Aide Chen - Academia.edu (original) (raw)

Papers by Aide Chen

Research paper thumbnail of Pedagogical Possibilities: Reflections and Research on Changing Classroom Practices and Perceptions

DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2022

Research paper thumbnail of Critical Emotional Reflexivity for TESOL

Advances in higher education and professional development book series, Sep 28, 2023

Research paper thumbnail of Review of Jackson, J. (Ed.). (2020). The Routledge handbook of language and intercultural communication (2nd edition). Routledge

Canadian Journal of Applied Linguistics, Aug 14, 2023

The Handbook edited by Jane Jackson has been released in contemporary and transnational times whe... more The Handbook edited by Jane Jackson has been released in contemporary and transnational times where interculturality-related challenges continue to emerge. Some of these challenges include "the rise in populism, elevated fear of difference, and heightened anti-immigration sentiments" (Jackson, 2020, p. 1) and may, to varying degrees, influence individuals' lives and well-being. To tackle these issues and foster greater equity, diversity, and inclusion in intercultural communication and research practices, the Handbook presents 34 chapters to introduce interdisciplinary studies of language and intercultural communication for senior undergraduate students, graduate students, and scholars from multidisciplinary backgrounds (e.g., language education, anthropology, sociology, business, tourism) who are interested in language and intercultural communication research. Each chapter not only critically assesses field-specific theories and research methods, but also discusses practical recommendations and future directions for conducting research. The Handbook categorizes chapters into five parts. Part I, 'Foundations of language and intercultural communication studies', contains five chapters mainly reviewing the (re)conceptualizations of language and intercultural communication research, with a particular focus on historical developments across the globe (Chapter 1), culture and power (Chapter 2), identity and communication (Chapter 3), intercultural competence and citizenship (Chapter 4), and criticality and reflexivity (Chapter 5). Part II, 'Core themes and issues', shares a similar theoretical orientation with 14 chapters structured under three themes to discuss the relationships between language and other constructs such as culture, identity, and global citizenship education. Diverging slightly in focus, Part III, 'Theory into practice: Towards intercultural (communicative) competence and citizenship', looks at some important practices such as intercultural education for second language teachers (Chapter 20), intercultural responsibility and glocal critical citizenship (Chapter 21), digitally mediated development of intercultural competence (Chapter 22), equity-and diversity-focused global citizenship education (Chapter 23), and intercultural learning assessment (Chapter 24). Exemplifying interdisciplinary approaches, Part IV, 'Language and intercultural communication in context', provides diverse contexts in which intercultural communication takes place, such as international education (Chapters 25, 26, & 27), business education (Chapter 28), workplace (Chapters 29 & 30), health services (Chapter 31), legal discourse (Chapter 32), and tourism (Chapter 33). Finally, Part V, 'New debates and future directions', includes a closing chapter (i.e., Chapter 34) synthesizing ongoing debates and highlighting the need to strengthen socially just research and practical efforts so as to promote interculturality across public and private domains. This edited volume possesses several strengths. An important aspect is that all chapters exhibit a high level of criticality and reflexivity. Chapter 5, for example, explains the interconnectedness between these two notions and increases the visibility

Research paper thumbnail of Critical Emotional Reflexivity for TESOL: The What, Why, and How

This chapter explores the meaning, significance, and applications of critical emotional reflexivi... more This chapter explores the meaning, significance, and applications of critical emotional reflexivity in order to facilitate TESOL teacher preparation. It begins with historical trends of reflexivity and emotional practices in pedagogy and research. After delving into the nuanced definitions and roles of reflexivity, the chapter presents the concept of critical emotional reflexivity and its significance in TESOL. A conceptual framework, drawing on the theories of transformative, social-emotional, and reflexive learning, is then proposed with the aim of operationalizing the integration of critical emotional reflexivity in teaching. The chapter further demonstrates how an autobiographical reflexive approach can enhance the planning and implementation of activities aimed at fostering critical emotional reflexivity among English as an additional language student teachers. This approach thus enables language teachers to critically examine emotional experiences in sociopolitical terms, offering them the possibilities for transforming both their conceptual and pedagogical practices.

