Kaishan Kong | University of Wisconsin-Eau Claire (original) (raw)

Book Reviews by Kaishan Kong

Research paper thumbnail of Experimental Methods in Language Acquisition Research by Elma Blom and Sharon Unsworth

Modern Language Journal, 2013

Papers (Refereed/peer-reviewed) by Kaishan Kong

Research paper thumbnail of Crossing the River by Feeling the Stones: Understanding and Integrating Social Justice in Chinese Language Class

The Modern Language Journal, 2022

Recent global social unrest-anti-Asian violence in particular-was a wake-up call compelling Chine... more Recent global social unrest-anti-Asian violence in particular-was a wake-up call compelling Chinese language teachers to not only reflect on their emotions but also actively incorporate social justice in their curriculum and instruction. Yet, research on social justice in Chinese language classrooms is scarce. Building on recent work on teacher agency, this study investigated 10 Chinese language teachers, originally from mainland China and Taiwan, about their understandings and practices of social justice in their teaching. Findings identified 3 major dimensions that influenced their understandings and practicesnamely, community, curriculum, and, more importantly, culture. (Re)shaping their understandings and adapting pedagogical skills were ongoing processes through which the teachers experienced complex feelings, support, and challenges; nonetheless, they drew on their agency to embed social justice in their teaching, manifested through (a) centering social justice topics in curriculum and instruction, and (b) creating a justice-oriented environment. This study explored social justice in the landscape of Chinese language education and provides implications for teaching and teacher education.

Research paper thumbnail of Engaging native speakers in language scaffolding in a Chinese classroom

Second Language Research & Practice, 2021

The study reported in this article was carried out in a Chinese language class at the college lev... more The study reported in this article was carried out in a Chinese language class at the college level to explore the benefits and challenges of language scaffolding through interactions between pairs consisting of a Chinese as a Foreign Language (CFL) learner and a Chinese Native Speaker (CNS). The CNSs were international students on campus. CNS and CFL learners formed tandem learning dyads to support each other's language and exchange cultural knowledge on given topics. Data included students' discussions, writing samples, and reflective interviews. Research findings revealed that the CNS provided corrective feedback through various strategies and that the CFL learner's Chinese was improved through language correction and language expansion. However, a number of challenges emerged for future improvement, including a lack of training on providing corrective feedback, unstable partnerships, and time constraints. This article includes suggestions for language program directors and instructors as they consider how to include their international student body in curriculum design.

Research paper thumbnail of Developing Teacher Cognition on Culture and Teaching Culture in a Chinese Class

Journal of the National Council of Less Commonly Taught Languages, 2020

This study examined how Chinese language teachers, through profound reflective practice in a nati... more This study examined how Chinese language teachers, through profound reflective practice in a national professional workshop, developed their teacher cognition of culture and teaching culture in a Chinese language class. Results showed that despite the teacher participants' varied teaching experiences and prior knowledge in this area, in-depth reflective practice compelled their perceptions of culture to be more dimensional, fluid and relative. They also planned to shift their pedagogy from imposing culture knowledge as an addition, to instilling culture in language classrooms through a collective inquiry. For less commonly taught languages such as Chinese, such research is scarce yet desirable as it not only explores connections between teachers' personal experience with teaching practice, but also offers implications to future teacher training programs. Introduction In the last two decades, the capacity of foreign language teaching has expanded from a sole focus on training students how to speak a language to a more diversified goal to help students achieve culturally appropriate communicative skills. Learners are expected to develop "the ability to interact effectively and appropriately with people from other language and cultural backgrounds," through "intentional goal-setting and self-reflection around language and culture and involves attitudinal changes toward one's own and other cultures" (ACTFL, 2017). Tolosa et al. (2018) noted, "(t)his complex interplay between language learning and learners' development of cultural competencies to navigate an increasingly multilingual and interconnected world, i.e., developing intercultural communicative competence, has become the main focus of school language curricula and language pedagogy initiatives around the world" (p. 228). The mission to develop students' intercultural communicative competence focuses much attention to reforming curricula, implementing innovative pedagogies, and offering robust professional training to prepare teachers for this aspiring mission. Are our teachers ready for this challenge to integrate culture in a language classroom? What can professional development do to foster teachers' understanding of culture and integrating culture in language education? These questions supplied the motivation for this study. The present research aimed to examine in what way(s) teachers develop their cognition of culture and how to teach culture in a foreign language classroom, through reflective practice in a professional development program. In particular, the growth of Chinese as a less commonly taught language calls for more research and understanding in this area. This study asks the following questions:

