Antiracism for East Asian students and professionals in TESOL: A response

TESOL Journal ◽  
2021 ◽  
Author(s):  
Ryuko Kubota
Keyword(s):  
East Asian ◽  
Asian Students ◽  
East Asian Students

scholarly journals The Social Construction of Giftedness

2018 ◽  
Vol 7 (2) ◽  
pp. 1-32 ◽  
Author(s):  
Gillian Parekh ◽  
Robert S. Brown ◽  
Karen Robson
Keyword(s):  
East Asian ◽  
White Male ◽  
High Achievers ◽  
Asian Students ◽  
High Achievement ◽  
Parental Occupation ◽  
East Asian Students ◽  
And Gender ◽  
Using Data ◽  
Very High

Wide socio-demographic disparities exist between students identified as gifted and their peers (De Valenzuela, Copeland, Qi, & Park, 2006; Leonardo & Broderick, 2011). In this paper, we examine the intersectional construction of giftedness and the academic achievement of students identified as gifted. Using data from the Toronto District School Board (TDSB), the largest and one of the most diverse public education systems in Canada, we consider racial, class, and gender characteristics of students identified as gifted in comparison to those who have very high achievement. Results demonstrated that there was almost no relationship between students identified as gifted and students who had very high achievement (Pearson’s correlation of 0.18). White, male students whose parents had high occupation statuses had the highest probability of being identified as gifted. Female students were more likely to be high achievers. Compared to White students, it was only East Asian students who were more likely to be identified as gifted; yet South, Southeast and East Asian students were more likely to be very high achievers. Parental occupation was strongly related to both giftedness and very high achievement. Results point to the socially constructed nature of giftedness and challenge its usage in defining and organizing students in schools.

scholarly journals Exploring East Asian Undergraduate Students’ Perceptions about the Effectiveness of their Preparation for Study Abroad for Academic Success in U.S. Universities

2020 ◽  
Vol 10 (1) ◽  
pp. 181-202
Author(s):  
Meiren Chen ◽  
Hyeyoung Bang
Keyword(s):  
Academic Success ◽  
Study Abroad ◽  
Undergraduate Students ◽  
English Language ◽  
East Asian ◽  
Asian Students ◽  
Proficiency Tests ◽  
Undergraduate Study ◽  
East Asian Students ◽  
The U.S

We use grounded theory as a framework to explore how preparation for studying abroad affects the academic success of East Asian undergraduate students in U.S. universities. Based on interviews with twelve participants from China, Hong Kong, South Korea, and Taiwan, we found that knowledge of English language and American culture, which is highly involved with their preparation for study abroad and their undergraduate study in the U.S, are two core categories affecting East Asian students’ academic success. High levels of preparation for study abroad help East Asian students better adapt to American universities. At the same time, East Asian students spend more time on English proficiency tests than learning the culture both before and after they arrive to the U.S., which can be detrimental. We suggest that U.S. universities provide more support for cultural adaptation such as learning communities to have active cultural exchanges within context.

The Change Laboratory in CLIL settings: Foregrounding the Voices of East Asian Students

2019 ◽  
Author(s):  
James Reid ◽  
Keyword(s):  
Language Learning ◽  
Research Methodology ◽  
Teaching And Learning ◽  
Course Design ◽  
East Asian ◽  
Intervention Research ◽  
Asian Students ◽  
Developmental Approach ◽  
East Asian Students ◽  
English Medium Instruction

I propose that the Change Laboratory is an underutilized intervention research methodology that can be used to foreground the voices, needs and rights of East Asian students taking English Medium Instruction classes predicated on the Western Socratic learning habitus. In particular, I relate the Change Laboratory methodology to a specific type of EMI pedagogy known as CLIL, Content Language Integrated Learning. What separates CLIL courses  from content-based language learning and other forms of EMI, is the planned integration of the ‘4Cs’ of content, cognition, communication and culture into teaching and learning practice (Coyle et al., 2010). CLIL pedagogy aims to motivate and empower students in learner-centered classrooms. However, student voices have not often been foregrounded in research. The Change laboratory (Virkkunen and Newnham, 2013) is an intervention research methodology that can empower students with regard to course design. It applies a “Vygotskyan developmental approach in real-world, collective, organizational settings” (Bligh and Flood, 2015) and is therefore in accordance with CLIL pedagogy underpinned by the constructivist ideas of Bruner, Vygotsky and Piaget. There is much potential for the Change Laboratory to be used in course design as it focuses on how “institutional forms actually unfold locally” (Bligh and Flood, 2015) and has the ability to “develop the transformative agency of marginalized voices in higher education” (Bligh and Flood, 2015). Thus, I argue that Change Laboratory interventions can reduce linguistic imperialism, or perceptions thereof, in English Medium Instruction or CLIL settings in East Asia. They can help investigate the perception of cultural habitus – Confucian and Socratic –  that may affect learning dispositions and in doing so redesign courses that better fit the needs of learners.

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