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Web End = High Educ (2015) 70:753766
DOI 10.1007/s10734-015-9865-y
Qi Wu
Published online: 4 February 2015 Springer Science+Business Media Dordrecht 2015
Abstract Although a great deal of literature contrasts the Chinese learner with Western learning conceptions and practice, a closer look at these studies reveals that many are explored through the lens of cultural knowledge and assumptions. The results of these studies generate a distorted understanding of Chinese students. Moreover, students learning is best explained in the context of local environments. This study therefore examines the Chinese learner through a case study of mainland Chinese postgraduate students intercultural learning experiences at British universities. The results show that learning beliefs and behaviors evolve as individuals participate in authentic situations. It is essential to break the stereotypes of Chinese students and constantly document the progress of their learning so as to generate effective intercultural pedagogy and practices in culturally diverse classrooms. Further, how Chinese students approach their learning is a complex phenomenon with multiple facets interacting including external factors, namely sociohistorical, cultural, and academic contexts, and internal factors, such as each students intellectual development. Academic staff in multicultural classrooms should recognize not just similarities but also diversity of students from the same culture and amend their teaching practices in response to students developing needs and interests.
Keywords Intercultural education Mainland Chinese students Intercultural pedagogy
Learning approaches
Introduction
Higher education has seen signicant changes in recent years. These changes include increasing numbers of students, further internationalization of the student population, and a
Q. Wu (&)
Institute of Education, University of Reading, London Road Campus, Reading, Berkshire RG1 5EX, UKe-mail: qi.wu.wsq@gmail.com
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Web End = Re-examining the Chinese learner: a case study of mainland Chinese students learning experiences at British Universities
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wider diversity in students prior educational experiences. These factors have placed more pressure on the demand for intercultural pedagogy that can benet students from different backgrounds and cultures. Although many cross-cultural studies on international students have emerged in recent years (Durkin 2011; Edwards et al. 2007; Gu et al. 2010; Ryan 2011; Tian...