Research paper thumbnail of A case study of engaging and reflective teaching practices in a Chinese bilingual summer camp

Research paper thumbnail of Language Teacher Educators as Learners: A Case Study of Collaboration

Science Journal of Education, 2016

This qualitative study is set in the context of a two-week professional development summer instit... more This qualitative study is set in the context of a two-week professional development summer institute for Chinese language teachers. This institute had the luxury of involving four language instructors, one from the U.S., one from Austria, one from Taiwan and one from China. In addition to different ethnic and academic backgrounds, they brought various personalities and connections with Chinese language teacher training. The purpose of this qualitative case study is to investigate how the instructors learned from their collaboration throughout the institute. Data sources include reflective journals, instructors' meeting minutes, videos of instruction and in-depth interviews. With constant comparative analysis, this paper explores the importance of multicultural collaboration among teacher educators and shed light on the nature of their learning.

Research paper thumbnail of Teachers’ Identities and Creative Teaching in Language Immersion Classrooms.

Learning Languages, 2015

Exploring CREATIVITY and INNOVATION through Language Learning 2 fall/winter 2015 NNELL REPRESENTA... more Exploring CREATIVITY and INNOVATION through Language Learning 2 fall/winter 2015 NNELL REPRESENTATIVES NNELL EXECUTIVE BOARD LEARNING LANGUAGES EDITORS As a national organization, NNELL operates through a network of state representatives. You could help NNELL to continue with its mission by becoming a representative of your state. As a State Representative, you will serve as an advocate for early language learning, heighten public awareness of foreign languages in elementary and middle school education, serve as state representative for NNELL to your state language association and ensure that foreign languages in grades K-8 are recognized as a priority matter in your state.

Book Chapters by Kaishan Kong

Research paper thumbnail of Different voices: Guest speakers as pedagogy in a culture class

Transnational perspectives on innovation in teaching and learning technologies , 2018

Research paper thumbnail of Learning Chinese: Connections and comparisons in study abroad

Study Abroad Contexts for Enhanced Foreign Language Learning A volume in the Advances in Linguistics and Communication Studies (ALCS) Book Series, 2018

Research paper thumbnail of Experiential and Transformative Learning through Community Service in China

Palgrave Studies on Chinese Education in a Global Perspective International Students in China Education, Student Life and Intercultural Encounters, 2018

Research paper thumbnail of Perspectives on mediated L2 learning during study abroad: Exploring identity, motivation and learning strategies

Handbook of Research on Study Abroad Programs and Outbound Mobility, 2016

Conference Proceedings by Kaishan Kong

Research paper thumbnail of Cultural Influences on Intercultural Relationships for Women

International Proceedings of Economics Development and Research, 2012

Women are an active group of sojourners to travel to different cultures for various reasons, and ... more Women are an active group of sojourners to travel to different cultures for various reasons, and marriage is one of them. Women's experience in intercultural relationships may be connected with their backgrounds, values and other factors related to their ethnicity. This case study investigates three women from various backgrounds and explores their perspectives and experiences in their intercultural relationships. The purpose of this paper is to contribute to the knowledge base of women's intercultural life and to illuminate the importance of intercultural communication in intimate relationships.

