Internationalising Teacher Education at Home: Developing Empathy through the Sense of Otherness in Language Learning
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| Title: | Internationalising Teacher Education at Home: Developing Empathy through the Sense of Otherness in Language Learning |
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| Language: | English |
| Authors: | Huaping Li (ORCID |
| Source: | European Journal of Teacher Education. 2025 48(4):761-779. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Foreign Students, Global Approach, International Schools, Student Teachers, Teacher Education, Second Language Learning, Language Enrichment, Social Distance, Empathy |
| Geographic Terms: | China, United Kingdom (Scotland) |
| DOI: | 10.1080/02619768.2023.2259082 |
| ISSN: | 0261-9768 1469-5928 |
| Abstract: | This study explored how Chinese and Scottish student-teachers from two case-study universities perceived their experiences in foreign language learning in both formal and informal contexts within their home countries, and how the status of a foreign language learner shaped their empathy for culturally and linguistically diverse pupils through a qualitative questionnaire and semi-structured interviews. Drawing on transformative learning theory and its relation to empathy, this study provides a nuanced understanding of how the experience of a language other allows student-teachers to engage with otherness, experience affective sharing, adopt alternative perspectives, and demonstrate empathetic concerns in practices where cultural diversity is apparent. Therefore, we advocate moving student-teachers beyond language acquisition, encouraging them to embrace challenges associated with assuming the position of a language other. This lends insights into the promotion of foreign language learning as a viable internationalisation strategy that benefits all student-teachers by fostering their empathy towards diverse students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488005 |
| Database: | ERIC |
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| Abstract: | This study explored how Chinese and Scottish student-teachers from two case-study universities perceived their experiences in foreign language learning in both formal and informal contexts within their home countries, and how the status of a foreign language learner shaped their empathy for culturally and linguistically diverse pupils through a qualitative questionnaire and semi-structured interviews. Drawing on transformative learning theory and its relation to empathy, this study provides a nuanced understanding of how the experience of a language other allows student-teachers to engage with otherness, experience affective sharing, adopt alternative perspectives, and demonstrate empathetic concerns in practices where cultural diversity is apparent. Therefore, we advocate moving student-teachers beyond language acquisition, encouraging them to embrace challenges associated with assuming the position of a language other. This lends insights into the promotion of foreign language learning as a viable internationalisation strategy that benefits all student-teachers by fostering their empathy towards diverse students. |
|---|---|
| ISSN: | 0261-9768 1469-5928 |
| DOI: | 10.1080/02619768.2023.2259082 |
