001447057 000__ 03327cam\a2200481Ia\4500
001447057 001__ 1447057
001447057 003__ OCoLC
001447057 005__ 20230310004059.0
001447057 006__ m\\\\\o\\d\\\\\\\\
001447057 007__ cr\un\nnnunnun
001447057 008__ 220528s2022\\\\sz\\\\\\ob\\\\000\0\eng\d
001447057 020__ $$a9783031003073$$q(electronic bk.)
001447057 020__ $$a3031003071$$q(electronic bk.)
001447057 020__ $$z3031003063
001447057 020__ $$z9783031003066
001447057 0247_ $$a10.1007/978-3-031-00307-3$$2doi
001447057 035__ $$aSP(OCoLC)1321787799
001447057 040__ $$aYDX$$beng$$cYDX$$dGW5XE$$dEBLCP$$dN$T$$dOCLCF$$dUKAHL$$dOCLCQ
001447057 049__ $$aISEA
001447057 050_4 $$aPL1065
001447057 08204 $$a495.10071$$223/eng/20220608
001447057 1001_ $$aTong, Peiru.
001447057 24510 $$aLearning Chinese in a multilingual space:$$ban ecological perspective on studying abroad /$$cPeiru Tong, Linda Tsung.
001447057 260__ $$aCham, Switzerland :$$bSpringer,$$c2022.
001447057 300__ $$a1 online resource
001447057 4901_ $$aMultilingual education,$$x2213-3216 ;$$vvolume 41
001447057 504__ $$aIncludes bibliographical references.
001447057 5050_ $$aChapter 1. Introduction -- Chapter 2. Settings and Interaction Opportunities in the SA Program -- Chapter 3. Language Affordances and Emergence: Authentic Language Use in the SA Program -- Chapter 4. The Cultural, Intercultural and Symbolic Dimensions of SA -- Chapter 5. The Influence of Identity and Self-Concept on Personalised Trajectories of SA -- Chapter 6. An Ecological Approach to SA: Theoretical and Methodological Perspectives.
001447057 506__ $$aAccess limited to authorized users.
001447057 520__ $$aThis book examines the benefits of an Australian in-country study (ICS) in China programme and explores ways to maximise the short-term ICS experience in a multilingual space. The book employs an ecological perspective which has seldom been used to examine the study abroad context. It emphasises the importance of the space itself as an arena of interaction, belonging and power, where conduct and modes of communication are often regulated by political authorities and societal expectations. Specifically, the book focuses on the following: the extent to which the ICS facilitated interaction in different settings the way in which interaction during ICS contributed to language learning the degree in which the interaction during ICS contributed to culture learning and the role of identity in the learning process in the ICS. The main argument of the book is that while the ICS promoted multilingual learning space for in-class and out-of-class interactions, which further facilitated language and culture learning to a great extent, Australian students identities and self-concepts also played a core mediating role throughout individual learning trajectories.
001447057 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed June 8, 2022).
001447057 650_0 $$aChinese language$$xStudy and teaching.
001447057 650_0 $$aMultilingual education.
001447057 655_0 $$aElectronic books.
001447057 7001_ $$aTsung, Linda T. H.,$$d1953-$$eauthor.
001447057 77608 $$iPrint version:$$z3031003063$$z9783031003066$$w(OCoLC)1305913568
001447057 830_0 $$aMultilingual education ;$$vv. 41.$$x2213-3216
001447057 852__ $$bebk
001447057 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-00307-3$$zOnline Access$$91397441.1
001447057 909CO $$ooai:library.usi.edu:1447057$$pGLOBAL_SET
001447057 980__ $$aBIB
001447057 980__ $$aEBOOK
001447057 982__ $$aEbook
001447057 983__ $$aOnline
001447057 994__ $$a92$$bISE