Research paper thumbnail of Five-Dimension Reflective Pedagogy Model for Teacher Education: A Case in Culture Teaching in Chinese as a Second Language Classrooms

The 14th International Conference on Chinese Language Pedagogy proceedings, 2017

This paper described a Five-Dimension Reflective Pedagogy Model used in a professional developmen... more This paper described a Five-Dimension Reflective Pedagogy Model used in a professional development program on Chinese culture teaching. It examined impacts of the Model on teachers' attitudes towards reflection in teaching and understanding of culture teaching in Chinese as a second language classrooms. Data included pre-and post-program reflections, video-taped cultural road map presentations, daily reflective writing, and lesson plans. The Model led to teachers' positive attitudes towards the use of reflection in teaching, enhanced confidence in culture teaching, and complicated understandings of culture.

Essays/Invited by Kaishan Kong

Research paper thumbnail of Embracing an integrative approach toward emotion in language teaching and learning.

The Modern Language Journal, 2019

Research paper thumbnail of Being a Wài Guó Rén in China: Reflection on a Study Abroad Project in China

Teaching Chinese in International Contexts, 2015

This article is reflecting on a faculty-led community service and research project in China. Thre... more This article is reflecting on a faculty-led community service and research project in China. Three undergraduate Chinese language learners from the University of Wisconsin-Eau Claire traveled to China to teach a three-week English summer camp for underserved children. From both the faculty and the participants’ perspectives, this article documents the successes and lessons from the project, shares students’ cultural experience and discusses its significant implications. The discussion is illuminating to both educators and researchers to further investigate the learning opportunities in study abroad.

Papers by Kaishan Kong

Research paper thumbnail of Multilingual Matters Discount Order Form

If you have any enquiries regarding this discount order form please do not hesitate to email us: ... more If you have any enquiries regarding this discount order form please do not hesitate to email us: info@multilingual-matters.com Much of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom. Jane Arnold, University of Seville, Spain In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe! Ana Maria F. Barcelos, Federal University of Viçosa, Brazil This book ...

Research paper thumbnail of Introduction: Diverse Perspectives on Intercultural Citizenship

Multilingual Matters eBooks, Dec 30, 2024

Research paper thumbnail of Preface: Intercultural Citizenship – A Passion Project

Research paper thumbnail of Retaining Students with Shared Courses and Meaningful Credentials

Educational linguistics, Dec 31, 2022

Research paper thumbnail of BLOM, ELMA, & UNSWORTH, SHARON. (Eds.). Experimental Methods in Language Acquisition Research. Philadelphia/Amsterdam: John Benjamins, 2010. Pp. v, 292. $54.00, paper. ISBN 978-9-02721-997-8

The Modern Language Journal, Feb 21, 2013

The article reviews the book "Experimental Methods in Language Acquisition Research," e... more The article reviews the book "Experimental Methods in Language Acquisition Research," edited by Elma Blom and Sharon Unsworth.

Research paper thumbnail of Crossing the River by Feeling the Stones: Understanding and Integrating Social Justice in Chinese Language Class

The Modern Language Journal, 2022

Recent global social unrest-anti-Asian violence in particular-was a wake-up call compelling Chine... more Recent global social unrest-anti-Asian violence in particular-was a wake-up call compelling Chinese language teachers to not only reflect on their emotions but also actively incorporate social justice in their curriculum and instruction. Yet, research on social justice in Chinese language classrooms is scarce. Building on recent work on teacher agency, this study investigated 10 Chinese language teachers, originally from mainland China and Taiwan, about their understandings and practices of social justice in their teaching. Findings identified 3 major dimensions that influenced their understandings and practicesnamely, community, curriculum, and, more importantly, culture. (Re)shaping their understandings and adapting pedagogical skills were ongoing processes through which the teachers experienced complex feelings, support, and challenges; nonetheless, they drew on their agency to embed social justice in their teaching, manifested through (a) centering social justice topics in curriculum and instruction, and (b) creating a justice-oriented environment. This study explored social justice in the landscape of Chinese language education and provides implications for teaching and teacher education.

