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The Management of Intercultural Academic Interaction: Student Exchanges between Japanese and Australian Universities
Author: Hiroyuki Nemoto
Date Of Publication: Jun 2011
Isbn13: 978-1-4438-2906-9
Isbn: 1-4438-2906-4
As university student exchanges provide participants with increasing opportunities to involve themselves in different academic cultures, it has become crucial to gain a better understanding of cultural contact between academic systems and to recognise how exchange students with diverse academic backgrounds interact in a host academic context. This book provides insights into this research area by undertaking a one-academic-year ethnographic examination of six Japanese exchange students’ management of intercultural academic interaction at an Australian university, as well as analysing the impact of the structural arrangements of the student exchange program on their participation. In this book, the theory of language management is utilised alongside of the concept of legitimate peripheral participation and a socio-constructionist genre theory to investigate the cognitive and situated nature of the management processes. The theory of language-in-education planning is also applied to examine the policies and practices of student exchanges between Japanese home universities and an Australian host university. Focussing on Japanese exchange students’ responses to various academic tasks as well as on their everyday participation in class, the present study mainly analyses the students’ negotiation of norms, awareness and evaluations of contact situation phenomena, planning and implementation of management strategies, discontinuation of academic management, and the developmental processes of their academic participation. This study also investigates various types of tensions in structuring student exchanges among policies, practices, educational needs and goals of Japanese exchange students, their motivational investments, and accessibility of current exchange systems to the students. Based on the findings, this book provides important theoretical implications for sociolinguistic research and SLA studies by discussing the detailed mechanisms of academic management, and by reconsidering the importance of the integration of sociocultural perspectives into the cognitive processes of intercultural academic interaction. The theoretical inquiries which this study conducts will, furthermore, promote our understanding of linguistic minority exchange students’ management of participation in various academic contexts and suggest the ways home and host universities support these exchange students’ transition between the two different academic cultures.
Hiroyuki Nemoto is Associate Professor of Sociolinguistics at Kanazawa University, Japan. He obtained his PhD at Monash University, Australia in 2006. His research interests lie in the area of sociolinguistics, including intercultural academic interaction at the individual and institutional levels, sociocultural approaches to SLA, language management, language planning, and ESL academic writing.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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