Anwei Feng – författare

The development of intercultural competence is the avowed purpose of teachers/trainers in commercial training and further and higher education, and yet the approaches are often seen as different and even in opposition. This book shows that there is complementarity in ‘education’ and ‘training’ in theory and in practice. The first group of chapters focuses on analysis of intercultural experience and the competence needed to be successful in that experience. The following chapters describe the practice of courses in both commercial and educational contexts where it becomes evident that ‘education’ and ‘training’ are indeed complementary without denying the tensions which exist and the expectations different learner groups may have. This book is thus not simply another discussion of the theory of interculturality but a juxtaposition of theory and practice to the benefit of both.

This volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between mainland China, Singapore, Taiwan, Hong Kong, and Macao, while Part 2 explores in depth the phenomena inside mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, comparative and analytical accounts of different territories ranging from nation-states to small villages in remote areas, theories on the spread of English, second/third language acquisition and identity are challenged with new concepts proposed and established.

This volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between mainland China, Singapore, Taiwan, Hong Kong, and Macao, while Part 2 explores in depth the phenomena inside mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, comparative and analytical accounts of different territories ranging from nation-states to small villages in remote areas, theories on the spread of English, second/third language acquisition and identity are challenged with new concepts proposed and established.

The internationalisation of higher education has led to study abroad being a large scale phenomenon. Students spend short periods on study tours or a year or more taking courses in foreign universities. Studying aboard cannot be dissociated however from learning to live in another country and culture. The need to adapt to a new education system is obvious but the inevitable difficulties of living in another culture for the purpose of study are also an important facet of the whole experience. Chapters in this book report research into this whole phenomenon. Authors have researched students travelling across the world, from East to West and West to East, and also the effects of studying in countries which seem to be more like students’ own. Each chapter explains the case in question, the findings from the research and what the implications might be. The second part of each chapter is then a critical reflection on the research methods used. The book thus provides a guide to the complexity of this kind of research and how that complexity can be handled with appropriate techniques and methods.

The complexity and diversity of the linguistic situations, practices, policies and theories of bilingual education is widely acknowledged in a country with a population of 1.3 billion people consisting of 56 officially recognised indigenous nationalities speaking more than 80 languages. This book addresses this complexity and diversity with a comprehensive examination of issues in bilingual education for both minority and majority nationalities in China and explores the links between the two major forms of bilingual education. It includes voices that are ‘emic’ or ‘etic’, local or international, and voices that come from those who work at the forefront of bilingual education or in the development of theory. All these voices are needed as different and divergent perspectives represent a reality