Seminar 4 Group 7 - Transcultural Conflicts in the Classroom by Kyrie https://padlet.com/wwjsimmons25/bglygd51nsww3bes Yujiao Bai(1047826) Xiaoying Luo(1123036) Nuo Chen(1130820) Weijun Wu(1038565) en-us 2021-09-27 12:11:23 UTC 2023-08-31 04:29:18 UTC hello@padlet.com https://padlet.net/icons/png/1f469-1f3eb.png nuochen https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1770986734 BBC Two Documentary Series: Are Our Kids Tough Enough? Chinese School (2015)]]> 2021-09-27 12:54:10 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1770986734 Analyzed 'TEXT' yujiaob https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1770998940 The conflict between the Chinese teacher Miss Yang and the naughty pupil Sophie during the physics class]]> 2021-09-27 12:57:58 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1770998940 Motivation yujiaob https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1771062816 As a tool to spread and create culture, education is dependent on culture, which is always conducted in a specific cultural environment (Gu, 2014). Due to cultural differences, there might be a significant distinction in school education between countries, which is reflected in the differences in teachers' teaching methods and strategies, as well as students' learning behaviors and educational values. As international students from China, we are gradually adapting to the western educational style after studying abroad. However, how do western students interact when they are facing the Chinese teaching style? To study the differences between the two educational systems, we analyze a program that inventing Chinese teachers to teach British students and further explore the details in teacher-student interaction. ]]> 2021-09-27 13:16:39 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1771062816 Power in classroom nuochen https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1774346672 Power sources: According to Brown and Levinson (1987), power is an asymmetric social dimension of relative power which means a powerful individual could impose his plan on the powerless person. Power has two sources: one is material control, referring to economic distribution and physical force, and the other is metaphysical control. In this case, the teacher’s power mainly comes from the knowledge she acquired in this field (physics), which grants her to be a powerful individual in the classroom so that she can implement Chinese teaching in Chinese schools, and students must obey. Some students don't follow her instructions so she feels that students are still not disciplined, active, and she warns (speak and ask questions at any time, B-box, whispering).

Giddens (1993) suggests that the power relationship is determined by context while it is dynamic in the interaction, in other words, a powerless individual is capable of acquiring control over the conversation to some extent. Both powerful and powerless roles are challenged, and they may be redefined (Bowe et al., 2014). Sophie kept talking and getting louder until she got the teacher's attention because her opinions were not taken seriously. Hope that their ideas are respected drives the student to constantly challenge the teacher-powerful position. Her actions had three outcomes: being ignored, being asked to leave the classroom, and talk alone.

