Thesis Format
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Degree
Master of Arts
Program
Education
Supervisor
Zheng Zhang
Abstract
This single case study is embedded in a multiple case study conducted in Canadian offshore schools in China. In response to the scant literature on literacy curriculum in transnational education contexts, particularly in secondary schools, this study reports findings regarding literacy curricula implementation in a secondary Sino-Canadian school.
The theoretical tools of the study include theories on curriculum, multiliteracies, and multimodality. Data presented in this paper emerges from observations of 46 periods of Mandarin and English literacy classes, interviews with two Chinese and two foreign literacy teachers regarding curricula actualization, and related curriculum documents.
Findings relate how Chinese and Canadian literacy curricula are integrated and actualized in classrooms. The paper offers recommendations regarding operationalizing curricula in response to the changing landscape in literacy education against the backdrop of increasing global mobility of education and learners. This study also provides suggestions on developing teacher education in transnational education contexts.
Summary for Lay Audience
This single case study is embedded in a multiple case study conducted in Canadian offshore schools in China. In response to the scant literature on literacy curriculum in transnational education contexts, particularly in secondary schools, this study reports findings regarding literacy curricula implementation in a secondary Sino-Canadian school.
Recommended Citation
Li, Wanjing, "A Case Study of Literacy Curricula in a Canadian Offshore School in China" (2017). Electronic Thesis and Dissertation Repository. 4839.
https://ir.lib.uwo.ca/etd/4839
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, International and Comparative Education Commons, Language and Literacy Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons