Learner's Privilege and Responsibility : A Critical Examination of the Experiences and Perspectives of Learners from Chinese Backgrounds in the United States.

Intro -- Learner's Privilege and Responsibility: A Critical Examination of the Experiences and Perspectives of Learners from Chinese Backgrounds in the United States -- CONTENTS -- ACKNOWLEDGEMENTS -- PREFACE -- REFERENCES -- PART 1 INTRODUCTION -- CHAPTER 1 WHY THE EDUCATIONAL COMMUNITY SHOULD CARE ABOUT THE EXPERIENCES AND PERSPECTIVES OF CHINESE STUDENTS IN THE UNITED STATES -- WHY IS THIS BOOK NEEDED NOW? -- WHAT IS THE ORGANIZATION OF THE BOOK? -- VIEWING THE U.S. AND CHINA'S EDUCATIONAL THINKING AND PRACTICES FROM THEIR OWN PERSPECTIVES -- FINAL THOUGHTS -- REFERENCES -- CHAPTER 2 UNDERSTANDING THE CULTURAL LEGACY OF CHINESE STUDENTS -- HOW ARE THE DATA COLLECTED? -- RESEARCHER'S IDENTITY -- THE HISTORICAL AND CULTURAL CONTEXT -- CHINESE STUDENTS IN THE UNITED STATES -- CONCLUSIONS -- REFERENCES -- PART II CHINESE INTERNATIONAL STUDENTS AT AMERICAN UNVERSITIES -- CHAPTER 3 CONNECTING THE DOTS FROM THE LIVED EXPERIENCES OF CHINESE LEARNERS IN AMERICA -- CHALLENGES FACED BY INTERNATIONAL STUDENTS -- WHEN EAST MEETS WEST -- THREE STORIES -- WHAT HAVE I LEARNED? -- CONNECTING THE DOTS -- "ALL FOR ONE, ONE FOR ALL" -- REFERENCES -- CHAPTER 4 DIFFERENT EDUCATIONAL NORMS AND LINGUISTIC PROFICIENCIES Looking at Chinese Students' Classroom Participation and Social Interaction on a U.S. University Campus -- THEORETICAL FRAMEWORK -- WHO ARE THE PARTICIPANTS? -- WHAT DATA DID WE GATHER? -- WHAT HAVE WE FOUND? -- IMPLICATIONS OF THE FINDINGS -- REFERENCES -- CHAPTER 5 UNDERSTANDING CHINESE INTERNATIONAL STUDENTS' DIFFICULTIES AND STRATEGIES IN LEARNING ENGLISH FOR ACADEMIC PURPOSES -- WHAT DO WE KNOW ABOUT SELF-DIRECTED LEARNING AND SELF-REGULATION? -- WHO ARE THE PARTICIPANTS? -- WHAT DATA DID WE GATHER? -- WHAT HAVE WE FOUND? -- SO WHAT? -- REFERENCES -- CHAPTER 6 MAKING ACADEMIC ORAL PRESENTATIONS Chinese Graduate Students' Language Socialization.

