Beyond a Discourse of Deficit: The Meaning of Silence in the International Classroom

Autor/inn/en	Yates, Lynda; Nguyen, Thi Quynh Trang
Titel	Beyond a Discourse of Deficit: The Meaning of Silence in the International Classroom
Quelle	In: International Education Journal: Comparative Perspectives, 11 (2012) 1, S.22-34 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	English (Second Language); Foreign Countries; Novices; Language Proficiency; Foreign Students; Student Attitudes; Classroom Techniques; Classroom Communication; Cultural Differences; Cultural Influences; Educational Philosophy; English Language Learners; Learner Engagement; Language Role; Self Concept Measures; Asia; Australia; Vietnam + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Klassenführung; Klassengespräch; Kultureller Unterschied; Cultural influence; Kultureinfluss; Bildungsphilosophie; Erziehungsphilosophie; Asien; Australien
Abstract	English language proficiency and entry standards have dominated discussion of why many international students from Asia appear to be reluctant contributors in Australian university classrooms, a reticence that is usually understood to result from difficulty in forming and expressing their ideas in English. This paper draws on a qualitative investigation into the perspectives of ten Vietnamese postgraduate coursework students. The findings suggest that, while language factors are important, an orientation to Vietnamese communicative cultures favouring discretion over conjecture for novices plays a significant role. Differences between the cultures of learning in Vietnam and Australia and the philosophies that underpin them are also crucial. We argue that measures to counteract apparent passivity in class should therefore be tackled at the level of teaching philosophy and involve explicit discussion of the patterns of interaction that are valued in the classroom and why. The implications for both staff and student training are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10