Reflexivity in Multilingual and Intercultural Education: Chinese International Secondary School Students' Critical Thinking

Autor/in	Wu, Xi
Titel	Reflexivity in Multilingual and Intercultural Education: Chinese International Secondary School Students' Critical Thinking
Quelle	In: Journal of Multilingual and Multicultural Development, 44 (2023) 1, S.35-49 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Xi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1789650
Schlagwörter	Foreign Students; Secondary School Students; English (Second Language); Second Language Learning; Second Language Instruction; Critical Thinking; Thinking Skills; Literacy; Multilingualism; Multicultural Education; Stereotypes; Western Civilization; Cultural Differences; Cultural Context; Cultural Awareness; Decision Making; Teaching Methods; Dialogs (Language); Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritisches Denken; Denkfähigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Mehrsprachigkeit; Multilingualismus; Multikulturelle Erziehung; Klischee; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Kanada
Abstract	In recent years, a large amount of Chinese international students, from middle or upper-middle class families, began their international education in Canadian secondary schools, where critical thinking is the main educational goal and often determines students' achievements. Guided by reflexivity in multilingual and intercultural education, this ethnographic study explores potential ways to foster Chinese international secondary school students' critical thinking in a second language, and the host country's socio-cultural contexts. Following 11 students' academic learning experiences in two English language and literacy courses in a Canadian international secondary school, this paper examines how language, social, and cultural factors affect learning and thinking processes. The findings challenged the stereotypical view that Chinese international students lack critical thinking skills. Insufficient English language competence and a lack of Western socio-cultural knowledge determined students' responses to learning content, the challenges they met in engaging with learning materials, and their critical and reflective judgements. This study underscores educators' and Chinese international students' reflexivity in their linguistic repertoires, and the socio-cultural effects on multilingual and intercultural education. Based on these results, teachers and students should employ a dialogic pedagogy to constructively negotiate learning and thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01