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| fewer university students studying mandarin: Supporting the Learning of Chinese as a Second Language: Implications for Language Education Policy Joseph Lo Bianco, Elizabeth Ka Yee Loh, Mark Shiu-kee Shum, 2024-10-25 The research in this volume takes account of the context of policy promoting Chinese as a second language (CSL) in several countries and regions, (Australia, East Asia and South-East Asia), and the wider social context of multilingual and multicultural societies. Furthermore, this book reports results of two research studies which investigated how to develop effective strategies to promote learners’ motivation and the motivational developments of adult learners in real-life settings, helping to overcome gaps in this under-researched area. Findings reported in this book have been scientifically examined and found to be effective in enhancing the learners’ CSL proficiency, increasing their learning motivation, and addressing the need for a diversity of targeted approaches to CSL. Most are applicable across preschool to secondary levels. The theoretical grounding of this research work represents a new direction for research in teaching Chinese as a second language. |
| fewer university students studying mandarin: Intelligibility, Tones and Young Beginner Learners of Mandarin Chinese Robert Neal, 2025-03-12 Two decades ago, Mandarin Chinese seemed set to become a mainstream school subject in Anglophone settings. Yet current learning outcomes are generally disappointing. Is Chinese too difficult for learners at this level? Should it be left to the posh kids with pushy parents? Set within the context of teaching and learning Chinese at an inner-city secondary school in the North of England, and adopting a case study research design, this book aims to develop research-informed insights into the nature of the pronunciation challenges facing beginner learners of Chinese. While existing research has shown that producing native-like tones is difficult for Anglophone learners, the question of how important tones are for intelligibility has been largely ignored. Do heavily accented tones actually matter? Which specific areas of the learners’ speech signal mislead their listeners? How aware are learners of their own pronunciation errors? Teachers of Chinese may not be able to solve entrenched geopolitical tensions, but we can lay the foundations for a stronger engagement with China through excellent teaching. However, before authoritative pedagogical interventions can be made, far more understanding is required of not only how adolescent beginners learn Chinese in school settings, but also what can be realistically expected of them. |
| fewer university students studying mandarin: Handbook of Chinese Migration to Europe , 2024-12-09 Editors-in-Chief: Mette Thuno and Simeng Wang Associate Editors: Emilie Tran Sautede and Yu-chin Tseng The Handbook of Chinese Migration to Europe offers a comprehensive exploration of recent human mobility from China to Europe. Written by leading scholars from various disciplines, its 23 chapters delve into the multifaceted dimensions of Chinese migrants and their descendants across Europe, providing novel explorations into migration motivations and pathways, China’s diaspora engagement, economic entrepreneurship, socialization, and identity constructions. Each chapter presents existing scholarship and contributes with fresh empirical research that challenges conventional assumptions. Whether you are a researcher, policymaker, journalist, commentator, practitioner, or student, this handbook provides invaluable insights, reshaping our understanding of migration and China–Europe dynamics in the 21st century. |
| fewer university students studying mandarin: A Corpus Study of Collocation in Chinese Learner English Yuanwen Lu, 2016-12-08 Based on two corpora: LOCNESS (Louvain Corpus of Native English Essays) and MLC (Non-English major Mainland Chinese Learner Corpus), this book explores the grammatical and lexical collocations of Chinese learner English. As one of the first systematic studies to investigate collocations in Chinese learner English based on learner corpora, this book provides significant implications for foreign language teaching and learning. |
| fewer university students studying mandarin: Early 21st-Century Power Struggles of Chinese Languages Teaching in US Higher Education Ya-chen Chen, 2018-10-12 This book exclusively focuses on visible and under-the-table power struggles with regards to aspects of communities, connections, cultures, and communication related to Chinese language teaching in US higher education in the past two decades. As long as there are diverse communities in a society, conflicts between different groups of people become inevitable, and these lead, in turn, to power struggles. Once there are conflicts or power struggles among various communities, problematic subtleties about connections to different communities, as well as comparisons and contrasts of social varieties and cultural legacies, indubitably ensue. |
| fewer university students studying mandarin: Journal of Comparative & International Higher Education, 2019 Vol. 11 (Spring) Rosalind Latiner Raby, 2019-10-01 The Journal of Comparative & International Higher Education (JCIHE) is the official journal of the Comparative and International Education Society's (CIES) Higher Education Special Interest Group (HESIG). HESIG supports development, analysis, and dissemination of theory-, policy-, and practice-related issues that influence higher education. Accordingly, JCIHE (Print ISSN 2151-0393 & Online ISSN 2151-0407) publishes work from the complementary fields of comparative, international, and development education addressing these issues. |
| fewer university students studying mandarin: Chinese Higher Education Reform and Social Justice Bin Wu, W. John Morgan, 2015-06-26 In place of a distributive justice perspective which focuses simply on equal access to universities, this book presents a broader understanding of the relationship between Chinese higher education and economic and social change. The necessity for research on the place of universities in contemporary Chinese society may be seen from current debates about and policy towards issues of educational inequality at Chinese universities. Many questions arise as a consequence: What are the limitations of neo-liberalism in higher education policy and what are the alternatives? How has the Chinese government met the challenges of educational inequality, and what lessons may be learned from its recent initiatives? How may higher education enhance social justice in Chinese society given economic, social, and cultural inequality? What may be learned from the experience of Macau, Hong Kong, and of Taiwan in terms of achieving social justice in Chinese universities? These questions are considered by a group of leading scholars from both inside and outside China. |
