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The dilemma experienced by students coming from Confucian Heritage Culture (CHC) when referencing

Explore challenges faced by Confucian Heritage Culture (CHC) students studying in the West, cultural influences on learning, writing styles, and strategies to support their academic journey effectively.

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The dilemma experienced by students coming from Confucian Heritage Culture (CHC) when referencing

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  1. The dilemma experienced by students coming from Confucian Heritage Culture (CHC) when referencing Presented by: Moli Yang & Sili Lin The 12th International Asia Pacific Student Services Association Conference 2010

  2. Objectives • Definition • Challenges experienced by CHC students when studying in Australia • Cultural influences on learning & writing styles • Strategies to support our students • Q & A

  3. What is CHC ? & Who is Confucius? CHC : Confucian Heritage Culture Confucius: A scholar from China who is the most famous educator and philosopher in Chinese history

  4. Who are CHC students? CHC students: refer to students from countries or regions where Confucian heritage was shared historically They are from Mainland China, Taiwan, Singapore, Hong Kong, Malaysia, Korea, Japan, Vietnam, etc.

  5. The difficulties experienced by CHC students • Different education system • Different society • Different learning and study environment • Different language • Different academic requirements and expectations • Different academic writing styles

  6. Rationale of such differences

  7. Rationale of such differences…Cont. • Kaplan (1966) explained that the way students write was influence by their cultural background. • Kaplan’s conclusion: English students write with a linear progression of ideas Oriental students’ writing of a spiral nature

  8. Rationale of such differences…Cont. Ballard & Clanchy (1997) summarized- • Western tertiary education is oriented towards ‘extending’ knowledge • Teaching approaches to develop the ‘analytical and speculative’ ability of students • CHC tertiary education is oriented towards ‘conserving’ knowledge • Teaching approaches to develop ‘reproductive’ ability of students.

  9. Rationale of such differences…Cont. Ballard & Clanchy (1997) also stated - • Western culture, the development and extension of knowledge is highly valued and encouraged • Eastern culture, the respect of written knowledge and authority is the norm, and critical analysis is not required or encouraged

  10. Rationale of such differences…Cont. Teachers’/lecturers’ role- • Providing ideas and guidance • Providing answers and directions

  11. How to support CHC students? • Explain and demonstrate what critical thinking skills are required in the discipline of studies • Highlight the importance of the reading materials to the content of the course ( this will assist students to access the main ideas presented in the text) • When setting required reading, offer questions for students to guide their reading of the text • Stage the questions to include literal meaning, interpretive meaning and applied meaning.

  12. How to support CHC students? .cont. • Employing student’s advisors and tutors from CHC background • Or providing trainings to advisors and tutors on CHC • Tolerance or exemption to plagiarism roles • Not ‘you and me’ but ‘us’

  13. Thank you!

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