Sophie's linguistic features also provide evidence about the delicate negotiation of power in the interaction. At first, using 'Excuse me' and repeating 'you can't say that' over and over again implies that she carefully considers the relationship between the teacher and herself and how to communicate her ideas. Then she adopted the strategy that repeated 'That's not cool' to resist and challenge. As for the teacher, she slightly alters her attitudes and speaking styles because her power is challenged, changing from the 'I am still waiting' that initially ignored the students' reaction to talking to Sophie in a relatively equal way.]]> 2021-09-28 12:13:40 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1774346672 Overview of the Documentary xiaoyingluo https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1774497483 Are Our Kids Tough Enough: Chinese School is a BBC Two documentary series on bringing Chinese-style teaching methods to a British classroom by five teachers from China for four weeks, which reflects many cultural differences and conflicts between the Chinese and the British education system. After four weeks teaching period, some British pupils in this class gradually appreciate and adapt to Chinese-style teaching methods. The documentary concludes with a higher score in the final exam of Chinese-style education class than that of the classes which adopt British-style education.]]> 2021-09-28 13:01:14 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1774497483 1. Rapport Management wwjsimmons25 https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777036746 Besides conveying information through language, the manners in which people communicate might develop, maintain, or threaten social relationships. Hence, the strategies that people use in the handling of interpersonal relations are defined as rapport management. It entails three factors: management of face, sociality rights and obligations, as well as interactional goals (Spencer-Oatey & Jiang 2003; Ting-Toomey & Kurogi, 1998).]]> 2021-09-29 06:06:54 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777036746 Scenario 1 wwjsimmons25 https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777041988 In this scenario, Miss Yang directly criticized all the students for their knowledge acquisition was worse than the Chinese students because they could not keep silent and continually interrupted the teacher. That made Sophie astonished and regarded the teacher’s speech as a massive insult. Hence, here Miss Yang failed in building a rapport with Sophie for the reason that Sophie thought her dignity, an important element relevant to face, was wounded by the teacher. Therefore, a nonjudgmental learning context where learners are respected rather than under attack is significant in classroom rapport management (Loo et al., 2018). ]]> 2021-09-29 06:09:53 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777041988 Scenario 2 wwjsimmons25 https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777047144 As the British pupils in Miss Yang’s science class did not show discipline and achieved her expectation, she found it more challenging than teaching Chinese students. That might be because she thought that the teacher‘s obligation was to impart knowledge while the students’ obligation was to stay concentrated and listen carefully in the class. Thus, different roles would have corresponding sociality rights and obligations. The behaviors performed by the British students did not meet the perceived obligation, which would be more likely to threaten the teacher-student rapport (Spencer-Oatey, 2010) . ]]> 2021-09-29 06:12:36 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777047144 2. Power yujiaob https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777778687 As a fundamental concept in social science, power refers to a social relationship between at least two persons’ interactions, which is used to research the politeness (impoliteness) of human behaviors. (Brown& Gilman, 1960; Kallen,1939). However, the interaction between people involves a certain degree of power, sometimes quite institutionalized and predictable, but sometimes shifting and unpredictable(Watts, 2003).]]> 2021-09-29 12:14:07 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777778687 Pertinent questions nuochen https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777795044 1. Interactional rapport is influenced by the management of three main factors: face, sociality rights and obligations, and interactional goals. Could you narrate one of your personal experience related to the rapport management in the real life?

2. Do you think the role of power in interaction is positive, negative, or neutral? Why?]]> 2021-09-29 12:20:39 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777795044 Please leave your comments here :) nuochen https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777796317 2021-09-29 12:21:09 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777796317 References nuochen https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777806285 Bowe, H., Martin, K., & Manns, H. (2014). ‘Positioning the self: role, power and gender’. In Communication across cultures: Mutual understanding in a global world (pp. 118-135). Cambridge University Press.

Brown, P., & Levinson, S. C. (1987). Politeness : some universals in language usage. Cambridge University Press.
 
Brown, R. & Gilman, A. (1960). THE PRONOUNS OF POWER AND SOLIDARITY. In J. Fishman (Ed.), Style in Language (pp. 253-276). Cambridge: M.I.T. Press.

Giddens, A. (1993). New rules of sociological method: A positive critique of interpretative sociologies. Stanford University Press.

Gu, M. (2014). Chapter One Education and Culture. Cultural Foundations of Chinese Education. Brill.

Kallen, H. (1939). Russell, Bertrand. Power: A New Social Analysis. Pp. 305. New York: W. W. Norton & Co., Inc., 1938. The Annals of the American Academy of Political and Social Science, 202(1), 237.

Loo, M. E., Krishnasamy, C., & Lim, W. S. (2018). Considering face, rights, and goals: a critical review of rapport management in facilitator-guided simulation debriefing approaches. Simulation in Healthcare, 13(1), 52-60.

Spencer-Oatey, H. (2010). Culturally Speaking: Culture, Communication and Politeness Theory. Chapter 2, Face, (im)politeness and rapport (pp.11-47). London: Bloomsbury.

Spencer-Oatey, H. and Jiang, W. (2003) Explaining cross-cultural pragmatic findings: moving from politeness maxims to socio-pragmatic interactional principles (SIPs). Journal of Pragmatics, 35(10-11): 1633-50.

Ting-Toomey, S. and Kurogi, A. (1998) Facework competence in intercultural conflict: an updated face- negotiation theory. International Journal of Intercultural Relations, 22(2): 187-225.

Watts, R. J. (2003). Politeness. Cambridge University Press.
]]> 2021-09-29 12:24:56 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1777806285 Comments from Xiaoyu Sun https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1798896270 2021-10-07 06:39:52 UTC https://padlet.com/wwjsimmons25/bglygd51nsww3bes/wish/1798896270