| fewer university students studying mandarin: Indian and Chinese Immigrant Communities Jayati Bhattacharya, Coonoor Kripalani, 2015-03-01 This interdisciplinary collection of essays offers a window onto the overseas Indian and Chinese communities in Asia. Contributors discuss the interactive role of the cultural and religious ‘other’, the diasporic absorption of local beliefs and customs, and the practical business networks and operational mechanisms unique to these communities. Growing out of an international workshop organized by the Institute of Southeast Asian Studies in Singapore and the Centre of Asian Studies at the University of Hong Kong, this volume explores material, cultural and imaginative features of the immigrant communities and brings together these two important communities within a comparative framework. |
| fewer university students studying mandarin: China in 2020 Angang Hu, 2011-05-01 The rapid pace and grand scale of China's rise have produced a heady mixture of wonder and consternation in the West. Is China on track to become a superpower? What would that mean for the rest of the world? Economist Hu Angang approaches these questions through analysis of three major dimensions of China's rise: its overall economic and social development; advances in education, science, and technology (including alternative energy); and the likely complications posed by resource scarcity, environmental degradation, and climate change. After three decades of unprecedented economic growth, China is now home to the world's second-largest economy. It is the world's largest exporter and its second-largest consumer of energy (as well as number one in carbon emissions). Extrapolating from these seismic changes, Hu forecasts that by 2020 China will become a mature, responsible, and attractive superpower that will contribute, alongside the European Union, to the end of the unipolar era dominated by the United States. China in 2020 presents a native Chinese perspective on the challenges and opportunities that Beijing will face as its global footprint expands. Through a meticulous examination of China's development trajectory, Hu Angang explains how his nation—as the world's largest emerging market—will impact global economic growth, foreign direct investment flows, energy consumption, and carbon dioxide emissions. He proposes a comprehensive strategic framework to guide the next stage of China's rise, seeking to maximize the country's positive impact on the world and minimize the negative externalities of its meteoric development. |
| fewer university students studying mandarin: The Study of Change James Reardon-Anderson, 1991 When Western missionaries introduced modern chemistry to China in the 1860s, they called this discipline hua-hsueh, literally, 'the study of change'. In this first full-length work on science in modern China, James Reardon-Anderson describes the introduction and development of chemistry in China in the late nineteenth and early twentieth centuries, and examines the impact of the science on language reform, education, industry, research, culture, society, and politics. Throughout the book, Professor Reardon-Anderson sets the advance of chemistry in the broader context of the development of science in China and the social and political changes of this era. His thesis is that science fared well at times when a balance was struck between political authority and free social development. Based on Chinese and English sources, the narrative moves from detailed descriptions of particular chemical processes and innovations to more general discussions of intellectual and social history, and provides a fascinating account of an important episode in the intellectual history of modern China. |
| fewer university students studying mandarin: Teaching and Researching Chinese EFL/ESL Learners in Higher Education Zhongshe Lu, Meihua Liu, Wenxia Zhang, 2021-06-21 China has attached great importance to teaching students to become proficient users of English. Yet, despite a plethora of studies and practice on Chinese ESL/EFL (English as a second/foreign language) learners, the large student population, its complicated composition and the complex nature of second and foreign language learning have rendered it difficult to offer a panoramic view on ESL/EFL teaching and learning of Chinese learners. This book provides a new and up-to-date perspective on the teaching and learning of Chinese ESL/EFL learners. The book collects 15 case studies, falling into two parts—Curriculum Development and Teaching Practice and Skills-Based Research. The collected studies deploy qualitative, quantitative or mixed methods to explore patterns, features, developments and causes and effects of a variety of issues in the sphere of ESL/EFL teaching and learning. Moreover, the cases offer insights that are relevant beyond the mainland Chinese context such as Hong Kong, Macau, Britain and Australia. Students and scholars of TESOL and applied linguistics will be interested in this title. |
| fewer university students studying mandarin: Interculturality in Learning Mandarin Chinese in British Universities Tinghe Jin, 2020-11-29 As China and Chinese language learning moves centre stage economically and politically, questions of interculturality assume even greater significance. In this book interculturality draws attention to the processes involved in people engaging and exchanging with each other across languages, nationalities and ethnicities. The study, which adopts an ecological perspective, critically examines a range of issues and uses a variety of sources to conduct a multifaceted investigation. Data gathered from interviews with students of Mandarin sit alongside a critical discussion of a wide range of sources. Interculturality in Learning Mandarin Chinese in British Universities will be of interest to students and academics studying and researching Chinese language education, and academics working in the fields of language and intercultural communication, intercultural education and language education in general. |
| fewer university students studying mandarin: Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education Tavares, Vander, 2020-10-02 Canada has become one of the most popular destinations for international students at the higher education level. A number of complex factors and trends, both in Canada and globally, have contributed to the emergence of Canada as a destination for international higher education. However, more research is still needed to better understand the experiences of international students in Canada considering the rapid growth in numbers as well as the social, political, and linguistic singularity of Canada as a destination. Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education is an essential scholarly publication that explores international students' experiences in Canadian colleges and universities. It seeks to explore the various factors, aspects, challenges, and successes that characterize the international student experience in Canadian higher education from the perspective of international students and the academic communities to which they belong. Featuring a wide range of topics such as information literacy, professional development, and experiential learning, this book is ideal for academicians, instructors, researchers, policymakers, curriculum designers, and students. |
