東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Empowering Novice Mandarin Learners'...

Huang, Liling,

FindBook

Google Book

Amazon

博客來

Empowering Novice Mandarin Learners' Transformative Learning Through Critical Virtual Exchange-A Multimodal, Translanguaging Design /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Empowering Novice Mandarin Learners' Transformative Learning Through Critical Virtual Exchange-A Multimodal, Translanguaging Design // Liling Huang.
作者:	Huang, Liling,
面頁冊數:	1 electronic resource (121 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
Contained By:	Dissertations Abstracts International86-03A.
標題:	Curriculum development. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31491003
ISBN:	9798384090427

Empowering Novice Mandarin Learners' Transformative Learning Through Critical Virtual Exchange-A Multimodal, Translanguaging Design /
Huang, Liling,

Empowering Novice Mandarin Learners' Transformative Learning Through Critical Virtual Exchange-A Multimodal, Translanguaging Design /Liling Huang. - 1 electronic resource (121 pages)

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

A key goal in World Language Education (WLE) is challenging learners' preconceived notions about other cultures, aligning with the leading intercultural competence models, national language teaching standards, and the emerging Transformative Language Learning and Teaching (TLLT) paradigm. However, challenging stereotypes remains a concern to educators because stereotypes are hard to eliminate, and culture representations in WLE tend to be monolithic. While recent TLLT studies have applied TL theory in intercultural learning contexts and assessed pedagogical tools' efficacy in fostering perspective shifts, they often lack in-depth exploration of the interactions driving these shifts. This study fills in the gap by investigating how perspective transformation unfolds among novice Chinese learners within a critical Virtual Exchange (VE) setting. Despite VE being a potent tool for raising participants' awareness of culture diversity and challenging stereotypes, conventional VE often reflects a monolingual ideology that hinders comprehensive cultural exploration among novice language learners and reproduces global hierarchies where national cultures and standardized languages overshadow localized cultures and language varieties. To address the limitations, this VE integrated a translanguging approach, connected learners with Chinese from different towns/cities including ethnic minorities, and engaged them in conversations and reflections mediated by their fuller linguistic repertoires and a multimodal map platform. Data were collected from 16 VE participants including surveys, reflection journals, meeting recordings, final digital storytelling products, and interviews with 5 participants displaying stronger degree of perspective transformation. Research questions centered on the extent of learners' perspective shifting, the characteristics of translanguaging, and the interplay between translingual speech and multimodal map usage during culture discussions. Data analysis revealed themes such as "critical assessment of assumptions" and "increased awareness of local cultural and linguistic diversity", affirming the critical VE's impact in challenging learners' assumptions and disrupting monolithic cultural and monolingual ideologies. Additionally, quantitative treatment and conversation analysis of the focal participants' VE meetings highlighted learners' fluid and holistic use of multimodal translanguaging for communication purposes including meaning negotiation, interaction management, illustration of cultures, and reactions to cultural topics. The study contributed to a newer understanding of translanguaging's role in fostering deeper intercultural meaning negotiation in novice Chinese learners.

English

ISBN: 9798384090427Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Multimodality

Empowering Novice Mandarin Learners' Transformative Learning Through Critical Virtual Exchange-A Multimodal, Translanguaging Design /
LDR:04311nmm a22004573i 4500 001 2438467
005 20260727132413.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798384090427
035 $a (MiAaPQD)AAI31491003
035 $a AAI31491003
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Huang, Liling, $e author. $3 3829790
245 1 0 $a Empowering Novice Mandarin Learners' Transformative Learning Through Critical Virtual Exchange-A Multimodal, Translanguaging Design / $c Liling Huang.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (121 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
500 $a Advisors: Kearney, Erin Committee members: Noel, Tiffany Karalis; Austin, Tasha.
502 $b Ph.D. $c State University of New York at Buffalo $d 2024.
520 $a A key goal in World Language Education (WLE) is challenging learners' preconceived notions about other cultures, aligning with the leading intercultural competence models, national language teaching standards, and the emerging Transformative Language Learning and Teaching (TLLT) paradigm. However, challenging stereotypes remains a concern to educators because stereotypes are hard to eliminate, and culture representations in WLE tend to be monolithic. While recent TLLT studies have applied TL theory in intercultural learning contexts and assessed pedagogical tools' efficacy in fostering perspective shifts, they often lack in-depth exploration of the interactions driving these shifts. This study fills in the gap by investigating how perspective transformation unfolds among novice Chinese learners within a critical Virtual Exchange (VE) setting. Despite VE being a potent tool for raising participants' awareness of culture diversity and challenging stereotypes, conventional VE often reflects a monolingual ideology that hinders comprehensive cultural exploration among novice language learners and reproduces global hierarchies where national cultures and standardized languages overshadow localized cultures and language varieties. To address the limitations, this VE integrated a translanguging approach, connected learners with Chinese from different towns/cities including ethnic minorities, and engaged them in conversations and reflections mediated by their fuller linguistic repertoires and a multimodal map platform. Data were collected from 16 VE participants including surveys, reflection journals, meeting recordings, final digital storytelling products, and interviews with 5 participants displaying stronger degree of perspective transformation. Research questions centered on the extent of learners' perspective shifting, the characteristics of translanguaging, and the interplay between translingual speech and multimodal map usage during culture discussions. Data analysis revealed themes such as "critical assessment of assumptions" and "increased awareness of local cultural and linguistic diversity", affirming the critical VE's impact in challenging learners' assumptions and disrupting monolithic cultural and monolingual ideologies. Additionally, quantitative treatment and conversation analysis of the focal participants' VE meetings highlighted learners' fluid and holistic use of multimodal translanguaging for communication purposes including meaning negotiation, interaction management, illustration of cultures, and reactions to cultural topics. The study contributed to a newer understanding of translanguaging's role in fostering deeper intercultural meaning negotiation in novice Chinese learners.
546 $a English
590 $a School code: 0656
650 4 $a Curriculum development. $3 684418
650 4 $a Foreign language instruction. $3 3541319
650 4 $a Language. $3 643551
650 4 $a Educational technology. $3 517670
650 4 $a Linguistics. $3 524476
653 $a Multimodality
653 $a Translanguaging
653 $a Critical virtual exchange
653 $a Transformative intercultural learning
653 $a Chinese learners
690 $a 0444
690 $a 0727
690 $a 0679
690 $a 0290
690 $a 0710
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $e degree granting institution. $3 3765735
720 1 $a Kearney, Erin $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-03A.
790 $a 0656
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31491003