Browsing by Author "Cortazzi, M."
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Item Metadata only Approaching Narrative Analysis with 19 questions(Edward Elgar, 2012) Cortazzi, M.; Jin, LixianThis chapter is organized around 19 narrative questions, particularly questions about stories, recounts and accounts in education given as oral versions of personal experience, shared by teachers and students in relation to learning.Item Metadata only Asking, sharing stories and identity construction: socio-cultural issues in narrative research.(2006) Cortazzi, M.; Jin, LixianItem Metadata only Changing practices in Chinese cultures of learning(Taylor and Francis, 2006-06-01) Jin, Lixian; Cortazzi, M.Item Metadata only Classroom cultures and values: students’ conceptions of teachers and learning in China.(Ciep, 2009) Jin, Lixian; Cortazzi, M.Item Metadata only Cultivating students’ competence in English – a multi-dimensional participation model.(2005) Jin, Lixian; Cortazzi, M.; Zhang, H.Item Metadata only Cultivators, cows and computers: Chinese learners’ metaphors of teachers.(Palgrave Macmillan, 2009) Cortazzi, M.; Jin, Lixian; Wang, Z.Item Metadata only Culturas de aprendizaje: la construcción social de identitdades educacionales, Antologías de textos de didáctica del español(Instituto Cervantes (España), Centreo Virtual Cervantes, 2008) Cortazzi, M.; Jin, LixianItem Metadata only Cultures of learning, the social construction of educational identities(University Press of America, 2002) Jin, Lixian; Cortazzi, M.Item Metadata only Da capo: A musical technique to evoke narrative recall(Sage, 2013) Pilcher, N.; Cortazzi, M.; Jin, LixianThis article proposes the use of recorded music chosen by researchers to elicit participant accountsof life experiences, a technique we name ‘da capo recall.’ Fifteen mainland hinese students whohad studied in the UK were played seven contrasting extracts of classical music. They were asked how each extract reminded them of anything salient on their undergraduate degrees. We relate major points of narrative research to music and discuss: the method and procedure, the participants’ responses and how the technique can be used. In this education context, participants gave rich accounts about studying, exams, graduating and other life experiences with affective dimensions. For many, the music returned them to ‘the experienced present’ of their studies, analogous to a da capo replaying of a section in music. Musical key and tempo influenced the nature of the memories evoked. We envisage the da capo technique’s use within interviews to explore memories, experiences and emotions amongst learners, professionals and in other fields. We show the potential of the da capo technique to evoke a range of narratives that have added value given to them specifically through the use of music.Item Metadata only English language teaching in China: A bridge to the future.(Routledge, 2002) Jin, Lixian; Cortazzi, M.Item Metadata only Images of teachers, learning and questioning in Chinese cultures of learning,(John Benjamins, 2008) Jin, Lixian; Cortazzi, M.Item Metadata only Introduction: research and levels of intercultural learning.(Palgrave Macmillan, 2013) Jin, Lixian; Cortazzi, M.Item Metadata only Journeys of Learning: insights into intercultural adaptation(Shanghai Foreign Language Education Press, 2012) Cortazzi, M.; Jin, LixianIf intercultural adaptation is anything other than accidental or unconscious then it must involve learning. Thus learning about other cultures, about one’s own culture, about identities and communication, and about likely or actual processes of adaptation and transformation is arguably at the heart of intercultural adaptation. Intercultural adaptation is thus commonly mediated by learning, whether this is in classrooms, training centres, business seminars or in informal social contacts.Item Metadata only La cultural que aporta el alumno: ¿puente u obstaculo?(Cambridge University Press, 2001) Jin, Lixian; Cortazzi, M.Item Metadata only Language choices and 'blind shadows': Investigating interviews with Chinese participants.(Sage, 2011) Cortazzi, M.; Pilcher, N.; Jin, LixianItem Metadata only Large Classes(Routledge, 2013) Jin, Lixian; Cortazzi, M.Large classes are wdiely considered to be problematic for langauge learning. However, some teachers effectively manage large classes in which students learn successfully. Class size in itself does not necessarily have a negative impact on the quality of teaching and learning. What matters is teachers' and students' perceptions and assumptions about large classes, the teaching methods and ways of organizing interaction, giving attention to individual learners and adequately assessing students' work.Item Metadata only Large Classes in China: 'good' teachers and interaction.(ACER, 2001) Cortazzi, M.; Jin, LixianItem Metadata only More than a Journey: ‘learning’ in the metaphors of Chinese students and teachers.(Palgrave Macmillan, 2011) Jin, Lixian; Cortazzi, M.Item Metadata only Narrative learning, EAL and metacognitive development(Taylor and Francis, 2007-08-01) Jin, Lixian; Cortazzi, M.Item Metadata only Peer assistance in an English immersion context in China.(Palgrave Macmillan, 2013) Liang, Xiaohua; Jin, Lixian; Cortazzi, M.