The Chinese Culture＇s Spreading in Malaysia

马来西亚华人文化以中华文化为体,但因时地之差异,又深据在地特色,呈现了有别于原乡的文化。马新华人文化一般皆能将文化传统的精神和本质保留下来,由于本土的特殊性,往往都会进行因地制宜地增删和改变。更有进者,在这增删和调整的过程中,部分文化传统还能在原有文化的基础上推陈出新,同时有所创发,并弘扬光大,甚而出现文化回流中国原乡的现象。     

Colonised by quality? Teacher identities in a research-led institution

This article explores the impact of quality assurance and enhancement initiatives on teacher identities in higher education. Data from an interview-based study of a research-led institution in the United Kingdom are drawn upon to consider the implications of quality – for example, whether it has captured the inner assumptive worlds of higher educators (and supplanted their own understandings of quality) or whether it has opened up new subject positions and possibilities for change. I focus on a particular group of people within the article – those who have demonstrated an interest in higher education teaching by participating in professional development programmes. Such programmes have proliferated in the light of the quality movement whilst offering exposure to ‘educationalist’ discourses. Contextualising the work through previous critical higher education research, I consider the group’s perceptions of quality initiatives and the construction of their teaching identities within a research-led institution.     

Teaching Chinese Culture in English—A Course Design

Investigation results show that there is an urgent need to provide a course in Chinese culture in English for college students in China.Therefore,the present authors design an English course in Chinese culture for sophomore English majors in Chinese universities and colleges.The course is based on topic syllabus.The topic"Idioms"is taken as an example to specify how the lectures will be delivered,based on the theory of social constructivism.     

Do Animals Have a Culture?

2001年12月出版的英国《自然》杂志发表了英国进化论心理学家怀特的一篇文章。在文中,怀特比较了9位著名专家对非洲类人猿7种行为的研究结果后得出结论:非洲类人猿群体间的39种主要行为差异只能是后天学习来的,而不是天生的。这一结论具有重大意义,它说明:人类不是惟一能创造文化并能使之传承下去的动     

Chinese Culture Can’t be Expressed Exactly in English

Culture is itself a most comprehensive metaphor shown by people--different crowd has specific and characteristic culturewhich is a mixture of history and experience. English as a world language Language plays an important role transmitting, but not exactly,different cultures. Thus, Chinese culture can not be expressed in English besides people who use English as Englishes exactly. This paperwill illustrate the fact through introuducing elements of culture, especially from the aspect of the broadening of Little C (behaviour culture),and analyzing the reason from three aspects according to the broadening of Little C, that is, English can not express Chinese products exactly, English can not express Chinese ideas exactly, and English can not express Chinese behaviours exactly.     

Immigration in 2018: What is a Teacher Educator to Do?

ABSTRACT

This article contemplates the unique responsibilities of teacher educators toward immigrant students and teachers in a changing immigration landscape. The article highlights scholarship in critical care pedagogy and culturally sustaining pedagogies and identifies three “action areas” where teacher educators can apply these theories. The authors also recommend practices that can be adopted to create more caring and culturally sustaining spaces for immigrant teachers and students.     

Evaluating Chinese College Students’ English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students’ English compositions and find out students’ attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.     

Teacher in a problem-based learning environment – Jack of all trades?

Problem-based learning (PBL) is one among several approaches to active learning. Being a teacher in a PBL environment can, however, be a challenge because of the need to support students’ learning within a broad ‘landscape of learning’. In this article we will analyse the landscape of learning by use of the study activity model (SAM) developed by the Danish University Colleges, with the aim of investigating to which extent this may lead to explication and clarification concerning the challenges faced by teachers in a PBL environment. In the case study, the SAM is applied to the first semester of an engineering programme at Aalborg University, a university setting where the PBL approach to teaching and learning is dominant. The results of the analysis are presented and discussed, and the conclusion is that the model, in spite of some shortcomings, is useful in clarifying the role of the teacher in a PBL environment.     

Beliefs About the Teacher’s Role in the Mathematics Classroom: One Student Teacher’s Explorations in Fiction and in Practice

This case study of a preservice secondary mathematics teacher focuses on the teacher’s beliefs about his role as mathematics teacher. Data were collected over the final 5 months of the teacher’s university teacher education program through interviews, written course assignments, and observations of student-teaching. Findings indicate that the preservice teacher valued classroom roles in which students, rather than the teacher, explained traditional mathematics content. As his student-teaching internship progressed, the teacher began to develop new roles and engaged students in additional mathematical processes. These results emphasize the need for preservice teachers to recognize how teacher and student roles impact interrelationships between understanding and mathematical activity, and illustrate the nature of teacher learning that can occur during an internship.     