| fewer university students studying mandarin: The Hitchhiker's Guide to Writing Research Xinghua Liu, Michael Hebert, Rui A. Alves, 2023-09-30 This book brings together the work of established scholars from around the world to celebrate and honor the many ways in which Steve Graham has contributed to the advancement of teaching and researching writing. Focusing on writing development and writing instruction in different contexts of education, original contributions in this book critically engage with theoretical and empirical issues raised in Steve Graham’s influential body of work and significantly extend our understandings of the importance of writing in developing learners’ literacy and the roles of writing in teaching and learning processes. This book is organized around themes central to Steve Graham's work, including theories and models of writing, effective instructional methods in teaching writing, surveys on teaching and learning writing, and systematic review studies on writing. Apart from regular chapters, the book also features personal and scholarly reflections revealing the powerful ways in which Steve Graham’s work has influenced our thinking in the field of writing research and continues to open up new avenues for future research endeavors. |
| fewer university students studying mandarin: New Perspectives on Transfer in Second Language Learning Liming Yu, Terence Odlin, 2015-10-09 When people attempt to learn a new language, the language(s) they already know can help but also hinder their understanding or production of new forms. This phenomenon, known as language transfer, is the focus of this book. The collection offers new theoretical perspectives, some in the empirical studies and some in other chapters, and consists of four sections considering lexical, syntactic, phonological and cognitive perspectives. The volume provides a wealth of studies on the influence of Chinese on the acquisition of English but also includes studies involving Finnish, French, Hindi, Korean, Persian, Spanish, Swedish and Tamil. It will be of great interest to researchers and students working in the areas of crosslinguistic influence in second language acquisition, language pedagogy and psycholinguistics. |
| fewer university students studying mandarin: English in China Emily Tsz Yan Fong, 2021-03-29 This volume explores Chinese identity through the lens of both the Chinese and English languages. Until the twentieth century, English was a language associated with capitalists and military aggressors in China. However, the massive progression of globalisation in China following the 1980s has transformed the language into an important tool for China’s modernisation. Regardless of the role English plays in China, there has always been a fear there that the spread of culture(s) associated with English would lead to weakening of the Chinese identity. This fear resulted in the development of the ti-yong principle: Chinese learning for essence (ti), Western learning for utility (yong). Fong’s book aims to enhance understanding of the ti-yong dichotomy in relation to people’s sense of being Chinese in China, the penetration of English into non-English speaking societies, the resultant tensions in people’s sense of personal and national identity, and their place in the world. Using Q methodology, the book presents observations based on data collected from four participant groups, namely high school and university students, teachers and parents in China, to investigate their perspectives on the status and roles of English, as well as those of Chinese. Considering the growing international interest in China, this volume will appeal to readers interested in China’s contemporary society in general, its language, culture and identity. It will be a useful resource for academics, researchers and students in the field of applied linguistics, language education and Chinese cultural studies and can also be adopted as a reference book for undergraduate courses relating to language, identity and culture. |
| fewer university students studying mandarin: The Oxford Handbook of Chinese Psychology Michael Harris Bond, 2010 In recent years China has witnessed unprecedented economic growth, emerging as a powerful, influential player on the global stage. Now, more than ever, there is a great interest and need within the West to better understand the psychological and social processes that characterize the Chinese people. The Oxford Handbook of Chinese Psychology is the first book of its kind - a comprehensive and commanding review of Chinese psychology, covering areas of human functioning with unparalleled sophistication and complexity. In 42 chapters, leading authorities cite and integrate both English and Chinese-language research in topic areas ranging from the socialization of children, mathematics achievement, emotion, bilingualism and Chinese styles of thinking to Chinese identity, personal relationships, leadership processes and psychopathology. With all chapters accessibly written by the leading researchers in their respective fields, the reader of this volume will learn how and why China has developed in the way it has, and how it is likely to develop. In addition, the book shows how a better understanding of a culture so different to our own can tell us so much about our own culture and sense of identity. A book of extraordinary breadth, The Oxford Handbook of Chinese Psychology will become the essential sourcebook for any scholar or practitioner attempting to understand the psychological functioning of the world's largest ethnic group. |
| fewer university students studying mandarin: People-Oriented Education Transformation Zhaohui Chu, 2022-01-13 This book explores the reforms sweeping China's educational sector. Traditionally dominated by rote learning, China's educational system has increasingly been criticized by the rising middle class for failing to foster creativity, for arbitrary placement of students, and for fostering regional inequities. Reforms to make Chinese education people-oriented are slowly but surely gaining steam, as the sector embraces comprehensive reforms. This book will be of interest to journalists, educators, and China watchers. |