THEORETICAL FRAMEWORK -- WHO ARE THE PARTICIPANTS? -- DATA COLLECTION AND ANALYSIS -- WHAT HAVE WE FOUND? -- WHAT ARE THE IMPLICATIONS? -- REFERENCES -- CHAPTER 7 A CROSS-CULTURAL STUDENT TEACHING EXPERIENCE The Story of a Chinese Student Teaching in the United States -- THEORETICAL FRAMEWORK -- WHO IS THE PARTICIPANT? -- WHAT ARE OUR DATA SOURCES? -- WHAT HAVE WE FOUND? -- WHAT ARE THE IMPLICATIONS? -- APPENDIX A -- APPENDIX B -- REFERENCES -- PART III TEACHING DIVERSE CHINESE LEARNERS ACROSS THE EDUCATIONAL SPECTRUM -- CHAPTER 8 LEARNING TO WRITE BY EMERGENT BILINGUAL WRITERS USING TWO LANGUAGES -- WRITING IN A SOCIAL WORLD -- WHO ARE THE PARTICIPANTS? -- LEARNING WRITING IN ESL AND CHINESE CLASSES- DIFFERENT EXPERIENCES -- WHAT CAN WE LEARN FROM THE FINDINGS? -- BARRIERS IN WRITING INSTRUCTION -- IMPLICATIONS FOR EDUCATORS -- REFERENCES -- CHAPTER 9 FROM CANTON TO SAN FRANCISCO 1.5-Generation Chinese Youth's Educational Perspectives -- THEORETICAL FRAMEWORK -- THE RESEARCH PROJECT -- WHAT ARE THE DATA SOURCES? -- WHAT ARE THE FINDINGS? -- IMPLICATIONS OF THE FINDINGS -- REFERENCES -- CHAPTER 10 AN INTROSPECTIVE LOOK AT A SHORT-TERM, SUMMER STUDY PROGRAM FOR CHINESE PROFESSORS OF ENGLISH AS A FOREIGN LANGUAGE -- BUILDING UP TOWARDS SOMETHING -- A MIX OF EXPERIENCE AND PERSPECTIVE -- THROUGH THE EXPERIENCE OF THE INDIVIDUALS -- WHAT WERE LESSONS LEARNED FROM THIS EXPERIENCE? -- WHAT ARE THE IMPLICATIONS FOR PEDAGOGY? -- REFERENCES -- CHAPTER 11 ENCOURAGEMENT AND PARTICIPATION IN A COMMUNITY-BASED ADULT ESL WRITING CLASS Perspectives from Two Chinese Learners -- THEORETICAL FRAMEWORK -- LITERACY IN THE COMMUNITY -- STUDENTS IN THE ESL WRITING CLASS -- UNCOVERING STUDENTS' PARTICIPATION IN LITERACY LEARNING -- COMPLEX LIVES, COMPLEX LEARNING -- AN "ENCOURAGEMENT" MODEL OF APPRENTICESHIP.

THE IMPORTANCE OF PRIOR EXPERIENCES, CURRENT CIRCUMSTANCES, AND FUTURE GOALS -- REFERENCES -- PART IV SELF-STUDIES BY LEARNERS FROM CHINESE BACKGROUNDS -- CHAPTER 12 REFLECTIONS ON TEACHING-AS-TELLING IN AMERICA AND CHINA Heidegger, Lao Tzu, and Dewey -- AN AUTOETHNOGRAPHIC APPROACH -- A LONG UNSETTLING JOURNEY INTO TEACHING -- CRITICAL REFLECTIONS ON TEACHING "FAILURES" -- ANOTHER DIFFICULT JOURNEY TO "EN-TEACHING" -- EN-TEACHING AS CLEARING BETWEEN TRUTH AND UNTRUTH -- EN-TEACHING AS THE "NOISELESS RINGING OF STILLNESS" -- WHAT DOES EN-TEACHING MEAN TO ME AS I FACE MY CLASS ON MONDAY MORNING? -- REFERENCES -- CHAPTER 13 THE WINDING ROAD A Female Immigrant's Educational Experiences -- THEORETICAL FRAMEWORK AND RESEARCH METHOD -- MY JOURNEY -- INTERPRETATION -- IMPLICATIONS OF THE FINDINGS -- REFERENCES -- CHAPTER 14 OPENING UP AESTHETIC POSSIBILITIES FOR CROSS-CULTURAL EDUCATION -- CTAS IN U.S. HIGHER EDUCATION -- A NARRATIVE INQUIRY INTO THE CROSS-CULTURAL EDUCATION EXPERIENCE -- WHAT HAVE I LEARNED? -- WHAT ARE THE IMPLICATIONS? -- CROSS-CULTURAL EDUCATION AS AN AESTHETIC EXPERIENCE -- REFERENCES -- CHAPTER 15 BECOMING AN AMERICAN WITHOUT LOSING MY CHINESE IDENTITY -- THEORETICAL LENS INFORMING THIS WORK -- INTERNATIONAL STUDENTS FROM CHINESE BACKGROUNDS -- DECONSTRUCTING MY STORY -- RECONSTRUCTING MY STORY -- WHAT DOES MY STORY SAY? -- FINAL THOUGHTS -- REFERENCES -- LIST OF CONTRIBUTORS.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.