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Exploring Third Space Dynamics Among Chinese Learners in a Sino-Foreign University Classroom
Abstract
This chapter centered on a threefold format of teaching and class arrangement for a Communication major required course, tailored for first-year students at a Sino-foreign cooperative university in China. Reflection from teaching, class observation, focus group and intercultural communication competency survey will be discussed to explore how SoTL can serve as a tool for creating third space dynamics. The hybridity of presence of multilingual instructors, cultural diversity, and thoughtful classroom design fosters intercultural awareness and cultivates a realm of possibilities. It encourages productive instability and prompts the adaptation of one's understanding of 'self' and 'others'.
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