Research paper thumbnail of Engaging native speakers in language scaffolding in a Chinese classroom

Second Language Research & Practice, 2021

The study reported in this article was carried out in a Chinese language class at the college lev... more The study reported in this article was carried out in a Chinese language class at the college level to explore the benefits and challenges of language scaffolding through interactions between pairs consisting of a Chinese as a Foreign Language (CFL) learner and a Chinese Native Speaker (CNS). The CNSs were international students on campus. CNS and CFL learners formed tandem learning dyads to support each other's language and exchange cultural knowledge on given topics. Data included students' discussions, writing samples, and reflective interviews. Research findings revealed that the CNS provided corrective feedback through various strategies and that the CFL learner's Chinese was improved through language correction and language expansion. However, a number of challenges emerged for future improvement, including a lack of training on providing corrective feedback, unstable partnerships, and time constraints. This article includes suggestions for language program directors and instructors as they consider how to include their international student body in curriculum design.

Research paper thumbnail of Developing Teacher Cognition on Culture and Teaching Culture in a Chinese Class

Journal of the National Council of Less Commonly Taught Languages, 2020

This study examined how Chinese language teachers, through profound reflective practice in a nati... more This study examined how Chinese language teachers, through profound reflective practice in a national professional workshop, developed their teacher cognition of culture and teaching culture in a Chinese language class. Results showed that despite the teacher participants' varied teaching experiences and prior knowledge in this area, in-depth reflective practice compelled their perceptions of culture to be more dimensional, fluid and relative. They also planned to shift their pedagogy from imposing culture knowledge as an addition, to instilling culture in language classrooms through a collective inquiry. For less commonly taught languages such as Chinese, such research is scarce yet desirable as it not only explores connections between teachers' personal experience with teaching practice, but also offers implications to future teacher training programs. Introduction In the last two decades, the capacity of foreign language teaching has expanded from a sole focus on training students how to speak a language to a more diversified goal to help students achieve culturally appropriate communicative skills. Learners are expected to develop "the ability to interact effectively and appropriately with people from other language and cultural backgrounds," through "intentional goal-setting and self-reflection around language and culture and involves attitudinal changes toward one's own and other cultures" (ACTFL, 2017). Tolosa et al. (2018) noted, "(t)his complex interplay between language learning and learners' development of cultural competencies to navigate an increasingly multilingual and interconnected world, i.e., developing intercultural communicative competence, has become the main focus of school language curricula and language pedagogy initiatives around the world" (p. 228). The mission to develop students' intercultural communicative competence focuses much attention to reforming curricula, implementing innovative pedagogies, and offering robust professional training to prepare teachers for this aspiring mission. Are our teachers ready for this challenge to integrate culture in a language classroom? What can professional development do to foster teachers' understanding of culture and integrating culture in language education? These questions supplied the motivation for this study. The present research aimed to examine in what way(s) teachers develop their cognition of culture and how to teach culture in a foreign language classroom, through reflective practice in a professional development program. In particular, the growth of Chinese as a less commonly taught language calls for more research and understanding in this area. This study asks the following questions:

Research paper thumbnail of A case study of engaging and reflective teaching practices in a Chinese bilingual summer camp

Research paper thumbnail of Language Teacher Educators as Learners: A Case Study of Collaboration

Science Journal of Education, 2016

This qualitative study is set in the context of a two-week professional development summer instit... more This qualitative study is set in the context of a two-week professional development summer institute for Chinese language teachers. This institute had the luxury of involving four language instructors, one from the U.S., one from Austria, one from Taiwan and one from China. In addition to different ethnic and academic backgrounds, they brought various personalities and connections with Chinese language teacher training. The purpose of this qualitative case study is to investigate how the instructors learned from their collaboration throughout the institute. Data sources include reflective journals, instructors' meeting minutes, videos of instruction and in-depth interviews. With constant comparative analysis, this paper explores the importance of multicultural collaboration among teacher educators and shed light on the nature of their learning.

Research paper thumbnail of Teachers’ Identities and Creative Teaching in Language Immersion Classrooms.

