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Chinese Educational Migration and Student-Teacher Mobilities: Experiencing Otherness

'China Angst': Spirit of the Time?China has awakened: is international education ready?Chinese students and staff abroad: a renewed form of methodological nationalism?Chinese teachers and academic staff: an unknown populationAbout the volumeReferencesI The Experiences of Chinese Students Abroad Negotiating Transnational Life Worlds: Experiences of Chinese Student-Migrants in AustraliaUnderstanding transnationalismThe study and the three Chinese participantsImaginations of 'nostalgia': relationships at homeImaginations of 'nostalgia': cultural dissonance in learning and identity-formationImaginations of 'fantasy': to have freedom and securityImaginations of 'fantasy': a better life in AustraliaConclusionNoteReferencesRepresenting the Chinese Students in Fiction: The Case of A Concise Chinese-English Dictionary for LoversBeyond chinoiseries? Examining how Chinese students are representedAbout the studyMultifaceted fearsIdentity, misidentification and the use of EnglishRepresenting and becoming an otherConclusionReferencesChinese Students Experiencing Learning French as a Second Language in France: A Case Study of Individual Differences in the Context of Study AbroadLiterature reviewIdentity and motivation for language learningLanguage learner autonomySelf-efficacy in foreign language learningSecond language learning in study abroad contextsMethodologyCase studiesFirst case study - ChongSecond case study - PuThird case study - FanDiscussionConclusionReferencesII Going Back Home or Not?The Pragmatic Cosmopolitan: The 'Serving China' Discourse, Career Plans, and Cosmopolitan Dispositions of Chinese Students in JapanThe 'serving China' discourse in contemporary ChinaMethodologyJapan: stepping-stone, but not a long-term destinationThe reflexive cosmopolitanInterviewer: What do you not like about China?ConclusionNotesReferencesA Risk Perspective on Chinese Student Migration in FranceReturn and non-return of students: current trends and issuesRisk, uncertainty, and immigrationChinese student mobility as an individualisation processDisembedding, from state assignment to market competitionDisenchantment, the loss of traditional certainty and securityRe-embedding, in search of new forms of social integrationStudying in France and afterwards? Problematic transitionsConclusionNotesReferencesIII Chinese Teachers Abroad: Adapting to Other ContextsDiscursive Construction of Chinese Language Teacher IdentityDiscourse and languageResearch methodologyParticipant 1: RebeccaParticipant 2: GraceParticipant 3: ThomasProcedureData analysisFindingsWhat makes a good Chinese teacher?Transmitting Chinese-style teachingChinese teachers as 'creators' of an alternative teaching environmentDiscussionConclusionNotesReferencesChange in Teaching Beliefs When Teaching Abroad? A Case Study on Confucius Institute Chinese Teachers' Teaching Experiences in the USBackground of the studyLiterature reviewTeachers' beliefs and practicesLanguage teaching theories and methodsChinese teachers teaching in English-speaking countriesResearch methodologyResearch setting and participantsData collection and theme codingData presentation and analysisCore beliefs about teaching Chinese as a foreign languageIncongruence between stated teaching beliefs and actual classroom practicesEvidence of impact of professional development programs on CI Chinese teachers' professional perspectiveDiscussionReferencesMaking Chinese Learnable: Strategies for the Retention of Language LearnersProblems in Chinese language educationFraming school retention strategiesCorpus: selecting content to secure learners' interest in ChineseAcquisition: making learning Chinese rewardingResearch processRetention strategies: analysis of evidenceBarriers to making Chinese learnableCorpus-driven retention strategiesAcquisition-driven retention strategiesStatus-driven retention strategiesPlanning school retention strategiesBarrier-minimisation planningCorpus retention planningAcquisition retention planningStatus retention planningConclusionReferencesConceptions of Language Teaching of Chinese-born Language TeachersChina and cultureCultures of learningLanguage education in ChinaMethodologyPhenomenologyThe research processFindingsThe Confucian influence on Chinese educational cultureThe overall context of foreign language teaching in ChinaThe studentStudents as groups of individualsStudents need input and outputStudents must work diligentlyStudents have differing motivationsStudents are changing in ChinaThe teacherCatalytic eventResponsibilityStudent-focusedAffective issuesDemand hard workTwo issuesForeign language teaching per seTeaching is a difficult artTeaching is knowledge building and skill developmentHelping students learn L2 through student-focused teachingAffective and relational issuesDifferencesConclusionNoteReferencesAfterword Rethinking the Notion of Chinese Students Abroad: The Need for a New Research AgendaHistory of Chinese studying abroadThe Chinese learner abroadThe paradox of the Chinese learnerThe new generation's acculturationMethodological transition and need for a new research agendaReferences
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