Language, Relationships and Skills in Mixed-Nationality Active Learning Classrooms

Autor/in	Simpson, Colin
Titel	Language, Relationships and Skills in Mixed-Nationality Active Learning Classrooms
Quelle	In: Studies in Higher Education, 42 (2017) 4, S.611-622 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1049141
Schlagwörter	Active Learning; Phenomenology; Qualitative Research; Interviews; Metacognition; Teaching Methods; Foreign Students; Confucianism; Mandarin Chinese; Intervention; Foreign Countries; College Students; English (Second Language); Teacher Role; Business Schools; Constructivism (Learning); Teacher Student Relationship; College Faculty; United Kingdom + Suchen Sie Ihr Suchwort? Aktives Lernen; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Interviewing; Interviewtechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Konfuzianismus; Ausland; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Großbritannien
Abstract	Based on a phenomenological exploration of Chinese students at a UK university business school, this article supports a growing body of research questioning the assumptions underpinning the putative Socratic/Confucian dichotomy of academic cultures. Beginning with a review of research literature on the experiences of Chinese students on Active Learning courses, the main part of the study is based on an analysis of qualitative interviews conducted in English and Mandarin. Findings suggest that, whilst Active Learning pedagogies are perceived as supporting their learning on these modules, for some students the "double-learning agenda" entailed by these pedagogies can make their classrooms an uncomfortable space. The conclusion makes a strong case for reconceptualising the 'language problems' reported by many international students as "conversational problems", and for recognising the nexus of language, relationships and meta-cognitive skills as legitimate areas for intervention by teachers in their role as facilitators of Active Learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01