• Optimizing academic and ESL acquisition environments in China’s post-secondary education system.

    Author(s):
    Donald Guadagni (see profile)
    Date:
    2016
    Subject(s):
    Curriculum planning, Career development, Research--Methodology, College teaching, Learning strategies
    Item Type:
    Report
    Tag(s):
    China post-secondary, classroom management, Curriculum Development, Teaching Methods, Curricular development, Professional development, Research methods, Teaching and learning in higher education
    Permanent URL:
    http://dx.doi.org/10.17613/byz5-3297
    Abstract:
    The purpose of this article is an examination of methods and result used in modifying classroom management and curriculum delivery in the mainland China post-secondary education system to enhance language acquisition skills. Using hybridized methods to optimize these academic and environmental variables requires merging both national and international strategies into a productive learning environment while maintaining State mandated guidelines. These approaches were produced over the course of a five year study in both vocational college and university settings and continually assessed in real time classroom environments culminating in the deployment at the university level to freshmen and sophomore students pursing majors in teaching, English language, and business. The results demonstrate increased academic utility and the acquisition of skills and abilities across the spectrum of L2 language curriculum classes and an elevated level of participation and academic progress for almost all students in these types of classroom environments. Foreign experts and teachers should consider selectively utilizing these elements in their classroom environment to enhance the students’ academic and personal progress and their pedagogical goals in this type of educational setting.
    Notes:
    Published by ERIC.ed.gov 2016. ERIC Number: ED573730. Record Type: Reports - Research
    Metadata:
    Published as:
    Online publication    
    Status:
    Published
    Last Updated:
    1 year ago
    License:
    Attribution
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