Research paper thumbnail of Inclusionary Education: Fostering Belongingness & Changing Classroom Practice

DOAJ (DOAJ: Directory of Open Access Journals), Jun 1, 2022

Research paper thumbnail of Supporting Graduate Students and Emerging Scholars in the Field of Education: Insightful Work Shared at CCGSE

DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2022

Research paper thumbnail of ESL Teachers' Self-efficacy toward Pedagogical Use of Digital Technologies: An Exploratory Case Study in the Ontario Context

Digital technologies have been intertwined with English language education globally and have yiel... more Digital technologies have been intertwined with English language education globally and have yielded ever-emerging opportunities and challenges. This research aims to explore ESL teacher participants' perceived abilities to use digital technologies for pedagogical purposes, their implemented integration of technology in classrooms, as well as possible solutions to some of the technology-related difficulties they have experienced throughout their teaching practice. This qualitatively-driven mix-methods study utilizes a constructivist theoretical framework and involves multiple bodies of literature such as digital literacy and teacher self-efficacy. Surveys and semi-structured interviews have been used for data collection. The findings show that teacher self-efficacy beliefs are shaped by ones' lived experiences and are fluid in nature. Additionally, while it appears preferable to look at digital competencies and technologies using a non-essentialist lens, being able to meaningfully integrate technology with classroom activities and learner assignments merits English language instructors' critical attention. Wider implications and future directions have been discussed as well.

Research paper thumbnail of “What Did I Gain From Graduate Studies Abroad?”

Advances in Religious and Cultural Studies

This chapter aims to provide critical retrospective insights into the extent to which education c... more This chapter aims to provide critical retrospective insights into the extent to which education can shape one's views, practices, and identities. Focusing on sharing the author's graduate learning stories abroad, this autoethnographic chapter consists of the following five sections. The first section introduces the author's self-positioning as a multilingual speaker, an emerging teacher, an international student, among others, and also motivation to write about his life stories. The second to the fourth sections identify three main learning gains over the course of the author's graduate studies, including his heightened awareness of pluralism, improved socio-educational competencies, and increased sensitivity to equity and social justice issues. The final section summarizes the author's graduate learning gains and then highlights some recommendations and issues for stakeholders to (re)consider.

Research paper thumbnail of Pedagogical Possibilities: Reflections and Research on Changing Classroom Practices and Perceptions

DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2022

Research paper thumbnail of Critical Emotional Reflexivity for TESOL

Advances in higher education and professional development book series, Sep 28, 2023

Research paper thumbnail of Review of Jackson, J. (Ed.). (2020). The Routledge handbook of language and intercultural communication (2nd edition). Routledge

Canadian Journal of Applied Linguistics, Aug 14, 2023

The Handbook edited by Jane Jackson has been released in contemporary and transnational times whe... more The Handbook edited by Jane Jackson has been released in contemporary and transnational times where interculturality-related challenges continue to emerge. Some of these challenges include "the rise in populism, elevated fear of difference, and heightened anti-immigration sentiments" (Jackson, 2020, p. 1) and may, to varying degrees, influence individuals' lives and well-being. To tackle these issues and foster greater equity, diversity, and inclusion in intercultural communication and research practices, the Handbook presents 34 chapters to introduce interdisciplinary studies of language and intercultural communication for senior undergraduate students, graduate students, and scholars from multidisciplinary backgrounds (e.g., language education, anthropology, sociology, business, tourism) who are interested in language and intercultural communication research. Each chapter not only critically assesses field-specific theories and research methods, but also discusses practical recommendations and future directions for conducting research. The Handbook categorizes chapters into five parts. Part I, 'Foundations of language and intercultural communication studies', contains five chapters mainly reviewing the (re)conceptualizations of language and intercultural communication research, with a particular focus on historical developments across the globe (Chapter 1), culture and power (Chapter 2), identity and communication (Chapter 3), intercultural competence and citizenship (Chapter 4), and criticality and reflexivity (Chapter 5). Part II, 'Core themes and issues', shares a similar theoretical orientation with 14 chapters structured under three themes to discuss the relationships between language and other constructs such as culture, identity, and global citizenship education. Diverging slightly in focus, Part III, 'Theory into practice: Towards intercultural (communicative) competence and citizenship', looks at some important practices such as intercultural education for second language teachers (Chapter 20), intercultural responsibility and glocal critical citizenship (Chapter 21), digitally mediated development of intercultural competence (Chapter 22), equity-and diversity-focused global citizenship education (Chapter 23), and intercultural learning assessment (Chapter 24). Exemplifying interdisciplinary approaches, Part IV, 'Language and intercultural communication in context', provides diverse contexts in which intercultural communication takes place, such as international education (Chapters 25, 26, & 27), business education (Chapter 28), workplace (Chapters 29 & 30), health services (Chapter 31), legal discourse (Chapter 32), and tourism (Chapter 33). Finally, Part V, 'New debates and future directions', includes a closing chapter (i.e., Chapter 34) synthesizing ongoing debates and highlighting the need to strengthen socially just research and practical efforts so as to promote interculturality across public and private domains. This edited volume possesses several strengths. An important aspect is that all chapters exhibit a high level of criticality and reflexivity. Chapter 5, for example, explains the interconnectedness between these two notions and increases the visibility

