Dòng Nội dung
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Call me Fei: Chinese-speaking students’ decision whether or not to use English names in classroom interaction / Simon Cotterill // Language, Culture and Curriculum Volume 33, 2020 - Issue 3
UK Limited : Routledge, 2020
p. 228-241

Unlike other groups of international students, Chinese speakers’ use of English names while studying in English is an established norm. Relatively little discussion of the practice has taken place within recent literature, and less attention still has been paid to the minority of Chinese-speaking students who do not adopt English names. The choice of name used during classroom interaction is, though, both significant and meaningful, symbolising the social and cultural membership a person would like to evoke and impacting on student-teacher relationships. This article reports on a survey into the use of English names by Chinese speakers, which was completed by 330 Chinese-speaking students at UK universities – 255 of whom had adopted English names, 75 of whom had not. Survey responses reveal why and how decisions to/not to adopt English names are made. Interview data is then presented from discussions with eight Chinese-speaking students based in the UK who do not use English names. They explain why and describe their experiences of being a minority among Chinese-speakers studying in English.
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Critical thinking in the context of Chinese postgraduate students’ thesis writing: a positioning theory perspective / Shi Pu, Michael Evans // Language, Culture and Curriculum Volume 32, No 1/2019
2019
p. 50-62

While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students’ critical thinking (CT), there has been little research on Chinese students’ experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master’s level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students’ use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students’ positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts
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Critical thinking in the context of Chinese postgraduate students’ thesis writing: a positioning theory perspective / Shi Pu, Michael Evans // Language, Culture and Curriculum Vol. 32, No.1/ 2019
UK : Taylor & Francis Group, 2019.
p. 50-62 ; 26 cm.

While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students’ critical thinking (CT), there has been little research on Chinese students’ experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master’s level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students’ use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students’ positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts.