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Facilitating Transformative Learning Toward Productive Bilingualism: Innovations in Teaching English for Intercultural Communication in China

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Innovation in Language Learning and Teaching

Part of the book series: New Language Learning and Teaching Environments ((NLLTE))

Abstract

In the context of globalization, English education in China has undergone a change from simply imitating “native speakers” of British/American English and norms of the “western culture”, to a more dialogical way of linguistic and cultural interaction. This study explored classroom innovations facilitating university students’ development toward “productive bilingualism” (Gao, 2001, 2002, 2014), that is, the mutual reinforcement between growing competence in additional languages/cultures and competence in languages/cultures acquired earlier. The study was part of a larger action research on a College English course “Language, Culture and Communication” in a comprehensive university in Beijing, which aimed at improving the current teaching of English for intercultural communication. Through three cycles of action research, the teacher had developed a new curriculum that was guided by transformative learning theory (Mezirow, 2000) by emphasizing critical reflection where the teacher guided students to become open and critical of their own and others’ assumptions, to redefine problems from a different perspective and to incorporate multiple perspectives. By analyzing data from classroom observations, teaching journals, surveys and students’ reflection papers, it was found that in the process of developing the course, students were better enabled to progress toward the goal of being more open, critical and incorporative of their multiple languages/cultures.

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Author information

Authors and Affiliations

  1. Peking University, Beijing, China

    Xuan Zheng & Yihong Gao

Authors
  1. Xuan Zheng
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  2. Yihong Gao
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Editor information

Editors and Affiliations

  1. Department of Education, Unitec Institute of Technology, Auckland, New Zealand

    Hayo Reinders

  2. University of Hong Kong, Pokfulam, Hong Kong

    David Nunan

  3. Xi’an Jiaotong-Liverpool University, Suzhou, China

    Bin Zou

Appendix: Weekly Calendar of Language, Culture and Communication

Appendix: Weekly Calendar of Language, Culture and Communication

Week

Topic

Assignment

Goal

1

Introduction

 

Knowledge orientated: To have a general understanding on cultural differences, and the relationship between language and culture.

To create class community

2

Cultural diversity

 

3

Language and culture

 

4

Intercultural interpersonal relationships

 

5

Family culture and the primary socialization process

Journal 1

To define culture as learned

6

Communication styles: online and offline

 

To help students notice, describe and interpret cross-cultural differences and similarities, especially in communication styles in different modes

7

Non-verbal communication

Ethnographic observation and field notes

8

Gender and communication

 

9

Language and identity in intercultural communication

Journal 2

To help students reflect on how their ideas and attitudes toward self and others are formed

10

Language attitudes

Journal 3

11

Stereotypes, prejudice and discrimination

Research proposal due

12

Movie showing: Shanghai Calling

 

Action oriented: to help students apply effective strategies in communicating, managing conflicts and emotions across contexts

13

Conflict and conflict management

 

14

Intercultural adaptation

 

15

Presentation

Final research report due

Assessment

16

Presentation

Final reflection letter due

Assessment

Copyright information

© 2017 The Author(s)

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Zheng, X., Gao, Y. (2017). Facilitating Transformative Learning Toward Productive Bilingualism: Innovations in Teaching English for Intercultural Communication in China. In: Reinders, H., Nunan, D., Zou, B. (eds) Innovation in Language Learning and Teaching. New Language Learning and Teaching Environments. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-60092-9_12

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  • DOI: https://doi.org/10.1057/978-1-137-60092-9_12

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-60091-2

  • Online ISBN: 978-1-137-60092-9

  • eBook Packages: Social SciencesSocial Sciences (R0)

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