Beyond language: Immigrant children as committed and strategic learners
This paper uses examples of some Chinese immigrant children’s strategic learning of English language in their early childhood centres to illustrate the committed nature of these children as learners. Through child observations, child interviews and interviews with the children’s teachers and their p...
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my.uum.repo.20212011-09-07T00:53:12Z http://repo.uum.edu.my/2021/ Beyond language: Immigrant children as committed and strategic learners Karen, Liang Guo LB Theory and practice of education This paper uses examples of some Chinese immigrant children’s strategic learning of English language in their early childhood centres to illustrate the committed nature of these children as learners. Through child observations, child interviews and interviews with the children’s teachers and their parents, this research obtained evidence about the children’s strategic engagement with learning of a new language. The adoption of a phenomenological approach in research theorized the children’s intentionality and reflexivity. The children’s experience with the English language became of window into their learning motivation and attitudes. The use of a new language reflects the children’s underlying desires for settlement in a learning setting. The data demonstrate that the children adopted a range of strategies when reconciling their commitment to settle in a learning setting with the opportunities provided to them in that setting. Learning viewed as strategic activity has as its central defining characteristics a process in which immigrant children respond to the possibilities or constraints stemming from their learning environments. 2010 Conference or Workshop Item PeerReviewed application/pdf en http://repo.uum.edu.my/2021/1/LLL_-_T3_-_04.pdf Karen, Liang Guo (2010) Beyond language: Immigrant children as committed and strategic learners. In: Lifelong Learning International Conference 2010 (3LInC’10), 10 - 12 November 2010, Seri Pacific Hotel, Kuala Lumpur, Malaysia. (Unpublished) http://3linc.uum.edu.my/ |
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LB Theory and practice of education Karen, Liang Guo Beyond language: Immigrant children as committed and strategic learners |
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This paper uses examples of some Chinese immigrant children’s strategic learning of English language in their early childhood centres to illustrate the committed nature of these children as learners. Through child observations, child interviews and interviews with the children’s teachers and their parents, this research obtained evidence about the children’s strategic engagement with learning of a new language. The adoption of a phenomenological approach
in research theorized the children’s intentionality and reflexivity. The children’s experience with the English language became of window into their learning motivation and attitudes. The use of a new language reflects the children’s underlying desires for settlement in a learning
setting. The data demonstrate that the children adopted a range of strategies when reconciling their commitment to settle in a learning setting with the opportunities provided to them in that setting. Learning viewed as strategic activity has as its central defining characteristics a process in which immigrant children respond to the possibilities or constraints stemming from
their learning environments. |
format |
Conference or Workshop Item |
author |
Karen, Liang Guo |
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Karen, Liang Guo |
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Karen, Liang Guo |
title |
Beyond language: Immigrant children as committed and strategic learners |
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Beyond language: Immigrant children as committed and strategic learners |
title_full |
Beyond language: Immigrant children as committed and strategic learners |
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Beyond language: Immigrant children as committed and strategic learners |
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Beyond language: Immigrant children as committed and strategic learners |
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beyond language: immigrant children as committed and strategic learners |
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2010 |
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http://repo.uum.edu.my/2021/1/LLL_-_T3_-_04.pdf http://repo.uum.edu.my/2021/ http://3linc.uum.edu.my/ |
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