| fewer university students studying mandarin: Affectivity and Prosody in Second Language Learning Francisco José Cantero Serena, Dolors Font-Rotchés, 2025-01-27 Affectivity is essential in language learning and new ways of studying it must be considered. In this volume, the authors bring together two particularly relevant aspects of affectivity that are rarely related: the prosody of speech as the physical manifestation of affectivity, and affectivity involved in the learning process, with a strong component of (inter)culture and identity. In sum, overly narrow perspectives on affective language can only be avoided if we continue to bring together scientific and didactic studies of affectivity as a broad and diverse whole. |
| fewer university students studying mandarin: Chinese in Minnesota Sherri Gebert Fuller, 2009-06-26 Sherri Gerbert Fuller provides us with a rare look at Chinese immigrant lives and aspirations in Minnesota, proudly reclaiming their voices as part of our great American heritage. I was delighted to read this book.--Iris Chang, author of The Chinese in America Minnesota's first Chinese settlers, fleeing racial violence in California, established scores of businesses after they arrived in the late 1870s. Newspapers eagerly published reports of their activities, including New Year's festivities, marriages, and restaurant and laundry openings. Beginning in 1882 federal laws banning Chinese immigration and denying citizenship put particular pressure on the community. Sherri Gebert Fuller relates the story of the Chinese from these early days to the 1960s when a new wave of immigrants, including students, businessmen, and professionals from China and Taiwan, began to bring new energy and issues to the community and a flourishing of ties between Minnesota and China. |
| fewer university students studying mandarin: Learning Chinese in a Multilingual Space Peiru Tong, Linda Tsung, 2022-05-25 This book examines the benefits of an Australian in-country study (ICS) in China programme and explores ways to maximise the short-term ICS experience in a multilingual space. The book employs an ecological perspective which has seldom been used to examine the study abroad context. It emphasises the importance of the space itself as an arena of interaction, belonging and power, where conduct and modes of communication are often regulated by political authorities and societal expectations. Specifically, the book focuses on the following: • the extent to which the ICS facilitated interaction in different settings • the way in which interaction during ICS contributed to language learning • the degree in which the interaction during ICS contributed to culture learning and • the role of identity in the learning process in the ICS. The main argument of the book is that while the ICS promoted multilingual learning space for in-class and out-of-class interactions, which further facilitated language and culture learning to a great extent, Australian students’ identities and self-concepts also played a core mediating role throughout individual learning trajectories. |
| fewer university students studying mandarin: Attitudinal Evaluation in Chinese University Students’ English Writing Xinghua Liu, Anne McCabe, 2017-09-15 This book offers up-to-date insights into the long-standing controversy of whether or not Chinese learners of English adequately express their attitudes in written English. It compares four writing datasets from three groups of student writers (e.g., English-speaking students’ English texts, Chinese-speaking students’ Chinese texts, and both English and Chinese texts produced by the same group of Chinese-speaking students majoring in English), and applies the appraisal framework, an analytical tool developed in the field of Systemic Functional Linguistics. The book provides a nuanced view of the deployment of attitudinal patterns and the linguistic resources used for attitudinal evaluation in Chinese students’ English writing. Accordingly, it offers a valuable resource for all those interested in second language writing, contrastive rhetoric, second language acquisition and systemic functional linguistics. |
| fewer university students studying mandarin: Theme and Thematic Progression in Chinese College Students’ English Essays Jing Wei, 2015-12-17 This book focuses on how instruction affects English learners’ use of Theme and thematic progression (thematic organization). While thematic organization in learner English has been extensively studied, little research has been done to investigate the effects of instruction on the use of Theme and thematic progression. Adopting a Systemic Functional Grammar approach, this study explores how a ten-week instruction on thematic organization affects Chinese college students’ use of Theme and thematic progression by comparing their English essays before and after the instruction, with native-speaker essays as the research baseline. Second-language acquisition researchers, curriculum developers and foreign language teachers will find this book useful as it not only presents a clear and detailed report of how Chinese college students learn to make better thematic choices, but also provides a well-developed instructional package on Theme and thematic progression. |
| fewer university students studying mandarin: Chinese Students in UK Further Education Rosemary A. Reynolds, 2017-12-15 Chinese students in the UK have been increasing in number for many years, yet competition from other Western educators and increasing investment in China’s own education system has led to concern that UK institutions may soon see a decline in their market share. Dr. Reynolds addresses this issue in Chinese Students in UK Further Education by attempting to understand students’ experiences from their perspective. Beginning with an exploration of why these students choose to come and study in the UK, and why they are coming at younger ages, the book goes on to discuss topics such as risk, technology and diversity, in order to understand which factors have the greatest influence on where they choose to study and whether they choose to remain at an institution. Drawing on data from two different education institutions, providers of GCSE A-level programmes for students aged 16–18 years, Dr. Reynolds attempts to understand what these students experience during their studies, how they manage new social relationships, and whether, upon course completion, they achieved the results they desired at the outset. Moreover, the book aims to ascertain whether the students feel, in hindsight, that the decision to risk investing in UK further education was right and what they might communicate about UK study to contacts in China and elsewhere. The book examines what further education institutions do well and where they might improve, to help develop Chinese students’ educational experiences. As such, it will be essential reading for academics, researchers and postgraduates in the fields of further education, sociology of education, international and intercultural education and mobility studies. |