Learning Languages, 2015

Exploring CREATIVITY and INNOVATION through Language Learning 2 fall/winter 2015 NNELL REPRESENTA... more Exploring CREATIVITY and INNOVATION through Language Learning 2 fall/winter 2015 NNELL REPRESENTATIVES NNELL EXECUTIVE BOARD LEARNING LANGUAGES EDITORS As a national organization, NNELL operates through a network of state representatives. You could help NNELL to continue with its mission by becoming a representative of your state. As a State Representative, you will serve as an advocate for early language learning, heighten public awareness of foreign languages in elementary and middle school education, serve as state representative for NNELL to your state language association and ensure that foreign languages in grades K-8 are recognized as a priority matter in your state.

Research paper thumbnail of Different voices: Guest speakers as pedagogy in a culture class

Transnational perspectives on innovation in teaching and learning technologies , 2018

Research paper thumbnail of Learning Chinese: Connections and comparisons in study abroad

Study Abroad Contexts for Enhanced Foreign Language Learning A volume in the Advances in Linguistics and Communication Studies (ALCS) Book Series, 2018

Research paper thumbnail of Experiential and Transformative Learning through Community Service in China

Palgrave Studies on Chinese Education in a Global Perspective International Students in China Education, Student Life and Intercultural Encounters, 2018

Research paper thumbnail of Perspectives on mediated L2 learning during study abroad: Exploring identity, motivation and learning strategies

Handbook of Research on Study Abroad Programs and Outbound Mobility, 2016

Research paper thumbnail of Cultural Influences on Intercultural Relationships for Women

International Proceedings of Economics Development and Research, 2012

Women are an active group of sojourners to travel to different cultures for various reasons, and ... more Women are an active group of sojourners to travel to different cultures for various reasons, and marriage is one of them. Women's experience in intercultural relationships may be connected with their backgrounds, values and other factors related to their ethnicity. This case study investigates three women from various backgrounds and explores their perspectives and experiences in their intercultural relationships. The purpose of this paper is to contribute to the knowledge base of women's intercultural life and to illuminate the importance of intercultural communication in intimate relationships.

Research paper thumbnail of Five-Dimension Reflective Pedagogy Model for Teacher Education: A Case in Culture Teaching in Chinese as a Second Language Classrooms

The 14th International Conference on Chinese Language Pedagogy proceedings, 2017

This paper described a Five-Dimension Reflective Pedagogy Model used in a professional developmen... more This paper described a Five-Dimension Reflective Pedagogy Model used in a professional development program on Chinese culture teaching. It examined impacts of the Model on teachers' attitudes towards reflection in teaching and understanding of culture teaching in Chinese as a second language classrooms. Data included pre-and post-program reflections, video-taped cultural road map presentations, daily reflective writing, and lesson plans. The Model led to teachers' positive attitudes towards the use of reflection in teaching, enhanced confidence in culture teaching, and complicated understandings of culture.

Research paper thumbnail of Embracing an integrative approach toward emotion in language teaching and learning.

The Modern Language Journal, 2019

Research paper thumbnail of Being a Wài Guó Rén in China: Reflection on a Study Abroad Project in China

Teaching Chinese in International Contexts, 2015

This article is reflecting on a faculty-led community service and research project in China. Thre... more This article is reflecting on a faculty-led community service and research project in China. Three undergraduate Chinese language learners from the University of Wisconsin-Eau Claire traveled to China to teach a three-week English summer camp for underserved children. From both the faculty and the participants’ perspectives, this article documents the successes and lessons from the project, shares students’ cultural experience and discusses its significant implications. The discussion is illuminating to both educators and researchers to further investigate the learning opportunities in study abroad.

Research paper thumbnail of Multilingual Matters Discount Order Form

If you have any enquiries regarding this discount order form please do not hesitate to email us: ... more If you have any enquiries regarding this discount order form please do not hesitate to email us: info@multilingual-matters.com Much of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom. Jane Arnold, University of Seville, Spain In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe! Ana Maria F. Barcelos, Federal University of Viçosa, Brazil This book ...

