Using Blended Learning to Teach Foreign Brides Chinese

Using Blended Learning to Teach Foreign Brides Chinese

Wei-Peng Lien (Shu-Te University, Taiwan), Rita Kuo (Ming Dao University, Taiwan) and Maiga Chang (Athabasca University, Canada)
DOI: 10.4018/978-1-60566-166-7.ch008
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Abstract

This project aimed to construct a Blended Learning model with a lecture-review Web site, which would support students’ self-learning at home or in the community center of An-Chow village (Taiwan). The model would assist the participants (foreign brides from South-East Asia) not only in learning the Chinese culture but also in improving their relationships with the family members.
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Background

Currently, there are more than 240,000 foreign brides in Taiwan. It is estimated by the Ministry of Education that in the year 2010, approximately 30% of the first grade elementary school students would come from families in which either one of the parent is of foreign origin. Most of these immigrants would come from South-East Asian countries such as Vietnam, Indonesia, Thailand, and the Philippines. Accompanying immigration is an alteration of our society, which is anticipated to become more diverse and multi-cultural. Just like how most people feel when living or working in a completely unfamiliar environment, foreign brides often experience cultural shock and face with adaptation problems after immigrating to another county. This could present a challenge to both the residents and immigrants, especially for the people living in rural areas. Since most of the people who marry foreign brides have lower socio-economic status, the aids from the Government or Foundations become pivotal to improve the current situations of such families.

With the use Blended-Learning model, the immigrants would be able to understand and appreciate the Chinese culture and this would in turn help minimize the problems of cultural conflicts or misunderstandings. The Blended-Learning model of Cooperative and Situated Learning allowed the participants to learn the Chinese language and culture more effectively, and has shown to be helpful in providing a great liaison between foreign brides and local Taiwanese people.

Traditional Learning presents knowledge in an abstract form. In contrast, Situated Learning requires students to be involved in an environment in which the knowledge, context and culture that the instructor intends to teach is well integrated in a pre-designed situation (Lave, 1990) where social interaction is also key to the learning. In addition to Situated Learning, Brown et al. proposed the idea of Cognitive Apprenticeship, which is also an integral concept of our curriculum. Cognitive Apprenticeship enables students to acquire, develop and use cognitive tools in authentic domain activity (Brown et al., 1990). These various aspects of innovative learning strategies have been reviewed and discussed by McLellan (McLellan, 1995). For Situated Learning, knowledge is presented in an appropriate context for students to absorb through social interactions and collaborations. The key components of Situated Cognition proposed by McLellan includes apprenticeship, collaboration, reflection, coaching, multiple practices, articulation of learning skills, realistic representations and technology (McLellan, 1995).

Recently, many researchers have been trying to apply Information Communication Technologies (ICT) to traditional education. Most researchers have agreed that Blended Learning is either equally or more effective and efficient than complete e-learning or complete traditional learning (Garrison and Kanuka, 2004; Hamburg, Cernian & Thij, 2003). Since this curriculum was designed based on the idea of Blended Learning, it is crucial that we understand which type of Blended Learning is appropriate within this context.

There two types of Blended Learning- blended courses and blended lectures (Bielawski and Metcalf, 2003). Because the aim of this study was to teach characters and culture using Situated Learning and arts activities, we decided to apply blended lecture which was more suitable for our teaching purposes. Blended lectures are essentially a series of carefully prepared lectures with close connections and relations.

During the course of Blended Learning, e-leaning will be used as a support system to allow students to access lecture notes or to take quizzes on-line (Rossett et al., 2003). In addition, we will adopt asynchronous learning methodology such as putting up discussion boards, to let learners experience both self and cooperative learning simultaneously (Garrison & Cleveland-Innes, 2003; Swan, 2001).

To achieve the research aim, we developed a lecture-review website (‘Blended Learning Web Development’ subsection) to support students’ self-learning at home or in the community center. This chapter will discuss about how this project integrated situated arts activities and lecture-review website in Blended Learning (‘Instruction Plan and Course Design’ subsection).

