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Zhang, Yan; Guo, Yan – International Journal of Bilingual Education and Bilingualism, 2017
Chinese children of immigrant families are often perceived as good at memorization and rote learning or as polite, obedient, and passive students lacking creativity and criticality. Guided by Multiple Literacies Theory and translanguaging, this study explores how Chinese children in a Mandarin-English bilingual program skillfully navigate…
Descriptors: Mandarin Chinese, English, Chinese Americans, Immigrants
Zhang, Yan; Guo, Yan – Globalisation, Societies and Education, 2015
Guided by post-structural perspectives of identities as processes of becoming and transculturation and transnationalism, this study explores how multilingual students in a Mandarin-English bilingual programme form their sense of identities in a dynamic process. Multiple forms of data are collected, including observations, interviews and documents.…
Descriptors: Self Concept, Multilingualism, Bilingual Education Programs, Observation
Guo, Yan – Canadian Journal of University Continuing Education, 2005
Peer evaluation has been criticized as a threat to academic freedom and has been used, usually erroneously, as a justification for academic reappointment, tenure promotion, and merit pay. In recent years, scholars have recommended that peer consultation, which is primarily designed to improve teaching, be honored, but apart from evaluation. In…
Descriptors: Merit Pay, Speech Communication, Academic Freedom, Peer Evaluation