Tag Archives: Interculturality

Book Review: Interculturality in Learning Mandarin Chinese in British Universities. By Tinghe Jin. London and New York: Routledge, 2021. 188 pp., £120 (hardback), £33.29 (e-book). ISBN: 9781138228306 (Published)

This account provides a critique of Tinghe Jin’s recently-published book entitled Interculturality in Learning Mandarin Chinese in British Universities, which offers one of the first in-depth enquiries on interculturality and language learning in the context of UK higher education. A review of the book’s objectives, content and key messages is given, while terminology and concepts encountered in Jin’s research are discussed and problematized. Emphasis is given to evolving concepts, such as ‘culture’, ‘Chinese culture’ and ‘intercultural competence’, as well as to hidden problems in Chinese language learning. The need to extend insight into teachers’ perspectives on interculturality is highlighted for future research.

 

Citation: Yanyi Lu  (2021) Book Review: Interculturality in Learning Mandarin Chinese in British Universities. By Tinghe Jin. London and New York: Routledge, 2021. 188 pp., £120 (hardback), £33.29 (e-book). ISBN: 9781138228306, British Journal of Education, Vol. 9, Issue 8, pp.50-54

Keywords: Higher Education, Interculturality, Language Learning, Teaching

The Inclusion of Culture in Tesol Lessons: Three Case Studies On Teacher Cognitions And Context (Published)

This study explores the use of culture in TESOL lessons by investigating the cognitions of three teachers working in very different contexts: the United States, Central/Eastern Europe, and Saudi Arabia. Through a series of semi-structured interviews, the practices of the participants were examined to better understand the types of lessons in which they choose to include topics related to their own or their students’ cultures, their motivations for doing so, and any contextual factors which may influence their decisions. The results indicate that the teachers regularly include cultural topics in a variety of lesson types, but most often in speaking or reading activities. The participants are largely motivated to include such topics in order to engage their students, yet context can prove a limiting factor. Implications extend to teachers and teacher trainers, particularly in light of the teachers’ approaches to the intersection of cultures in their classrooms as a means to develop students’ language skills and their abilities to interact with the diverse population of English speakers.

Keywords: Context, Culture, Interculturality, TESOL, teacher cognition

The Inclusion of Culture in Tesol Lessons: Three Case Studies On Teacher Cognitions And Context (Published)

This study explores the use of culture in TESOL lessons by investigating the cognitions of three teachers working in very different contexts: the United States, Central/Eastern Europe, and Saudi Arabia. Through a series of semi-structured interviews, the practices of the participants were examined to better understand the types of lessons in which they choose to include topics related to their own or their students’ cultures, their motivations for doing so, and any contextual factors which may influence their decisions. The results indicate that the teachers regularly include cultural topics in a variety of lesson types, but most often in speaking or reading activities. The participants are largely motivated to include such topics in order to engage their students, yet context can prove a limiting factor. Implications extend to teachers and teacher trainers, particularly in light of the teachers’ approaches to the intersection of cultures in their classrooms as a means to develop students’ language skills and their abilities to interact with the diverse population of English speakers.

Keywords: Context, Culture, Interculturality, TESOL, teacher cognition