Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch005
Theresa Federici
This chapter illustrates an innovative and easily adoptable approach to ensuring assessment is constructively aligned to course content and intended learning outcomes in foreign language teaching. Referring to two small-scale case studies in UK universities, this chapter presents the PRIME model of assessment design. This holistic and process-driven approach to assessment, in which the content and format of assessment is developed alongside the content and learning outcomes of the course, guides students towards becoming reflective language learners and creates greater learner autonomy. Grounded in, but not exclusive to, the academic standards for higher education in the UK, and in current research into the place and purpose of assessment in undergraduate courses, this chapter illustrates an approach adopted to create meaningful assessment in language degree programmes.
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Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch003
Ying-Ying Chien, Alexa Welch
While immigrating to the United States of America, ethnically Chinese immigrants faced many challenges. However, many found the best way to America's heart is through her stomach, creating American-style Chinese food. Learning about such cross-cultural cuisine exposes CSL students to their own culture and the colorful tapestry of Chinese food culture. This chapter will delve into the origins and development of Chop Suey (雜碎), General Tso's Chicken (左宗棠鷄), and Gua Bao (刈包), along with food's relation to cultural identity in The Search for General Tso (2015) and Fresh Off the Boat (2014-present). By exploring the cross-cultural link between Taiwanese, Chinese, and American dish variations, CSL teachers could gain insight on teaching with media and designing food culture lesson plans for American CSL classrooms.
{"title":"Food, Identity, and Teaching With Media","authors":"Ying-Ying Chien, Alexa Welch","doi":"10.4018/978-1-7998-7226-9.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch003","url":null,"abstract":"While immigrating to the United States of America, ethnically Chinese immigrants faced many challenges. However, many found the best way to America's heart is through her stomach, creating American-style Chinese food. Learning about such cross-cultural cuisine exposes CSL students to their own culture and the colorful tapestry of Chinese food culture. This chapter will delve into the origins and development of Chop Suey (雜碎), General Tso's Chicken (左宗棠鷄), and Gua Bao (刈包), along with food's relation to cultural identity in The Search for General Tso (2015) and Fresh Off the Boat (2014-present). By exploring the cross-cultural link between Taiwanese, Chinese, and American dish variations, CSL teachers could gain insight on teaching with media and designing food culture lesson plans for American CSL classrooms.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134646664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch011
Angela Cook, Chunxuan Shen, Yen-Ying Lai
The COVID pandemic has highlighted the need for universities to be innovative and inclusive in their response to changing circumstances and to develop high quality courses in a completely online environment. In Semester 1, 2020, the team redeveloped a large undergraduate English and Chinese translation course at an Australian university in flipped mode while shifting the course to fully online delivery. The authors found that although student attitudes towards online flipped learning were initially mixed, levels of student engagement were similar to previous semesters. By the second semester of implementation, student evaluations of the course were significantly higher than in pre-flipped, pre-online semesters. This experience demonstrates that it is possible to develop a flipped university translation course that is interactive and engaging and challenges students academically. With appropriate scaffolding and the judicious use of technology, flipped learning offers a very positive learning experience and can be a key element of effective course design in fully online mode.
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Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch006
Catherine Hua Xiang, Lijing Shi, Peter Skrandies, Rosemary Deller
Active learning and the involvement of students as producers and partners play a key role in language teaching in today's UK higher education landscape. This chapter explores a “Reviews in Translation” project integrating “real” translations of online blog content into classroom-based teaching of Chinese and German in a UK university as part of a collaboration that sought to establish a “partnership learning community” across academic and professional service divisions. Drawing on qualitative data based on teacher reflections on classroom experience and student feedback, the chapter assesses the success of the project through two key lines of enquiry: the combination of pedagogical and real translation for language learning and engagement with students as active learners.
{"title":"Reviews in Translation","authors":"Catherine Hua Xiang, Lijing Shi, Peter Skrandies, Rosemary Deller","doi":"10.4018/978-1-7998-7226-9.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch006","url":null,"abstract":"Active learning and the involvement of students as producers and partners play a key role in language teaching in today's UK higher education landscape. This chapter explores a “Reviews in Translation” project integrating “real” translations of online blog content into classroom-based teaching of Chinese and German in a UK university as part of a collaboration that sought to establish a “partnership learning community” across academic and professional service divisions. Drawing on qualitative data based on teacher reflections on classroom experience and student feedback, the chapter assesses the success of the project through two key lines of enquiry: the combination of pedagogical and real translation for language learning and engagement with students as active learners.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121391704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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