| fewer university students studying mandarin: Multilingualism and Identity Wendy Ayres-Bennett, Linda Fisher, 2022-08-04 The analysis and understanding of multilingualism, and its relationship to identity in the face of globalization, migration and the increasing dominance of English as a lingua franca, makes it a complex and challenging problem that requires insights from a range of disciplines. With reference to a variety of languages and contexts, this book offers fascinating insights into multilingual identity from a team of world-renowned scholars, working from a range of different theoretical and methodological perspectives. Three overarching themes are explored – situatedness, identity practices, and investment – and detailed case studies from different linguistic and cultural contexts are included throughout. The chapter authors' consideration of 'multilingualism-as-resource' challenges the conception of 'multilingualism-as-problem', which has dogged so much political thinking in late modernity. The studies offer a critical lens on the types of linguistic repertoire that are celebrated and valued, and introduce the policy implications of their findings for education and wider social issues. |
| fewer university students studying mandarin: The Routledge Handbook of Chinese Second Language Acquisition Chuanren Ke, 2018-03-29 The Routledge Handbook of Chinese Second Language Acquisition is the first reference work of its kind. The handbook contains twenty contributions from leading experts in the field of Chinese SLA, covering a wide range of topics such as social contexts, linguistic perspectives, skill learning, individual differences and learning settings and testing. Each chapter covers historical perspectives, core issues and key findings, research approaches, pedagogical implications, future research direction and additional references. The Routledge Handbook of Chinese Second Language Acquisition is an essential reference for Chinese language teachers and researchers in Chinese applied linguistics and second language acquisition. |
| fewer university students studying mandarin: The Toxic Classroom Richard Steward, 2020-06-09 The Toxic Classroom offers a wide-ranging look at education today and explores in detail the pressures children experience as a result of constant change, digital technology and political interference. Beginning with what it is like to be a child in the classroom, the book goes on to provide a detailed analysis of the curriculum, assessment and accountability, school structures, educating for global citizenship and the plethora of social issues schools are now expected to solve. Written from the perspective of a successful headteacher with over 30 years' teaching experience, the book considers what needs to be done to put things right and outlines a more equitable and effective school system. Each chapter outlines the steps schools can implement immediately and the longer-term policy changes that are needed de-toxify the classroom and facilitate a genuine love of learning. Offering a challenging yet compelling argument for putting education back into the hands of teachers, this book will be of great interest both to the general reader and to those working within education such as teachers and professionals who wish to improve the ways in which children learn and develop. |
| fewer university students studying mandarin: Trends in Chinese Education Chen Hongjie, W. James Jacob, 2016-10-04 This book considers a wide range of key developments and key areas of debate in China’s education system. Marketization, quality assurance, and issues of inequality and gender are all discussed, as are expansion in the primary, secondary and tertiary sectors, the impact of globalization, and the influence of education on China’s economic growth. The book, which comprises contributions from many leading authorities, will be of great interest both to comparative education specialists, and also to all those interested in China’s rise and development. |
| fewer university students studying mandarin: The Evaluation of Worldwide Digital Reference Services in Libraries Jia Liu, 2007-06-30 This book outlines and evaluates the digital reference services in libraries worldwide. The work is based on an international collaborative project between two groups from German and Chinese institutions, during which digital reference services provided by nearly 200 libraries all over the world were evaluated. The book also examines the reasons for the resulting differences; it also contains more generic proposals and perspectives on digital reference services. - An international, evaluative approach is taken - Includes unique information - which has never before being gathered and evaluated - Includes a brief introduction to the basic knowledge and development in the field of digital reference service in the library |
| fewer university students studying mandarin: Chinese Student Migration and Selective Citizenship Lisong Liu, 2015-08-20 Since China began its open-door and reform policies in 1978, more than three million Chinese students have migrated to study abroad, and the United States has been their top destination. The recent surge of students following this pattern, along with the rising tide of Chinese middle- and upper-classes' emigration out of China, have aroused wide public and scholarly attention in both China and the US. This book examines the four waves of Chinese student migration to the US since the late 1970s, showing how they were shaped by the profound changes in both nations and by US-China relations. It discusses how student migrants with high socioeconomic status transformed Chinese American communities and challenged American immigration laws and race relations. The book suggests that the rise of China has not negated the deeply rooted American dream that has been constantly reinvented in contemporary China. It also addresses the theme of selective citizenship – a way in which migrants seek to claim their autonomy - proposing that this notion captures the selective nature on both ends of the negotiations between nation-states and migrants. It cautions against a universal or idealized dual citizenship model, which has often been celebrated as a reflection of eroding national boundaries under globalization. This book draws on a wide variety of sources in Chinese and English, as well as extensive fieldwork in both China and the US, and its historical perspective sheds new light on contemporary Chinese student migration and post-1965 Chinese American community. Bridging the gap between Asian and Asian American studies, the book also integrates the studies of migration, education, and international relations. Therefore, it will be of interest to students of these fields, as well as Chinese history and Asian American history more generally. |
| fewer university students studying mandarin: Handbook on China and Globalization Huiyao Wang, Lu Miao, 2019 An excellent guide for understanding the trends, challenges and opportunities facing China through globalization, this Handbook answers the pertinent questions regarding the globalization process and China’s influence on the world. |