Research paper thumbnail of Introduction: Diverse Perspectives on Intercultural Citizenship

Multilingual Matters eBooks, Dec 30, 2024

Research paper thumbnail of Preface: Intercultural Citizenship – A Passion Project

Research paper thumbnail of Retaining Students with Shared Courses and Meaningful Credentials

Educational linguistics, Dec 31, 2022

Research paper thumbnail of BLOM, ELMA, & UNSWORTH, SHARON. (Eds.). Experimental Methods in Language Acquisition Research. Philadelphia/Amsterdam: John Benjamins, 2010. Pp. v, 292. $54.00, paper. ISBN 978-9-02721-997-8

The Modern Language Journal, Feb 21, 2013

The article reviews the book "Experimental Methods in Language Acquisition Research," e... more The article reviews the book "Experimental Methods in Language Acquisition Research," edited by Elma Blom and Sharon Unsworth.

Research paper thumbnail of Engaging native speakers in language scaffolding in a Chinese classroom

The study reported in this article was carried out in a Chinese language class at the college lev... more The study reported in this article was carried out in a Chinese language class at the college level to explore the benefits and challenges of language scaffolding through interactions between pairs consisting of a Chinese as a Foreign Language (CFL) learner and a Chinese Native Speaker (CNS). The CNSs were international students on campus. CNS and CFL learners formed tandem learning dyads to support each other’s language and exchange cultural knowledge on given topics. Data included students' discussions, writing samples, and reflective interviews. Research findings revealed that the CNS provided corrective feedback through various strategies and that the CFL learner’s Chinese was improved through language correction and language expansion. However, a number of challenges emerged for future improvement, including a lack of training on providing corrective feedback, unstable partnerships, and time constraints. This article includes suggestions for language program directors and i...

Research paper thumbnail of 4 Intercultural Talk: Fostering Intercultural Citizenship in a Chinese Program

Multilingual Matters eBooks, Dec 30, 2024

Research paper thumbnail of Crossing the River by Feeling the Stones: Understanding and Integrating Social Justice in Chinese Language Class

The Modern Language Journal

Recent global social unrest-anti-Asian violence in particular-was a wake-up call compelling Chine... more Recent global social unrest-anti-Asian violence in particular-was a wake-up call compelling Chinese language teachers to not only reflect on their emotions but also actively incorporate social justice in their curriculum and instruction. Yet, research on social justice in Chinese language classrooms is scarce. Building on recent work on teacher agency, this study investigated 10 Chinese language teachers, originally from mainland China and Taiwan, about their understandings and practices of social justice in their teaching. Findings identified 3 major dimensions that influenced their understandings and practicesnamely, community, curriculum, and, more importantly, culture. (Re)shaping their understandings and adapting pedagogical skills were ongoing processes through which the teachers experienced complex feelings, support, and challenges; nonetheless, they drew on their agency to embed social justice in their teaching, manifested through (a) centering social justice topics in curriculum and instruction, and (b) creating a justice-oriented environment. This study explored social justice in the landscape of Chinese language education and provides implications for teaching and teacher education.

Research paper thumbnail of A Case Study of Engaging and Reflective Teaching Practices in a Chinese Bilingual Summer Camp

Research paper thumbnail of Perspectives on Mediated L2 Learning during Study Abroad

Advances in Higher Education and Professional Development

Informed by multiple sociocultural and sociolinguistic conceptual frameworks that highlight the c... more Informed by multiple sociocultural and sociolinguistic conceptual frameworks that highlight the compelling implication of identity, motivation, and mediation in second language (L2) learning, this chapter examines how the sense of self and aspirations of multiple Chinese students have affected their strategies in L2 experiences during study abroad in the United States (US). Data sources included in-depth interviews, ethnographic observations, focus group discussion, social media posts and other documents. Within the specific study abroad context under discussion, substantial data from three focal participants divulged that multiple identities, self-positioning in imagined communities and motivation interacted with each other in mediating L2 learners' experience and investment selections. In other words, their feelings, sense of self and envisioned learning goals influenced and mediated their attitude and strategies in interacting with others.

