Student Engagement for Intercultural Learning in Multicultural Project Groups via the Use of English as a Lingua Franca

Autor/inn/en	Zhao, Ke; Du, Xiangyun; Tan, Huiyu
Titel	Student Engagement for Intercultural Learning in Multicultural Project Groups via the Use of English as a Lingua Franca
Quelle	In: Language, Culture and Curriculum, 34 (2021) 4, S.438-457 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Ke) ORCID (Du, Xiangyun) ORCID (Tan, Huiyu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2020.1858094
Schlagwörter	Learner Engagement; Second Language Learning; Second Language Instruction; Foreign Students; Language of Instruction; College Students; Foreign Countries; Video Technology; Cultural Awareness; International Education; Student Projects; Active Learning; Student Attitudes; Cooperative Learning; Comparative Analysis; Curriculum Design; Multicultural Education; English (Second Language); Problem Based Learning; Discourse Analysis; Intercultural Communication; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Collegestudent; Ausland; Cultural identity; Kulturelle Identität; Internationale Erziehung; Schulprojekt; Aktives Lernen; Schülerverhalten; Kooperatives Lernen; Lehrplangestaltung; Multikulturelle Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Problem-based learning; Problemorientiertes Lernen; Diskursanalyse; Interkulturelle Kommunikation
Abstract	In light of increased cross-border movements of students to pursue their academic studies, university educators in many contexts are concerned about a lack of interactive engagement among students from different cultural backgrounds because of the use of L2 in international programmes. This study explores how students develop engagement in intercultural learning settings via mixed-group project work in an international curriculum provided by a Chinese university. 19 students in six mixed project groups participated in this qualitative study at three time points during one semester, with collected data including videoed project meetings after class and student presentations in class, student interviews, and student reflective essay writing. Analyses of video data identified the multifaceted nature of student engagement in intercultural learning, including collaborative, cognitive, emotional, and intercultural engagement, as well as their non-linear changing trajectories. Contrastive analysis of students' interviews and reflections between successful and less successful groups further identified factors affecting student engagement. Implications are discussed for international and intercultural curriculum design to promote student engagement in intercultural learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01