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Editorial Advisory Board
Table of Contents
Foreword
Chao-Han Liu
Chapter 1
Lorna Uden, Nian-Shing Chen, Chun-Wang Wei, Jui-Chu Fan
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Chapter 2
Eva Lindgren, Kirk P.H. Sullivan, Mats Deutschmann, Anders Steinvall
In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their... Sample PDF
Supporting Learner Reflection in the Language Translation Class
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Chapter 3
Katsunori Kotani, Takehiko Yoshimi, Takeshi Kutsumi, Ichiko Sata, Hitoshi Isahara
In this chapter, the authors examined reading evaluation methods for foreign language learners based on learners’ reading processes. The goal of... Sample PDF
A Reading Evaluation Method for English as a Foreign Language Learners Based on Reading Performances
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Chapter 4
Robert Ariew, Jeremy Palmer
Enrollments in Arabic language programs are rapidly growing throughout the United States. Until recently, Arabic has received minimal attention in... Sample PDF
Developing Hypertext Reading Materials for the Teaching of Arabic
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Chapter 5
Bolanle A. Olaniran
This chapter explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More... Sample PDF
Culture and Language Learning in Computer-Enhanced or Assisted Language Learning
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Chapter 6
Indi Marie Williams, Heather N. Warren, Bolanle A. Olaniran
Within a globalized society, foreign language acquisition is essential to promote intercultural global communication. For many, the use of... Sample PDF
Achieving Cultural Acquiescence Through Foreign Language E-Learning
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Chapter 7
Eleonora Pantano, Assunta Tavernise
This chapter aims at illustrating how Information and Communication Technologies (ICT) could be used to exploit and disseminate Cultural Heritage... Sample PDF
Learning Cultural Heritage Through Information and Communication Technologies: A Case Study
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Chapter 8
Wei-Peng Lien, Rita Kuo, Maiga Chang
This project aimed to construct a Blended Learning model with a lecture-review Web site, which would support students’ self-learning at home or in... Sample PDF
Using Blended Learning to Teach Foreign Brides Chinese
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Chapter 9
Terence Murphy
One central task faced by those interested in the corpus analysis of second language writing is how to measure ESL textual sophistication. While... Sample PDF
Exploring the Concept of Emergent Coherence in a Corpus of Korean EFL Texts
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Chapter 10
Giuseppe Conti, Raffaele De Amicis, Gabrio Girardi, Michele Andreolli, Stefano Piffer
In the past years the adoption of computer graphics to improve learning experience has seen a rising success. The wide availability of dedicated... Sample PDF
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Chapter 11
Yue Ming, Zhenjiang Miao
This chapter was inspired by the work of the designers of a Mandarin language e-learning as they attempted to find the best solution to deal with... Sample PDF
A Mandarin E-Learning System in Pervasive Environment
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Chapter 12
Jiyou Jia
Computer Simulation in Educational Communication (CSIEC), is not only an intelligent Web-based human-computer dialogue system with natural language... Sample PDF
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Chapter 13
Hamdi Erkunt
Can a traditional college course be enhanced with online collaborative learning, with similar attributes to knowledge work in the modern world? Can... Sample PDF
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Chapter 14
Min Kang
The goal of this chapter is to explain several experiments carried out by our research group to explore whether synthetic speech can be currently... Sample PDF
Synthetic Speech in Computer-Enhanced Foreign Language Learning
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Chapter 15
Niki Lambropoulos, Martha Christopoulou, Kosmas Vlachos
This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered... Sample PDF
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Chapter 16
Nektaria Palaiologou
Nowadays, it is a common ascertainment that information and communication technologies (ICTs) and networked learning are not easy to access for many... Sample PDF
Intercultural Dimensions in the Information Society: Reflections on Designing and Developing Culturally Oriented Learning
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Chapter 17
Karen L. Murphy, Yakut Gazi, Lauren Cifuentes
This chapter addresses the question, “How can we overcome potential cultural discontinuities in online collaborative project-based learning... Sample PDF
Intercultural Collaborative Project-Based Learning in Online Environments
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Chapter 18
Diane Boehm, Lilianna Aniola-Jedrzejek
This chapter presents seven principles of good practice for conducting virtual international collaborations with students. The authors have... Sample PDF
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Chapter 19
Rita Zaltsman
The present chapter assesses the key questions of communication barriers in distance learning virtual communities. To examine their cultural... Sample PDF
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About the Contributors