- Title
- Pedagogy to empower Chinese Learners to adapt to western learning circumstances: a longitudinal case-study
- Creator
- Saravanamuthu, Kala; Yap, Christine
- Relation
- Cambridge Journal of Education Vol. 44, Issue 3, p. 361-384
- Publisher Link
- http://dx.doi.org/10.1080/0305764X.2014.914154
- Publisher
- Routledge
- Resource Type
- journal article
- Date
- 2014
- Description
- Deficit theorisations of Chinese Learners studying in western countries are criticised for dichotomising learning attributes into Surface- or Deep-learning approaches. Subsequent context-dependent, small culture studies of students transiting between cultures theorise learning as a dynamic journey of adapting to a range/continuum of learning attributes. Here we employ the transformative learning theory to examine whether pedagogical interventions could facilitate adaptation to deeper learning strategies by couching discipline-specific detail/facts within the discipline's theoretical structure. Our longitudinal case-study of Chinese Learners in an Australian tertiary institution revealed that (1) Achievement-motivated CLs were more likely to harness the benefits of this discipline-specific pedagogical intervention and move towards independent, student-centred learning than Surface-motivated CLs; (2) Achievement-motivated CLs were less likely to normalise teacher-centredness than Surface-motivated CLs despite being exposed to examination tips early in their enrolment; and (3) fluency in the host language is instrumental to adapting successfully to deeper learning.
- Subject
- chinese learner; surface; deep; adapt; transformative learning
- Identifier
- http://hdl.handle.net/1959.13/1304583
- Identifier
- uon:20876
- Identifier
- ISSN:0305-764X
- Language
- eng
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