File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Intercultural interactions in Chinese classrooms: a multiple-case study

TitleIntercultural interactions in Chinese classrooms: a multiple-case study
Authors
KeywordsIntercultural
international students
internationalisation
international education
Chinese students
Issue Date2019
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
Citation
Studies in Higher Education, 2019, Epub How to Cite?
AbstractMeaningful 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.
Persistent Identifierhttp://hdl.handle.net/10722/273208
ISSN
2017 Impact Factor: 2.321
2015 SCImago Journal Rankings: 1.160
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZou, TXP-
dc.contributor.authorYu, J-
dc.date.accessioned2019-08-06T09:24:33Z-
dc.date.available2019-08-06T09:24:33Z-
dc.date.issued2019-
dc.identifier.citationStudies in Higher Education, 2019, Epub-
dc.identifier.issn0307-5079-
dc.identifier.urihttp://hdl.handle.net/10722/273208-
dc.description.abstractMeaningful 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.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp-
dc.relation.ispartofStudies in Higher Education-
dc.subjectIntercultural-
dc.subjectinternational students-
dc.subjectinternationalisation-
dc.subjectinternational education-
dc.subjectChinese students-
dc.titleIntercultural interactions in Chinese classrooms: a multiple-case study-
dc.typeArticle-
dc.identifier.emailZou, TXP: tracyzou@hku.hk-
dc.identifier.emailYu, J: yjanet@hku.hk-
dc.identifier.authorityZou, TXP=rp01998-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/03075079.2019.1647415-
dc.identifier.hkuros300609-
dc.identifier.spage1-
dc.identifier.epage14-
dc.identifier.isiWOS:000478413700001-
dc.publisher.placeUnited Kingdom-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats