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
Integrating L1 Culture Contexts (ICH) into L2 Learning: Relevance and Effectiveness (Published)
Intangible cultural heritage (ICH), as defined by UNESCO, is the practices, expressions, representations, knowledge and skills of communities and individuals as vehicles of their cultural heritage, which is transmitted from generation to generation through ‘cultural vehicles’ or language of a society or community. This study aims at integrating intangible cultural heritage of Malaysia (L1) into English language learning (L2), particularly in ESL assessments, to a) preserve intangible cultural heritage in the form of language learning contexts, b) provide source culture contexts to learn English language in general and improve grammar proficiency in particular, and c) investigate the relevance and effectiveness of culture contexts on language learning. The study uses online technology to develop various ESL assessments to engage learners in accumulating knowledge on cultural diversity and English language learning.
An Evaluation of the Communicative Approach to Language Acquisition and Language Education (Published)
This article evaluates the communicative approach adopted in the teaching of language in Nigerian Secondary Schools. This study analyses the communicative language teaching approach in line with the language difficulty situation of the Nigerian students. The Stephen Krashen theory on language learning was adopted for the study. A critical review of literature, interviews and classroom observation reveal that unless conscious and deliberate steps are taken to arrest the current traditional method of teaching language in Nigeria by teachers and language policy makers the success of this approach will remain a mirage. The study suggests that teachers of the English language need to be more proactive and less non-challant in their use of the communicative approach. They also need to implement appropriate communicative activities consciously to meet the learning styles and needs of their students in the Nigerian context.
Enhancing Language Learning Through Technology (Published)
This paper examines current research and developments in the field of language learning and teaching, focusing on role of educational technology and digital communications in acquisition of new or second languages. The purpose of the study is to consider the impact of evolving technologies, including devices such as computers, smartphones, and tablets, as well as more traditional media such as film, photography and written or printed materials. A review of current literature and studies in language learning is presented, describing works on the ethics, values and culture of the internet. The general research question is, How can new technology be used to enhance language learning by second language and foreign language learners? The study employs an interpretivist, qualitative research method, and concludes that digital technologies constitute a new literacy and essential component of language learning and communication. Further research into the various tools and techniques of digital instruction is recommended.
This study investigates the role of family in English language learning particularly in Bangladesh. Family role is very important to grow the sense of learning in learners as they are greatly influenced by it. Parents’ positive attitude, education and awareness according to individual requirements and needs provide constant encouragement and support for the learners. Parents make the greatest difference to achievement through supporting their learning at home rather than supporting activities in school. A learner, whose family members are habituated to use English at home, feels encouraged to learn English which facilitates learning process. My findings, on the other hand, show that children of those parents who are unaware of providing sound family atmosphere lack confidence as well as self-esteem. This study also examines the impact of home environment on children’s achievement in English language. My findings reveal that there is consistent relationship between the role of family and students’ academic achievement.
This article reports a study on interjections carried out in Awing and Yemba, two Bantu Grassfield Languages in Cameroon. The study shows that language learning and language use especially as concerns interjections stem out from the learners first language. Given the reality on the ground whereby mother tongue teaching has been neglected for quite a while, until recently that linguists have introduced mother tongue study both in the secondary school and the university. Interjections of Awing and Yemba languages were collected from natives of these mother tongues. The data were compared and transcribed. Its presentation was done on a table form, some contrasts and comparisms were done and results gotten were analyzed between these two mother tongues. Mother tongue interjections share a lot in common with one another in Cameroon. Their phonology, morphemes and features are similar to one another which are equally similar to the official languages in use. This shows that the study of these mother tongue interjections will enhance not only understanding of interjections but will equally promote and sustain some cultural and linguistic aspects of our national languages which are dying out.