| fewer university students studying mandarin: Cross-Cultural Perspectives on the Experience and Expression of Love Victor Karandashev, 2019-06-05 This ambitious volume integrates findings from various disciplines in a comprehensive description of the modern research on love and provides a systematic review of love experience and expression from cross-cultural perspective. It explores numerous interdisciplinary topics, bringing together research in biological and social sciences to explore love, probing the cross-cultural similarities and differences in the feelings, thoughts, and expressions of love. The book’s scope, which includes a review of major theories and key research instruments, provides a comprehensive background for any reader interested in developing an enlightened understanding of the cultural diversity in the concepts, experience, and expression of love. Included among the chapters: How do people in different cultures conceptualize love? How similar and different are the experiences and expressions of love across cultures? What are the cultural factors affecting the experience and expression of love? Cross-cultural understanding of love as passion, joy, commitment, union, respect, submission, intimacy, dependency, and more. A review of the past and looking into the future of cross-cultural love research. Critical reading for our global age, Cross-Cultural Perspectives on the Experience and Expression of Love promotes a thorough understanding of cross-cultural similarities and differences in love, and in so doing is valuable not only for love scholars, emotion researchers, and social psychologists, but also for practitioners and clinicians working with multicultural couples and families. “The most striking feature of this book is the broad array of perspectives that is covered. Love is portrayed as a universally found emotion with biological underpinnings. The text expands from this core, incorporating a wide range of manifestations of love: passion, admiration of and submission to a partner, gift giving and benevolence, attachment and trust, etc. Information on each topic comes from a variety of sources, cross-culturally and interdisciplinary. The text is integrative with a focus on informational value of ideas and findings. If you take an interest in how love in its broadest sense is experienced and expressed, you will find this to be a very rich text.” Ype H. Poortinga, Tilburg University, The Netherlands & Catholic University of Leuven, Leuven, Belgium “In this wide-ranging book, Victor Karandashev expertly guides us through the dazzling complexity of our concept and experience of love. Not only does he show the many different ingredients that make up our conceptions of love in particular cultures, such as idealization of the beloved, commitment, union, intimacy, friendship, and others, he draws our attention to the bewildering array of differences between their applications in different cultural contexts, or to their presence or absence in a culture. In reading the book, we also get as a bonus an idea of how an elusive concept such as love can be scientifically studied by a variety of methodologies – all to our benefit. A masterful accomplishment.” Kövecses Zoltán, Eötvös Loránd University, Budapest, Hungary “Long considered a research purview of only a portion of the world’s cultures, we know today that love is universal albeit with many cultural differences in meaning, form, and expression. Moreover, love has a rich history of scholarship across multiple disciplines. Within this backdrop, Karandashev has compiled a remarkably comprehensive global review of how people experience and express their emotions in love. Covering the topic from a truly international and interdisciplinary perspective, this book is an indispensable source of knowledge about cultural and cross-cultural studies conducted in recent decades and is a must read for anyone interested in the universal and culturally diverse aspects of love.” David Matsumoto, San Francisco State University, Director of SFSU’s Culture and Emotion Research Laboratory |
| fewer university students studying mandarin: Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching Karpava, Sviatlana, 2022-03-11 Multilingualism, multiculturalism, and internationalization in higher education is a contemporary reality worldwide. Because of the importance of multilingualism in learning policy, special professional and education training should be provided both to teachers and students. Multilingual education can promote linguistic and cultural diversity, inclusion, and social development. The Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching focuses on both top-down and bottom-up perspectives on multilingual and multicultural education based on conceptual and empirical studies. This book provides evidence in support of sustainable multilingualism and multiculturalism in higher education. Covering topics such as dialectic teaching, multilingual classrooms, and teacher education, this major reference work is an essential resource for pre-service teachers, educators of higher education, language policy experts, university administration, scholars, linguists, researchers, and academicians. |
| fewer university students studying mandarin: Higher Education and Student Mobilities from the Global South Carola Bauschke-Urban, Dorina Dedgjoni, 2025-03-06 This interdisciplinary collection explores student mobilities from the Global South, focusing on how class, ethnicity, and gender influence decisions, experiences, and outcomes in studying abroad. Featuring post- colonial perspectives from Brazil, Indonesia, Ghana, and India, the collection highlights the unique challenges and opportunities faced by these students. It includes personal narratives that add a qualitative dimension, illustrating the individual agency and resilience of international students. The role of educational institutions and policies in shaping mobility is also addressed, including a discussion of how universities and governments create opportunities or barriers. Overall, this collection provides valuable insights into the interplay of class, ethnicity, and gender in shaping educational trajectories from the Global South. By centering student perspectives, it examines national, transnational, and institutional factors that either promote or inhibit mobility. It will be of interest to students, lecturers, researchers, ministries, and NGOs working on higher education research and migration studies. |
