This book engages Canadian and Chinese language educators, graduate students, pre-service teachers, school principals and teachers in an enhanced reciprocal learning process by collaboratively reflecting on and writing up the school-based language curriculum projects and school-based language teachers' professional development activities in Canada-China sister schools. The objective is to develop a knowledge base for generating positive, reciprocal, practitioner knowledge and methods to improve language teaching effectiveness in either context. In this way, it contributes to a public discussion of the reciprocal educational impacts on the knowledge-based society in Canada and China.

Identifies theoretically and practically the key current curriculum policies and practices of English Emphasizes a two-way learning process in the context of collaborative action Includes both pre-service teachers' exchanges and sister school fieldwork between Canada and China

Autorentext

Shijing Xu is Canada Research Chair and Professor in the Faculty of Education at the University of Windsor, Canada.

Luxin Yang is Professor of Applied Linguistics at the National Research Centre for Foreign Language Education and Associate Dean of School of English and International Studies at Beijing Foreign Studies University, China.

Yuhan Deng is a PhD candidate in the Faculty of Education at the University of Windsor, Canada.

Shuai Fu is Lecturer in the Foreign Language Department of Beijing Union University, China.

Inhalt

Section I:Background of the FieldworkChapter 1. English as A Second/Additional Language in Canada and English as A Foreign/International Language in China.- Section II: Sister School Fieldwork.- Chapter 2. Tracing the Canada-China Sister Schools' Reciprocal Learning Practices in Synchronous Communication: A Case Study.- Chapter 3. A Narrative Inquiry in Student-Centred Teaching Practices in A Windsor-Beijing Sister School Pair.- Chapter 4. Reciprocal Learning Between Canadian and Chinese Sister Schools Through the Compiling of a Bilingual and Cross-cultural Reading Kit.- Chapter 5. Exploring Chinese and Canadian Educational Practitioners' Perceptions of Calligraphy Learning: A Cross-Cultural Study.- Section III: Pre-service Teacher Education RLP Fieldwork.- Chapter 6. Cultural Shock and Adaption: Canadian Pre-service Teachers' Reciprocal Learning Experience.- Chapter 7. Canadian Pre-service Teachers' International Intercultural Experience: Learning Chinese as a Foreign Language and Teaching English as a Foreign Language in China.- Chapter 8. Chinese Non-English Major Teacher Candidates' International Intercultural Experience: Changing Perspectives on EFL through their International Intercultural Learning in Canada.- Section IV: Research by Canadian RLP Participants.- Chapter 9. Speaking for Purpose: A Case Study of Bilingual Immersion Pedagogy Within the Chinese EFL Context.- Chapter 10. Canadian Pre-service Teachers' English Language and Cultural Teaching in the Cross-cultural Context.- Section V: Commentary.- Chapter 11 Commentary: What Pedagogical Principles Underlie Reciprocal Intercultural Learning?.- Chapter 12 Fieldwork, Reciprocal Learning, and Growth Mindset: Sustained by Indigenous Spirit and 'Great Learning'.