Webinar (10th/11th July)

Teaching Chinese Students – Cutting Across Culture and Language Barriers


Wednesday, 10th July 2019, 4 pm (Beijing Time) &
Thursday, 11th July  2019, 8 am (Beijing Time)


Teaching Chinese Students – Cutting Across Culture and Language Barriers

If you are conducting a TNE program in China, or your home campus has a significant proportion of international students, then teaching a cohort with limited English proficiency has become an unavoidable reality in today’s education sector. 

How do you build your teaching resources suitable for such a cohort? How do you adapt pedagogy or make changes in learning outcomes and measurements? Hear more from Professor Stuart Perrin, Dean for international affairs and front line industry practitioner on bilingual teaching!

The concept and tactics he can provide are not only beneficial to bilingual teaching but also for teaching/training a cohort who has limited language proficiency and cultural adaptations.

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Professor Stuart Perrin was appointed Dean for International Affairs in February 2017, and has recently been leading a project to develop new educational initiatives at the university. Prior to this appointment, he was Dean for Learning and Teaching from 2013 to 2017, as well as Director of the Language Centre from August 2012 until January 2017 at Xi’an Jiaotong-Liverpool University in Suzhou. In the role of Director of the Language Centre, Stuart was responsibility for overseeing English, Chinese and Spanish language modules across all years, and developing writing support initiatives in the university. Before being appointed to Xi’an Jiaotong-Liverpool University, he was the Head of the Language Centre at Queen Mary, University of London. Prior to that he worked at a number of private educational providers and Universities in the UK in the areas of pre-university and foundation programmes, in-sessional English and study skill provision, academic literacies and applied linguistics. Stuart is an active researcher, looking at the relationship between language and identity in EMIs, English as a Lingua Franca, academic literacies and processes of academic socialization, as well as issues of writing interpreting.

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