| fewer university students studying mandarin: Choosing Chinese Universities Alice Y.C. Te, 2022-10-07 This book unpacks the complex dynamics of Hong Kong students’ choice in pursuing undergraduate education at the universities of Mainland China. Drawing on an empirical study based on interviews with 51 students, this book investigates how macro political/economic factors, institutional influences, parental influence, and students’ personal motivations have shaped students’ eventual choice of university. Building on Perna’s integrated model of college choice and Lee’s push-pull mobility model, this book conceptualizes that students’ border crossing from Hong Kong to Mainland China for higher education is a trans-contextualized negotiated choice under the One Country, Two Systems principle. The findings reveal that during the decision-making process, influencing factors have conditioned four archetypes of student choice: Pragmatists, Achievers, Averages, and Underachievers. The book closes by proposing an enhanced integrated model of college choice that encompasses both rational motives and sociological factors, and examines the theoretical significance and practical implications of the qualitative study. With its focus on student choice and experiences of studying in China, this book’s research and policy findings will interest researchers, university administrators, school principals, and teachers. |
| fewer university students studying mandarin: Highlights in Educational Psychology: Teacher-student Relationship Claudio Longobardi, Alberto Crescentini, Elisabetta Sagone, 2024-12-16 We are pleased to introduce the collection Frontiers in Psychology –Highlights in Educational Psychology: Teacher-student Relationship. This collection will welcome and showcase a selection of articles about this timely topic, authored by leaders in the field. The work presented here highlights the broad diversity of research performed across education and aims to put a spotlight on the main areas of interest. |
| fewer university students studying mandarin: Transnational Education and Curriculum Studies John Chi-Kin Lee, Noel Gough, 2020-07-28 In recent years, there has been increasing attention placed on international and transnational aspects of school and higher education curricula, and the different research approaches and lenses through which these issues are studied. This edited volume explores diverse perspectives and discourses of curriculum studies contributed by scholars both within and outside the majority world. In addition, it tackles both transnational cross-border endeavours involving national governments and policy measures, and the promises, challenges and failings of those formal relationships. The book consists of three sections. The first section provides an introduction and overviews of transnational education in connection with curriculum studies, schooling and higher education. The second section deals with transnational and international perspectives on curriculum studies, schooling and education. The final, third section highlights transnational and international perspectives on higher education. This timely volume tackles the questions often posed by curriculum scholars and educational researchers around the possibility of a transnational approach to curriculum studies and how (and if) a common set of means can transcend national boundaries and sensitivities. It looks at the common issues and problems across nations that international and transnational curriculum and educational research work could address. This volume will appeal to researchers and policy makers interested in transnational education and curriculum studies. |
| fewer university students studying mandarin: Confucius and Crisis in American Universities Amy Stambach, 2014-05-23 China’s investment in U.S. higher education has raised considerable debate, but little research has been directed to the manner in which this investment unfolds and takes shape on the ground in local contexts. Confucius and Crisis in American Universities fills this gap by closely investigating how Chinese-funded U.S. programs are understood and configured in the modern American university. Drawing on interviews with Chinese teachers and their American students, as well as conversations with university administrators, this book argues that Chinese investment in American higher education serves as a broad form of global policy, harnessing the power of intercultural exchange as a means of managing international diplomatic relations through the experiences of university students. A transnational study, Confucius and Crisis in American Universities questions and reframes conventional notions of economic globalization and flexible citizenship, demonstrating how Chinese investment in U.S. education advances the lives of the already-privileged by creating access to overseas labor and markets, but to the exclusion of middle- and working-class students. A valuable and timely resource for scholars of education and anthropology, this book will also be useful to anyone interested in education policy or international affairs. |
| fewer university students studying mandarin: Chinese for Business and Professionals in the Workplace Haidan Wang, Christine Uber Grosse, 2022-09-05 This volume presents a series of the most up-to-date studies on Chinese for Specific Purposes (CSP), an area that has been underrepresented in Language for Specific Purposes (LSP). Drawing from the insights and trends in mainstream theoretical and methodological LSP research, chapters in this volume explore novelties that CSP has developed to prepare Chinese for professional learners for the global economy. These encompass: needs analysis of less-surveyed high school Business Chinese or CSP academic writing classes developments on internationally oriented engineering and internship programs in China innovations in Chinese for business or legal materials development and review on textbook pragmatics studies on language arts and Chinese language use in specific or business settings technology-driven, project-based learning — or discipline-specific curriculum design. Robustly supported by studies and analysis on the global scale, this volume comprises contributions by professionals from universities across Asia and the United States, each with decades of expertise in LSP. These chapters offer critical insights necessary to help LSP researchers and educators rethink curricula and develop new initiatives for LSP. They may also serve as transferable operations that enhance the practice of LSP as a crucial component of second language education. |
