"Doing School": Cross Cultural Encounters

Autor/in	Edwards, Viv
Titel	"Doing School": Cross Cultural Encounters
Quelle	In: TESOL in Context, 25 (2015) 1, S.4-15 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Vignettes; Elementary School Students; English (Second Language); Second Language Learning; Language Teachers; Asians; Indigenous Populations; Language Variation; Literacy; Foreign Countries; Second Language Instruction; Higher Education; Chinese; Indo European Languages; Native Speakers; Teaching Methods; Cultural Context; College Faculty; Expectation; Parent Attitudes; Student Attitudes; Teacher Attitudes; Power Structure; Cross Cultural Studies; Multilingualism; World Views; Siblings; Role; Australia; China; United Kingdom + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Sinti und Roma; Sprachenvielfalt; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; China; Chinesen; Indoeuropäisch; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Expectancy; Erwartung; Elternverhalten; Schülerverhalten; Lehrerverhalten; Cultural comparison; Kulturvergleich; Mehrsprachigkeit; Multilingualismus; World view; Weltanschauung; Sibling; Geschwister; Rollen; Australien; Großbritannien
Abstract	In this paper, a series of vignettes is used to explore important current challenges in TESOL. These vignettes are drawn from many different settings, including Bengali-, Pahari- and Chinese-speaking children in UK primary schools, speakers of Aboriginal English in Australia and Chinese teachers of English on courses in Higher Education. A number of themes run through these different contexts: What counts as literacy and learning? What are the expectations of the students and, in the case of school children, their parents? How do these differ from those of their teachers? What power issues shape these expectations? In answering these questions, emphasis will be placed on the dangers of "othering" and the importance of syncretic approaches that recognize and build on student experience. (As Provided).
Anmerkungen	Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01