Research paper thumbnail of Chapter 5 “Zoom” in and speak out: Virtual exchange in language learning

Second Language Teaching and Learning through Virtual Exchange

Research paper thumbnail of Developing Teacher Cognition on Culture and Teaching Culture in a Chinese Class

Journal of the National Council of Less Commonly Taught Languages, 2020

This study examined how Chinese language teachers, through profound reflective practice in a nati... more This study examined how Chinese language teachers, through profound reflective practice in a national professional workshop, developed their teacher cognition of culture and teaching culture in a Chinese language class. Results showed that despite the teacher participants' varied teaching experiences and prior knowledge in this area, in-depth reflective practice compelled their perceptions of culture to be more dimensional, fluid and relative. They also planned to shift their pedagogy from imposing culture knowledge as an addition, to instilling culture in language classrooms through a collective inquiry. For less commonly taught languages such as Chinese, such research is scarce yet desirable as it not only explores connections between teachers' personal experience with teaching practice, but also offers implications to future teacher training programs.

Research paper thumbnail of How Chinese Sociocultural Perspectives on Education Inform Students' Educational Decisions

This research study provides insight into regional differences in education, as well as societal ... more This research study provides insight into regional differences in education, as well as societal pressures that affect educational decisions. Research on this topic is important because: • Students in the current Chinese education system will be China’s economic future • The students experiences will affect business relations around the world • By learning their educational culture, individuals can gain insight into what is important to those students

Research paper thumbnail of Chinese Students Perceptions of American English Teachers (ESL) in Comparison with Chinese English Teachers (ESL)

This research observes the interaction between Chinese students and American Teachers in an Engli... more This research observes the interaction between Chinese students and American Teachers in an English learning summer camp located in Chengdu, China. The main objective was to study Chinese student’s perceptions of American English teachers including the advantages and disadvantages found in the teaching style differences between Chinese and American teachers. Observations were made throughout the classes taught by American teachers. Additional data was collected through one on one and group interviews with the Chinese students. The findings show that Chinese students find both American and Chinese teachers beneficial to their learning in different ways. ABSTRACT

Research paper thumbnail of Globalization in China : Developing Language and Cultural Understanding Through Study Abroad

Research paper thumbnail of Different Voices: Guest Speakers as Pedagogy in a Culture Class

Transnational Perspectives on Innovation in Teaching and Learning Technologies

Research paper thumbnail of Embracing an Integrative Approach Toward Emotion in Language Teaching and Learning

The Modern Language Journal

Research paper thumbnail of International students' language and culture learning experience in study abroad

This thesis is dedicated to my family in China, including my parents and my two elder sisters. It... more This thesis is dedicated to my family in China, including my parents and my two elder sisters. It is also dedicated to my husband Kevin Clancy.

Research paper thumbnail of Learning Chinese: Connections and Comparisons in Study Abroad

Both ACTFL standards and the world-readiness standards for learning languages include five aspect... more Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

Research paper thumbnail of Cultural Influences on Intercultural Relationships for Women

Women are an active group of sojourners to travel to different cultures for various reasons, and ... more Women are an active group of sojourners to travel to different cultures for various reasons, and marriage is one of them. Women’s experience in intercultural relationships may be connected with their backgrounds, values and other factors related to their ethnicity. This case study investigates three women from various backgrounds and explores their perspectives and experiences in their intercultural relationships. The purpose of this paper is to contribute to the knowledge base of women’s intercultural life and to illuminate the importance of intercultural communication in intimate relationships.

Research paper thumbnail of Intercultural Citizenship in Language Education: Teaching and Learning Through Social Action

Multilingual Matters, 2023

This book explores Intercultural Citizenship across a variety of US learning contexts. The chapte... more This book explores Intercultural Citizenship across a variety of US learning contexts. The chapters, which comprise both conceptual and empirical studies, represent a wide variety of languages at levels ranging from beginner to advanced. They urge us to look at how Intercultural Citizenship enhances and expands the work of world language educators.
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