| fewer university students studying mandarin: Hacking Chinese Olle Linge, 2016-03-26 Learning Chinese can be frustrating and difficult, partly because it's very different from European languages. Following a teacher, textbook or language course is not enough. They show you the characters, words and grammar you need to become proficient in Chinese, but they don't teach you how to learn them! Regardless of what program you're in (if any), you need to take responsibility for your own learning. If you don't, you will miss many important things that aren't included in the course you're taking. If you study on your own, you need to be even more aware of what you need to do, what you're doing at the moment and the difference between them. Here are some of the questions I have asked and have since been asked many times by students: How do I learn characters efficiently? How do I get the most out of my course or teacher? Which are the best learning tools and resources? How can I become fluent in Mandarin? How can I improve my pronunciation? How do I learn successfully on my own? How can I motivate myself to study more? How can I fit learning Chinese into a busy schedule? The answers I've found to these questions and many others form the core of this book. It took eight years of learning, researching, teaching and writing to figure these things out. Not everybody has the time to do that! I can't go back in time and help myself learn in a better way, but I can help you! This book is meant for normal students and independent language learners alike. While it covers all major areas of learning, you won't learn Chinese just by reading this book. It's like when someone on TV teaches you how to cook: you won't get to eat the delicious dish just by watching the program; you have to do the cooking yourself. That's true for this book as well. When you apply what you learn, it will boost your learning, making every hour you spend count for more, but you still have to do the learning yourself. This is what a few readers have said about the book: The book had me nodding at a heap of things I'd learnt the hard way, wishing I knew them when I started, as well as highlighting areas that I'm currently missing in my study. - Geoff van der Meer, VP engineering This publication is like a bible for anyone serious about Chinese proficiency. It's easy for anyone to read and written with scientific precision. - Zachary Danz, foreign teacher, children's theatre artist About me I started learning Chinese when I was 23 (that's more than eight years ago now) and have since studied in many different situations, including serious immersion programs abroad, high-intensity programs in Sweden, online courses, as well as on the side while working or studying other things. I have also successfully used my Chinese in a graduate program for teaching Chinese as a second language, taught entirely in Chinese mostly for native speakers (the Graduate Institute for Teaching Chinese as a Second Language at National Taiwan Normal University). All these parts have contributed to my website, Hacking Chinese, where I write regularly about how to learn Mandarin. |
Fewer vs. Less: Correct Usage Guide | Merriam-Webster
There's a commonly repeated rule about fewer and less. It goes like this: fewer is used to refer to number among things that are counted, as in "fewer choices" and "fewer problems"; less is …
Fewer vs. Less–What's the Difference? | Grammarly
May 17, 2019 · Fewer means “not as many.” We use fewer with countable nouns like cookies. Cookie Monster was told to eat fewer cookies. Less means “not as much.” We use less with …
Less or fewer ? - Grammar - Cambridge Dictionary
Fewer is the comparative form of few. We usually use less with uncountable nouns. We use fewer with plural nouns: I do less work at weekends than I used to. Better cycle routes would mean …
Fewer vs. Less: Should I Use Fewer or Less? - The Blue Book of …
Fewer vs. Less: Should I Use Fewer or Less? Less and fewer rank among the closest in meaning between two words, often leading to confusion about which to use in a sentence. They both …
Fewer vs. Less: What’s the Difference? - Writing Explained
Both fewer and less are used to indicate the same thing, the opposite of more, but they are used at different times. So when do you use which one? The traditional rules states that you use …
“Fewer” vs. “Less” - Grammar.com
Many writers confuse fewer and less, usually using less when they mean fewer. Let’s review the differences between these words so that you can use each with precision.
Less vs. Fewer (Differences, Examples, Grammar Rules)
Nov 8, 2022 · In this post, we'll explain the difference between less and fewer and give you some tips on how to use them correctly. We'll also show you some examples to see how they're …
Fewer vs Less | Difference & Examples - QuillBot
Jun 10, 2024 · Typically, “fewer” is used to modify plural, countable nouns (e.g., “fewer hugs”), whereas “less” is used to describe uncountable nouns (e.g., “less love”).
Fewer or Less? - Grammar Monster
Fewer and less are easy to confuse. Use 'fewer' with plural things (e.g., fewer nuts). Use 'less' for a singular item (e.g., less cheese). Use 'less than' with numbers before times and …
Fewer - definition of fewer by The Free Dictionary
Define fewer. fewer synonyms, fewer pronunciation, fewer translation, English dictionary definition of fewer. of a smaller number: He said the same thing, but in fewer words. Not to be confused …
Fewer vs. Less: Correct Usage Guide | Merriam-Webster
There's a commonly repeated rule about fewer and less. It goes like this: fewer is used to refer to number among things that are counted, as in "fewer choices" and "fewer problems"; less is …
Fewer vs. Less–What's the Difference? | Grammarly
May 17, 2019 · Fewer means “not as many.” We use fewer with countable nouns like cookies. Cookie Monster was told to eat fewer cookies. Less means “not as much.” We use less with …
Less or fewer ? - Grammar - Cambridge Dictionary
Fewer is the comparative form of few. We usually use less with uncountable nouns. We use fewer with plural nouns: I do less work at weekends than I used to. Better cycle routes would mean …
Fewer vs. Less: Should I Use Fewer or Less? - The Blue Book of …
Fewer vs. Less: Should I Use Fewer or Less? Less and fewer rank among the closest in meaning between two words, often leading to confusion about which to use in a sentence. They both …
Fewer vs. Less: What’s the Difference? - Writing Explained
Both fewer and less are used to indicate the same thing, the opposite of more, but they are used at different times. So when do you use which one? The traditional rules states that you use …
“Fewer” vs. “Less” - Grammar.com
Many writers confuse fewer and less, usually using less when they mean fewer. Let’s review the differences between these words so that you can use each with precision.
Less vs. Fewer (Differences, Examples, Grammar Rules)
Nov 8, 2022 · In this post, we'll explain the difference between less and fewer and give you some tips on how to use them correctly. We'll also show you some examples to see how they're …
Fewer vs Less | Difference & Examples - QuillBot
Jun 10, 2024 · Typically, “fewer” is used to modify plural, countable nouns (e.g., “fewer hugs”), whereas “less” is used to describe uncountable nouns (e.g., “less love”).
Fewer or Less? - Grammar Monster
Fewer and less are easy to confuse. Use 'fewer' with plural things (e.g., fewer nuts). Use 'less' for a singular item (e.g., less cheese). Use 'less than' with numbers before times and …
Fewer - definition of fewer by The Free Dictionary
Define fewer. fewer synonyms, fewer pronunciation, fewer translation, English dictionary definition of fewer. of a smaller number: He said the same thing, but in fewer words. Not to be confused …
