ON CHINESE STUDENTS NAVIGATING INTERCULTURAL AND EMOTIONAL BORDERS IN TESOL CLASSES IN A PORTUGUESE POLYTECHNIC

Autores

  • Mark Daubney Instituto Politécnico de Leiria

DOI:

https://doi.org/10.25112/rco.v2.3856

Palavras-chave:

Aulas de EFL, Emoções, Estudar no estrangeiro, Identidade, Competência intercultural

Resumo

This study, part of a larger project exploring the multiple impacts that a one-year study abroad programme at a Portuguese higher education institution had on Chinese students, looks at how these students perceived and managed their experiences both in and outside the classroom. This paper focuses on their classroom experience, and has two central aims: firstly, to explore how this study abroad programme impacted students; secondly, to explore preconceptions identified in the literature regarding Chinese students which might constrain the mindsets and behaviour of Portuguese teachers and students towards these. The results of this qualitative study – deploying exploratory practice and a combined longitudinal and ethnographic approach – point to how a key experience of these Chinese students was learning how to navigate multiple borders – linguistic, cultural, political, and emotional – in an immersive language setting.

Biografia do Autor

Mark Daubney , Instituto Politécnico de Leiria

Mark Daubney is Assistant Professor at the School of Education and Social Sciences-Polytechnic of Leiria, Portugal. He presently coordinates the English Department, and teaches English language disciplines, and mentors on the US Fulbright programme. He is the co-editor of New Insights into Language Anxiety: Theory, Research and Educational Implications, published in 2017 by Multilingual Matters, and Developing as an EFL Researcher: Stories from the Field, published by IATEFL, also in 2017. His research interests broadly focus on understanding the role and impact of personality, agency, identity, and emotions – such as anxiety, laughter, motivation – on teachers and learners.

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Publicado

2024-08-22

Como Citar

Daubney , M. (2024). ON CHINESE STUDENTS NAVIGATING INTERCULTURAL AND EMOTIONAL BORDERS IN TESOL CLASSES IN A PORTUGUESE POLYTECHNIC. Revista Conhecimento Online, 2. https://doi.org/10.25112/rco.v2.3856

Edição

v. 2 (2024): 4.ª Conferência Internacional Emoções, Artes e Intervenção

Seção

Dossiê

Licença

Copyright (c) 2024 Mark Daubney

Creative Commons License
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