) Fostering autonomy, generating motivation and shaping identities in the adolescent language classroom - an experimental research project. PhD thesis, Dublin City University. (2014)
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University students and teaching staff attitudes toward language of instruction in Libyan science and engineering education
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Tamtam, Abdalmonem. - : Dublin City University. School of Mechanical and Manufacturing Engineering, 2014
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In: Tamtam, Abdalmonem (2014) University students and teaching staff attitudes toward language of instruction in Libyan science and engineering education. PhD thesis, Dublin City University. (2014)
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Evaluating and improving the delivery of work-based learning
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Doyle, Kieran. - : Dublin City University. School of Education Studies, 2014
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In: Doyle, Kieran (2014) Evaluating and improving the delivery of work-based learning. Doctor of Education thesis, Dublin City University. (2014)
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СИНКВЕЙНЫ КАК СРЕДСТВО РЕАЛИЗАЦИИ УРОВНЕВОЙ ДИФФЕРЕНЦИАЦИИ ОБУЧЕНИЯ ХИМИИ
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ДЕЯТЕЛЬНОСТЬ Н.И. ИЛЬМИНСКОГО В СОЗДАНИИ БАШКИРСКОГО АЛФАВИТА
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Латыпова, Рида. - : Общество с ограниченной ответственностью «Международный центр науки и образования», 2014
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Категории «Музыкальный язык» и «Музыкальная речь»в контексте метапредметного содержания общего музыкального образования
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ИОФИС БОРИС РОМАНОВИЧ. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2014
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ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОЕ ОБУЧЕНИЕ РКИ КАК ВЕДУЩИЙ ФАКТОР ФОРМИРОВАНИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНЦИИ: ДИНАМИКА ОБРАЗОВАТЕЛЬНЫХ ЦЕЛЕЙ И ЗАДАЧ
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НОВИКОВА МАРИНА ЛЬВОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Российский университет дружбы народов», 2014
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ПРИМЕНЕНИЕ ТЕХНОЛОГИИ КРИТИЧЕСКОГО МЫШЛЕНИЯ ПРИ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА В ВЫСШЕЙ ШКОЛЕ
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ЭКЗИСТЕНЦИАЛЬНО-ОРИЕНТИРОВАННОЕ ОБРАЗОВАНИЕ (НА ПРИМЕРЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА)
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ИЗУЧЕНИЕ ИНОСТРАННОГО ЯЗЫКА СТУДЕНТАМИ В ПРОЦЕССЕ САМОСТОЯТЕЛЬНОЙ РАБОТЫ
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РЕСУРСНЫЕ ВОЗМОЖНОСТИ МЕЖДУНАРОДНОГО СОТРУДНИЧЕСТВА БЛАГОВЕЩЕНСКОГО ГОСУДАРСТВЕННОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА С ВУЗАМИ КИТАЯ
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