Adult Chinese Immigrants Learning English

Autor/inn/en	Larrotta, Clarena; Adversario, Jan
Titel	Adult Chinese Immigrants Learning English
Quelle	In: Adult Learning, 33 (2022) 1, S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larrotta, Clarena) ORCID (Adversario, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159520982672
Schlagwörter	Adults; Immigrants; Chinese Americans; English (Second Language); Second Language Learning; Student Experience; Asian Culture; Confucianism; Cultural Differences; Student Adjustment; Student Characteristics; Educational Philosophy; Cooperative Learning; Teacher Role; Lifelong Learning; Self Concept; Student Needs; Coping; Social Support Groups; Texas + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Studienerfahrung; Konfuzianismus; Kultureller Unterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungsphilosophie; Erziehungsphilosophie; Kooperatives Lernen; Lehrerrolle; Life-long learning; Lebenslanges Lernen; Selbstkonzept; Bewältigung; Social support; Soziale Unterstützung
Abstract	This article provides an account of a group of adult Chinese immigrants learning English at a cultural center serving the local Asian community. The focus of this teacher-research descriptive case study is on learner experiences as they relate to "transition" theory and "Confucian learner" principles and as these materialized through classroom participation. Using transition theory as a lens, the article establishes connections with Confucian learning principles as they emerged in the data collected. Therefore, study findings are presented under four themes: "Self," "Situation," "Strategies," and "Support." In view of the Confucian philosophy of learning, the participants' stories illustrate their understanding of "teacher authority," "collaborative learning," "function of effort," and "pursuit of lifelong learning." Thus, the article examines how the learners were adapting or struggling with different daily life aspects that require the use of the English language. Learning English served as catalyst for the adult learners to achieve their goals in the new community and culture. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01