Intercultural Interactions in Chinese Classrooms: A Multiple-Case Study

Autor/inn/en	Zou, Tracy X. P.; Yu, Janet
Titel	Intercultural Interactions in Chinese Classrooms: A Multiple-Case Study
Quelle	In: Studies in Higher Education, 46 (2021) 3, S.649-662 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zou, Tracy X. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1647415
Schlagwörter	Intercultural Communication; Foreign Students; Cultural Differences; Case Studies; Cultural Awareness; International Education; Teaching Methods; Foreign Countries; Peer Relationship; College Students; Trust (Psychology); Modeling (Psychology); Teacher Student Relationship; Classroom Communication; English (Second Language); Second Language Learning; Language of Instruction; Student Empowerment; Self Esteem; Social Structure; Peer Evaluation; Student Characteristics; Hong Kong + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Kultureller Unterschied; Case study; Fallstudie; Case Study; Cultural identity; Kulturelle Identität; Internationale Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Peer-Beziehungen; Collegestudent; Modeling; Modelling; Modellierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Studienberechtigung; Self-esteem; Selbstaufmerksamkeit; Sozialstruktur; Hongkong
Abstract	Meaningful intercultural interactions are important to the achievement of today's educational goals, global citizenship and intercultural competence in particular. However, understanding of intercultural interactions between local and international students in classroom settings remains limited. There are few studies that simultaneously examine the way in which the learning environment is designed by the instructor to facilitate intercultural interactions and the way it is actually experienced by students of various cultural backgrounds. This study sought to unpack the complexities of intercultural interactions in Chinese classrooms. Data were collected from student and teacher interviews and classroom observations. Seven modes of meaningful interactions were identified, and four pairs of elements (i.e. openness and trust, structure and space, empowerment and confidence, and modelling and amplifying) were found to be essential. The distinct dynamics of Chinese classrooms are also highlighted. (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	2024/1/01