LEADER 03959nam 22007455 450 001 9910574093003321 005 20240222135420.0 010 $a3-031-00307-1 024 7 $a10.1007/978-3-031-00307-3 035 $a(CKB)5860000000045211 035 $aEBL7013951 035 $a(AU-PeEL)EBL7013951 035 $a(MiAaPQ)EBC7013951 035 $a(DE-He213)978-3-031-00307-3 035 $a(EXLCZ)995860000000045211 100 $a20220525d2022 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLearning Chinese in a Multilingual Space $eAn Ecological Perspective on Studying Abroad /$fby Peiru Tong, Linda Tsung 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (269 p.) 225 1 $aMultilingual Education,$x2213-3216 ;$v41 300 $aDescription based upon print version of record. 311 $a3-031-00306-3 320 $aIncludes bibliographical references. 327 $aChapter 1. Introduction -- Chapter 2. Settings and Interaction Opportunities in the SA Program -- Chapter 3. Language Affordances and Emergence: Authentic Language Use in the SA Program -- Chapter 4. The Cultural, Intercultural and Symbolic Dimensions of SA -- Chapter 5. The Influence of Identity and Self-Concept on Personalised Trajectories of SA -- Chapter 6. An Ecological Approach to SA: Theoretical and Methodological Perspectives. 330 $aThis book examines the benefits of an Australian in-country study (ICS) in China programme and explores ways to maximise the short-term ICS experience in a multilingual space. The book employs an ecological perspective which has seldom been used to examine the study abroad context. It emphasises the importance of the space itself as an arena of interaction, belonging and power, where conduct and modes of communication are often regulated by political authorities and societal expectations. Specifically, the book focuses on the following: ? the extent to which the ICS facilitated interaction in different settings ? the way in which interaction during ICS contributed to language learning ? the degree in which the interaction during ICS contributed to culture learning and ? the role of identity in the learning process in the ICS. The main argument of the book is that while the ICS promoted multilingual learning space for in-class and out-of-class interactions, which further facilitated language and culture learning to a great extent, Australian students? identities and self-concepts also played a core mediating role throughout individual learning trajectories. 410 0$aMultilingual Education,$x2213-3216 ;$v41 606 $aForeign study 606 $aMultilingualism 606 $aEducational sociology 606 $aLanguage and languages$xStudy and teaching 606 $aStudying Abroad 606 $aMultilingualism 606 $aSociology of Education 606 $aLanguage Education 606 $aXinès$2thub 606 $aEnsenyament de la llengua$2thub 606 $aEnsenyament multilingüe$2thub 608 $aLlibres electrònics$2thub 615 0$aForeign study. 615 0$aMultilingualism. 615 0$aEducational sociology. 615 0$aLanguage and languages$xStudy and teaching. 615 14$aStudying Abroad. 615 24$aMultilingualism. 615 24$aSociology of Education. 615 24$aLanguage Education. 615 7$aXinès 615 7$aEnsenyament de la llengua 615 7$aEnsenyament multilingüe 676 $a495.10071 700 $aTong$b Peiru$01239789 702 $aTsung$b Linda 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910574093003321 996 $aLearning Chinese in a Multilingual Space$92876354 997 $aUNINA