Library Catalog
Amazon cover image
Image from Amazon.com

Learning English and Chinese as Foreign Languages : Sociocultural and Comparative Perspectives / Wen-Chuan Lin.

By: Contributor(s): Material type: TextTextSeries: New Perspectives on Language and EducationPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2019]Copyright date: ©2019Description: 1 online resourceContent type:
Media type:
Carrier type:
ISBN:
  • 9781788925143
  • 9781788925150
Subject(s): DDC classification:
  • 495.180071042 23
LOC classification:
  • P53.8 .L55 2019
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Abbreviations -- Acknowledgements -- Foreword -- Preface -- 1. Introduction -- 2. A Theoretical Insight: Sociocultural Views on Language Learning -- 3. Learning English/Chinese as Foreign Languages: The Contexts -- 4. Getting Access to English and Chinese: Everyday Practice -- 5. Classroom Life and Pedagogical Comparisons -- 6. Language Learning and Identity: Communities of Practice -- 7. Synthesis and Cross-Cultural Comparisons -- 8. Conclusion -- Appendix -- References -- Index
Summary: Learning English and Chinese is becoming increasingly important to the prospects of young people. This book compares English as a Foreign Language teaching in Taiwan with Chinese as a Foreign Language education in England in order to highlight how classroom activities are embedded within multiple settings, including ethnic or other social group cultures, family and community resources and school visions or goals. The book illustrates how in Taiwan different ethnic groups recognise, access and value English language learning to varying extents. Its findings illuminate why some ethnic groups are highly motivated to learn English and are able to gain privileged economic positions in the job market. In England, access to Chinese is marked by social class, and the book argues that this could augment an ‘educational apartheid’ that already exists in language teaching in secondary schools, thereby exacerbating existing inequality.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781788925150

Frontmatter -- Contents -- Abbreviations -- Acknowledgements -- Foreword -- Preface -- 1. Introduction -- 2. A Theoretical Insight: Sociocultural Views on Language Learning -- 3. Learning English/Chinese as Foreign Languages: The Contexts -- 4. Getting Access to English and Chinese: Everyday Practice -- 5. Classroom Life and Pedagogical Comparisons -- 6. Language Learning and Identity: Communities of Practice -- 7. Synthesis and Cross-Cultural Comparisons -- 8. Conclusion -- Appendix -- References -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

Learning English and Chinese is becoming increasingly important to the prospects of young people. This book compares English as a Foreign Language teaching in Taiwan with Chinese as a Foreign Language education in England in order to highlight how classroom activities are embedded within multiple settings, including ethnic or other social group cultures, family and community resources and school visions or goals. The book illustrates how in Taiwan different ethnic groups recognise, access and value English language learning to varying extents. Its findings illuminate why some ethnic groups are highly motivated to learn English and are able to gain privileged economic positions in the job market. In England, access to Chinese is marked by social class, and the book argues that this could augment an ‘educational apartheid’ that already exists in language teaching in secondary schools, thereby exacerbating existing inequality.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jun 2024)