The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students’ intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.
Research training is challenging, and the attrition rate of doctoral students has been increasing in Canada, the UK, the USA and Australia. In their book, Chen and Le examine the reasons for these students becoming demotivated, particularly in the context of TESOL. There has been much investigation into research training issues in multiple contexts and multiple disciplines. Yet, the research training process in TESOL for international students has not been explored sufficiently, and their voices have not been heard. This book gives voice to the research trainees, allowing their experiences to be reflected and the implications discussed in order to help create more effective supervision models. By employing the qualitative approach and adopting critical incident as a new technique for data collection, Chen and Le attempt to gain insights into the research training process to reveal different research stages of research trainees—those undertaking PhD degrees—and to put forward a model of supervision to improve the innovation and quality of research. This book tackles the complex nature of research training. It is hoped that findings of this study can provide research supervisors and trainees with theoretical insights and practical references.
The highly acclaimed novel that reveals the life of a Vietnamese family in America through the knowing eyes of a child finding her place and voice in a new country. “A brilliant evocation of human sorrow and desire.... Heartbreaking and exhilarating.” —The New York Times Book Review In 1978 six refugees—a girl, her father, and four “uncles”—are pulled from the sea to begin a new life in San Diego. In the child’s imagination, the world is transmuted into an unearthly realm: she sees everything intensely, hears the distress calls of inanimate objects, and waits for her mother to join her. But life loses none of its strangeness when the family is reunited. As the girl grows, her matter-of-fact innocence eddies increasingly around opaque and ghostly traumas: the cataclysm that engulfed her homeland, the memory of a brother who drowned and, most inescapable, her father’s hopeless rage.
The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students’ intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.
The highly acclaimed novel that reveals the life of a Vietnamese family in America through the knowing eyes of a child finding her place and voice in a new country. “A brilliant evocation of human sorrow and desire.... Heartbreaking and exhilarating.” —The New York Times Book Review In 1978 six refugees—a girl, her father, and four “uncles”—are pulled from the sea to begin a new life in San Diego. In the child’s imagination, the world is transmuted into an unearthly realm: she sees everything intensely, hears the distress calls of inanimate objects, and waits for her mother to join her. But life loses none of its strangeness when the family is reunited. As the girl grows, her matter-of-fact innocence eddies increasingly around opaque and ghostly traumas: the cataclysm that engulfed her homeland, the memory of a brother who drowned and, most inescapable, her father’s hopeless rage.
In 1978, six Vietnamese refugees were pulled from the sea just off California. In San Diego, a little girl's matter-of-fact innocence masks the ghostly traumas that still haunt her: the cataclysm that engulfed her homeland; the memory of a brother who drowned; the heartbreaking spectacle of her parents trying to make a new home, their struggle backlit by the memory of a forbidden love when they were young. thuy le has revealed a world of great beauty and enormous sorrows. The Gangster We Are All Looking For is an authentically original novel about remembering and forgetting, about home and family, and about trying to find a place - and voice - in a new world.
Research training is challenging, and the attrition rate of doctoral students has been increasing in Canada, the UK, the USA and Australia. In their book, Chen and Le examine the reasons for these students becoming demotivated, particularly in the context of TESOL. There has been much investigation into research training issues in multiple contexts and multiple disciplines. Yet, the research training process in TESOL for international students has not been explored sufficiently, and their voices have not been heard. This book gives voice to the research trainees, allowing their experiences to be reflected and the implications discussed in order to help create more effective supervision models. By employing the qualitative approach and adopting critical incident as a new technique for data collection, Chen and Le attempt to gain insights into the research training process to reveal different research stages of research trainees—those undertaking PhD degrees—and to put forward a model of supervision to improve the innovation and quality of research. This book tackles the complex nature of research training. It is hoped that findings of this study can provide research supervisors and trainees with theoretical insights and practical references.
As the war in Viet Nam neared its end, thousands of children were left in the orphanages around the country. Many were of mixed race, which was considered a disgraceful heritage; they faced lives of abuse and servitude if the communists succeeded. In addition, children around the country were suffering from heart conditions that required medical treatment only available in other countries. Le-Thi Bach-Thuy grew up in Viet Nam during World War II and the years and wars that followed. She became a social worker with Partners Aiding Children Today, helping pediatric heart patients obtain care in the United States. She also worked with Friends of Children of Viet Nam (FCVN), helping with the documentation and placement of orphans with new families abroad. She adopted two children of her own while helping raise her sisters' families and care for her mother. Her second adopted child, a son, joined her family in March 1975; just weeks later she put him on the historic World Airways flight that brought 57 orphans to the United States and inspired the creation of Operation Babylift. That program went on to rescue another 3,300 orphans within just a few short weeks. With no foreseeable means of escape herself, Bach-Thuy stayed in Saigon helping care for the orphans streaming into FCVN Center and finding ways to get her daughter, nieces, and nephews to safety in the United States. As more and more cities surrendered to the communists, she feared being left behind when her American colleagues were evacuated. She would be viewed as an enemy by the North Vietnamese and likely imprisoned or killed for her work sending children out of the country. Thanks to the help of her friends, she was able to escape just days before Saigon fell. Yet her story does not end there. Her life and work in America continued to focus on assisting and supporting Vietnamese refugees as they adjusted to their new lives, helping them learn new trades and get their papers in order. The 40th anniversary of Operation Babylift in April 2015 has brought new attention to this forgotten piece of Vietnamese and American history, and Le-Thi Bach-Thuy's story is an amazing, emotional, personal account of life in Viet Nam in those years. Her life, work, and spirit are indomitable.
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