Teacher management in a decentralised school context in Nepal: Fuelling tension and dissent?

This article explores the issues and concerns of Nepalese teachers in relation to Gaynor’s (1998) three models of teacher management (administrative, grassroots and alternative), constructed in the context of decentralisation reform around the world. The article suggests that the existing teacher management policies in Nepal are problematic and controversial, embracing both the administrative and grassroots models of teacher management and maintaining both the centralised and decentralised policies of teacher selection, promotion and financing. With problems similar to those of many developing nations in Africa, decentralisation of teacher management results in growing division and hierarchy among teaching staff, and favouritism, cronyism and corruption at the local level. The lack of equitable distribution of qualified teachers across regions and schools is another concern. The article concludes that the decentralisation of teacher management is problematic particularly in the countries where a dual approach to teacher management has been adopted and where the political, economic, institutional, technical and educational systems need to respond to the specific characteristics and needs of schools and communities as a whole.     

Who Watches Over a Teacher? On Knowing and Honoring a Teacher and Her Third Listener

This article introduces a teacher as a being of relations—both internal and external—by exploring the nature of a figure of the internal plane that accompanies a teacher in her pedagogical adventure. This figure is a superaddressee, ¹ 1. “Superaddressee” is one of the notions introduced by Mikhail Bakhtin (1986). The term is treated in “The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis,” alluded to in Valentin Voloshinov (1976), and expanded upon by Frank Farmer (2001). View all notes a third listener, who, as the author argues, should be expected to enter a classroom together with a teacher. A superaddressee plays at least two roles. First, it serves as a shortcut to a meaningful relationship and, in this role, takes care of a teacher's need to be known, as well as helps further dialogic relationships. Second, it offers a loophole from imperfect understanding and, in this role, addresses a teacher's need for noncoincidence and protection, as well as protects a pedagogical relationship from a proverbial dead end. It is argued that one of the ways for students to honor their teacher as a being of relations is to know and honor his or her superaddressee(s). In turn, a teacher is responsible for honoring her own superaddressees. In the end, both a teacher and students benefit from an enhanced relationship.     

Analysis of English Majors’ Expressiveness of Chinese Culture in English

Currently English has spread around the world so extensively that it has become a link language across many cultures.Since 1980s,China saw a warm discussion of language,culture and cross-cultural communication.An increasing number of researchers and educators began to be aware of the vital importance of culture in EFL teaching and learning and cultural content has been available in classrooms teaching.However,the development of English teaching and cross-cultural communicative competence is target culture-oriented and the ability of expressiveness of home culture in English is almost ignored.Thus,the thesis seeks to collect the students’ perceptions on expressiveness of Chinese culture in English and the culture teaching in EFL in China.     

Cinders in Snow? Indigenous Teacher Identities in Formation

The identity work engaged in by Indigenous teachers1 1. We use the term ‘Indigenous’ here to include Aboriginal and Torres Strait Islander people working in Australian schools, although most of our informants to date are from Victoria, NSW and Queensland, who do not use the term ‘Indigenous’ when identifying themselves and their communities, preferring ‘Aboriginal’, ‘Koori’ or ‘Murri’.. View all notes in school settings is highlighted in a study of Australian Indigenous teachers. The construction of identity in home and community relationships intersects with and can counteract the take up of a preferred identity in the workplace. In this paper we analyse data from interviews with Indigenous teachers, exploring the interplay between culture and identity. We foreground the binary nature of racial assignment in schools, demonstrate how this offers contradictory constructions of identity for Indigenous teachers, and note the effects of history, culture and location in the process of forming a teaching ‘self’.     

Becoming “Effective” Citizens? Change-Oriented Service in a Teacher Education Program

The authors investigated the impact of 22 pre-service teachers’ participation in a change-oriented service-learning project on their conceptions of citizenship as civic actors and civic educators. The goal of this project was to push students toward adopting more critically conscious and activist conceptions of citizenship as aligned with the needs of a democratic society. Using Eyler and Giles’ (1999) typology of effective citizenship as an analytic framework, we describe how students’ participation in this project led to demonstrated growth along all five dimensions of effective citizenship. Yet, analysis revealed that, despite the project’s change-orientation, students’ conceptions of citizenship failed to move beyond personal responsibility to include enhanced social consciousness and the importance of collective action. Thus, we raise critical questions about what constitutes “effective citizenship” in a democratic society and the role of higher education in preparing teachers to embody and enact such a vision.