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Inclusive Teaching Strategies for Discipline-based English Studies: Enhancing Language Attainment and Classroom Interaction in a Multicultural Learning Environment 1st ed. 2017 [Hardback]

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  • Formāts: Hardback, 146 pages, height x width: 235x155 mm, weight: 3672 g, 3 Illustrations, color; 1 Illustrations, black and white; XIII, 146 p. 4 illus., 3 illus. in color., 1 Hardback
  • Izdošanas datums: 21-Jul-2017
  • Izdevniecība: Springer Verlag, Singapore
  • ISBN-10: 9811047073
  • ISBN-13: 9789811047077
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Inclusive Teaching Strategies for Discipline-based English Studies: Enhancing Language Attainment and Classroom Interaction in a Multicultural Learning Environment 1st ed. 2017Palielināt
  • Formāts: Hardback, 146 pages, height x width: 235x155 mm, weight: 3672 g, 3 Illustrations, color; 1 Illustrations, black and white; XIII, 146 p. 4 illus., 3 illus. in color., 1 Hardback
  • Izdošanas datums: 21-Jul-2017
  • Izdevniecība: Springer Verlag, Singapore
  • ISBN-10: 9811047073
  • ISBN-13: 9789811047077
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9789811047077.html
Keywords:
This book presents empirical findings that reveal various teaching strategies and responses from two sub-cultural groups of students, i.e. local Hong Kong and Mainland students, with regard to their English studies. It puts forward a constructive model for innovative teaching strategies to enhance language attainment and classroom interaction in a multicultural learning environment in Hong Kong. It highlights inclusive teaching strategies with instructional, inspirational and interactional components to accommodate diverse learners and promote their classroom interaction. In addition to contributing to innovation in higher education in Hong Kong, the lessons learned here can be universally applied to ESL/EFL teaching and education reform around the world. Further, they support better learning and teaching at universities in the context of internationalization.

The book will above all benefit undergraduate students in ESL/EFL teacher training programs, and post-graduate research students in applied linguistics, language education and second language teacher education. It also offers a valuable reference book for university lectures in teacher education, researchers in higher education in China, and TESOL/TEFL instructors in English-speaking countries (the UK, USA, Canada, Australia, New Zealand etc.).
1 Introduction
1(8)
1.1 The Higher Education Context of Hong Kong
1(4)
1.2 Questions to Discuss
5(2)
1.3 The Significance of the Study
7(1)
1.4 Summary
8(1)
2 Tertiary English Language Teaching and Learning in Hong Kong
9(20)
2.1 Introduction
9(1)
2.2 General Review on the Higher Education of Hong Kong
9(6)
2.3 English Language Education in Hong Kong
15(5)
2.4 English Language Teaching in Hong Kong's Universities
20(6)
2.5 Summary
26(3)
3 Research Development
29(14)
3.1 Introduction
29(1)
3.2 Theoretical Framework for Teaching Strategies Investigation
29(4)
3.3 Context of the Study
33(1)
3.4 Methodological Triangulation
34(7)
3.4.1 Quantitative Investigation
34(3)
3.4.2 Qualitative Investigation
37(4)
3.5 Data Analysis
41(1)
3.6 Summary
41(2)
4 Findings from Survey
43(16)
4.1 Introduction
43(1)
4.2 Results from Surveys
43(9)
4.2.1 The Participants
43(2)
4.2.2 Surveys Results
45(7)
4.3 Discussions of Survey Findings
52(6)
4.4 Summary
58(1)
5 Findings from Classroom Observation
59(18)
5.1 Introduction
59(1)
5.2 Results from Classroom Observation
59(12)
5.2.1 Observed Lessons and Courses
59(2)
5.2.2 Classroom Observations Results
61(10)
5.3 Discussions of Findings from Classroom Observation
71(4)
5.4 Summary
75(2)
6 Findings from Interviews
77(22)
6.1 Introduction
77(1)
6.2 Results from Interviews
77(16)
6.2.1 The Participants
77(1)
6.2.2 Interview Data
78(15)
6.3 Discussions from Interview Findings
93(5)
6.4 Summary
98(1)
7 Developing Inclusive Teaching Strategies
99(20)
7.1 Introduction
99(1)
7.2 The Taxonomy of Teaching Strategies and Its Use in Practice in Discipline-based English Studies
100(3)
7.3 Classroom Interaction Influenced by Cultural Factors
103(5)
7.4 Inclusive Teaching Strategies to Enhance Language Attainment and Class Interactions
108(8)
7.5 Implications for the Higher Educational Institutions in Hong Kong
116(1)
7.6 General Conclusion
117(2)
Appendix A Survey 119(6)
Appendix B Clasroom Observation Maunal 125(6)
Appendix C Interview Protocol 131(4)
References 135
Dr Helena Hing Wa Sit is a Senior Lecturer in Education (TESOL) from the School of Education, Faculty of Education and Arts at the University of Newcastle, Australia. She holds a PhD Degree in Education and an MEd in TESOL from the University of Newcastle, where she won the universitys annual award for best PhD thesis in the Faculty of Education and Arts. Prior to joining the University of Newcastle, Helena worked as a Lecturer in Academic Development (Higher Education) at Macquarie University and a Researcher at the University of Hong Kong. Her research expertise includes Language Education, Second Language Teacher Education, International Education, Cross-cultural Studies and teaching strategies for advanced English learners. Her research at the University of Hong Kong, Macquarie University and the University of Newcastle focuses on internationalization, transformative learning and innovative language education programs. She has published widely in the areas of languageeducation, second language teacher training and international education.