Sàng khôn as A Theorizing Tool in Mobility Education
AbstractThe current virtual and physical mobility of humans, ideas, knowledge and epistemologies has major implications for education, especially in settings where English is seen as the default medium of instruction. While diversity is inherent in mobility, English-only pedagogy is a denial of the richness and potential of diverse resources learners bring with them through their mobility. This paper reports a philosophical stance and pedagogical practices employed by a lecturer in English language education at an Australian university. It argues that students’ full linguistic resources and epistemologies, known as sàng khôn, contribute to their agency and can be used as tools to theorise new knowledge in the context of their mobility education. View Full-Text
Scifeed alert for new publicationsNever miss any articles matching your research from any publisher
- Get alerts for new papers matching your research
- Find out the new papers from selected authors
- Updated daily for 49'000+ journals and 6000+ publishers
- Define your Scifeed now
Doan, N.B. Sàng khôn as A Theorizing Tool in Mobility Education. Educ. Sci. 2017, 7, 26.
Doan NB. Sàng khôn as A Theorizing Tool in Mobility Education. Education Sciences. 2017; 7(1):26.Chicago/Turabian Style
Doan, Ngoc B. 2017. "Sàng khôn as A Theorizing Tool in Mobility Education." Educ. Sci. 7, no. 1: 26.
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.