通讯机构：
[Danli Li; Jinfen Xu] A;Authors to whom correspondence should be addressed.<&wdkj&>School of Foreign Languages, Huazhong University of Science and Technology, Wuhan 430074, China<&wdkj&>Authors to whom correspondence should be addressed.<&wdkj&>School of Foreign Languages and Literature, Wuhan University, Wuhan 430072, China
关键词：
Technological Pedagogical Content Knowledge;teaching EFL online;activity systems;situativeness and distribution;sustainable teacher development
摘要：
This study examined how Chinese college teachers developed their Technological Pedagogical Content Knowledge (TPACK) by situating the learning process in three interactive activity systems during teaching English as foreign language (EFL) online in China. Data were collected from teachers' diaries, in-depth interviews, and various records of online teaching. Findings indicated that teachers employed cultural artifacts, social relations, and beliefs and concepts to cope with difficulties that confronted their online teaching. They also performed sideways moves to new activities that provided systemic implications for the previous form of activity. Hence, the teachers constructed their TPACK through bi-directional learning within and between an online teaching activity system and its two interactive systems. This study highlighted the situativeness and distribution of TPACK development, and assumes significance in sustainable teacher development and further integration of information and communication technology (ICT) in English language teaching.
摘要：
为深入探究国内外译后编辑研究差异及其内在发展动力和未来发展方向,本研究以CNKI和Web of Science两大数据库收录的核心期刊为数据源,采用Cite Space可视化软件,对比分析21世纪头20年国内外译后编辑领域的研究热点和发展趋势。研究发现:（1）整体发展趋势上,译后编辑研究在国内稳步增长,在国外则表现出明显的波动性;（2）研究焦点上,国内侧重理论思辨,关注人才培养,国外热衷实证研究,注重认知过程和翻译技术研究;（3）译后编辑研究未来的发展方向将主要围绕机译技术、译者高阶思维、译后编辑认知过程、人才培养等方面展开。
期刊：
FRONTIERS IN PSYCHOLOGY,2021年12:737301 ISSN：1664-1078
作者机构：
Public Foreign Language Teaching Department, Hunan First Normal University, China;School of Foreign Studies, Changsha University of Science and Technology, China
关键词：
Multilingualism;bilingualism;CLIL;Professional Development;content and language integrated learning
摘要：
Despite its origin as a product of Europe’s multilingual policy in the mid-1990s, Content and Language Integrated Learning (CLIL) has arrested worldwide attention for its methodological value and pedagogical innovations in the learning of second or foreign languages alongside content subjects (Bellés-Fortuño, 2021). Globally, local practices of CLIL continue to be implemented through personal choices of grassroots stakeholders, and vary in accordance with its specific educational context (van Kampen et al., 2020), featuring variants on a continuum of language-driven CLIL and content-driven CLIL (Ball, Kelly & Clegg, 2015). This edited volume presents an encompassing exploration of the concrete culturally-situated, locally-adapted practice models in CLIL implementation and CLIL professional development in diverse geographical and educational contexts, boasting theoretical and pedagogical insights for practitioners, researchers and teacher educators. This volume consists of 14 chapters. Besides an overview of CLIL in Chapter 1 and its current status and future in Chapter 14, the rest is grouped into two thematic parts, which are key to successful CLIL implementation: CLIL practices (Chapters 2-7) and CLIL professional development and awareness (Chapters 8-13). The first part covers such topics as authenticity and motivation, assessment, translanguaging, essential questions, and intercultural competence development while the second addresses the “who and how” in CLIL implemen...