Research paper thumbnail of Critical Emotional Reflexivity for TESOL: The What, Why, and How

This chapter explores the meaning, significance, and applications of critical emotional reflexivi... more This chapter explores the meaning, significance, and applications of critical emotional reflexivity in order to facilitate TESOL teacher preparation. It begins with historical trends of reflexivity and emotional practices in pedagogy and research. After delving into the nuanced definitions and roles of reflexivity, the chapter presents the concept of critical emotional reflexivity and its significance in TESOL. A conceptual framework, drawing on the theories of transformative, social-emotional, and reflexive learning, is then proposed with the aim of operationalizing the integration of critical emotional reflexivity in teaching. The chapter further demonstrates how an autobiographical reflexive approach can enhance the planning and implementation of activities aimed at fostering critical emotional reflexivity among English as an additional language student teachers. This approach thus enables language teachers to critically examine emotional experiences in sociopolitical terms, offering them the possibilities for transforming both their conceptual and pedagogical practices.

Research paper thumbnail of Inclusionary Education: Fostering Belongingness & Changing Classroom Practice

DOAJ (DOAJ: Directory of Open Access Journals), Jun 1, 2022

Research paper thumbnail of Supporting Graduate Students and Emerging Scholars in the Field of Education: Insightful Work Shared at CCGSE

DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2022

Research paper thumbnail of ESL Teachers' Self-efficacy toward Pedagogical Use of Digital Technologies: An Exploratory Case Study in the Ontario Context

Digital technologies have been intertwined with English language education globally and have yiel... more Digital technologies have been intertwined with English language education globally and have yielded ever-emerging opportunities and challenges. This research aims to explore ESL teacher participants' perceived abilities to use digital technologies for pedagogical purposes, their implemented integration of technology in classrooms, as well as possible solutions to some of the technology-related difficulties they have experienced throughout their teaching practice. This qualitatively-driven mix-methods study utilizes a constructivist theoretical framework and involves multiple bodies of literature such as digital literacy and teacher self-efficacy. Surveys and semi-structured interviews have been used for data collection. The findings show that teacher self-efficacy beliefs are shaped by ones' lived experiences and are fluid in nature. Additionally, while it appears preferable to look at digital competencies and technologies using a non-essentialist lens, being able to meaningfully integrate technology with classroom activities and learner assignments merits English language instructors' critical attention. Wider implications and future directions have been discussed as well.

Research paper thumbnail of “What Did I Gain From Graduate Studies Abroad?”

Advances in Religious and Cultural Studies

This chapter aims to provide critical retrospective insights into the extent to which education c... more This chapter aims to provide critical retrospective insights into the extent to which education can shape one's views, practices, and identities. Focusing on sharing the author's graduate learning stories abroad, this autoethnographic chapter consists of the following five sections. The first section introduces the author's self-positioning as a multilingual speaker, an emerging teacher, an international student, among others, and also motivation to write about his life stories. The second to the fourth sections identify three main learning gains over the course of the author's graduate studies, including his heightened awareness of pluralism, improved socio-educational competencies, and increased sensitivity to equity and social justice issues. The final section summarizes the author's graduate learning gains and then highlights some recommendations and issues for stakeholders to (re)consider.