{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/37399"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/37399","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"English Literacy Curricula in a Sino-Canadian Transnational Education Program: Teachers’ Implemented Curriculum","abstract":"This case study explored the English literacy curricula in a Sino-Canadian Transnational Education Program that is accredited by British Columbia (BC). Underpinned by nested pedagogical orientations and critical multimodal literacies, this study focuses on how the BC English literacy curricula were implemented in three English literacy teachers’ classes. Data show that two pedagogical orientations (i.e., transmission and social constructivist) were used by English literacy teachers in the transnational education program. This study also found little evidence of transformative pedagogy in all three teachers’ English literacy teaching. The implications include missed opportunities to engage students to critically analyze and evaluate the historical, sociocultural, and political relationships and few opportunities that connected students’ lived experiences to or activated students’ text-to-self connections to develop an agentive self, shaping a critical consciousness and transforming the world (Ajayi, 2015).","abstract_html":"This case study explored the English literacy curricula in a Sino-Canadian Transnational Education Program that is accredited by British Columbia (BC). Underpinned by nested pedagogical orientations and critical multimodal literacies, this study focuses on how the BC English literacy curricula were implemented in three English literacy teachers’ classes. Data show that two pedagogical orientations (i.e., transmission and social constructivist) were used by English literacy teachers in the transnational education program. This study also found little evidence of transformative pedagogy in all three teachers’ English literacy teaching. The implications include missed opportunities to engage students to critically analyze and evaluate the historical, sociocultural, and political relationships and few opportunities that connected students’ lived experiences to or activated students’ text-to-self connections to develop an agentive self, shaping a critical consciousness and transforming the world (Ajayi, 2015).","abstract_has_math":false,"creators":["Hai, Rong"],"institution":"The University of Western Ontario","degree_name":"MA","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Zhang, Zheng"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-09-25","date_published":"2023-09-25","updated_at":"2026-07-27T21:56:07Z","subjects":["transnational education","implemented curriculum","critical multimodal literacies","nested pedagogical orientations","teacher education."],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/37399","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Zhang, Zheng"]},{"key":"dc:creator","label":"Author","values":["Hai, Rong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T21:34:28Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T21:34:28Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-09-25"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["transnational education","implemented curriculum","critical multimodal literacies","nested pedagogical orientations","teacher education."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/37399"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Revision: Author edited Summary of Lay Audience to remove error.","The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["This case study explored the English literacy curricula in a Sino-Canadian Transnational Education Program that is accredited by British Columbia (BC). Underpinned by nested pedagogical orientations and critical multimodal literacies, this study focuses on how the BC English literacy curricula were implemented in three English literacy teachers’ classes. Data show that two pedagogical orientations (i.e., transmission and social constructivist) were used by English literacy teachers in the transnational education program. This study also found little evidence of transformative pedagogy in all three teachers’ English literacy teaching. The implications include missed opportunities to engage students to critically analyze and evaluate the historical, sociocultural, and political relationships and few opportunities that connected students’ lived experiences to or activated students’ text-to-self connections to develop an agentive self, shaping a critical consciousness and transforming the world (Ajayi, 2015)."]},{"key":"dc:title","label":"Title","values":["English Literacy Curricula in a Sino-Canadian Transnational Education Program: Teachers’ Implemented Curriculum"]}]}],"canonical_facts":{"dc:contributor.advisor":["Zhang, Zheng"],"dc:creator":["Hai, Rong"],"dc:date.accessioned":["2025-07-10T21:34:28Z"],"dc:date.available":["2025-07-10T21:34:28Z"],"dc:date.issued":["2023-09-25"],"dc:description":["Revision: Author edited Summary of Lay Audience to remove error.","The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."],"dc:description.abstract":["This case study explored the English literacy curricula in a Sino-Canadian Transnational Education Program that is accredited by British Columbia (BC). Underpinned by nested pedagogical orientations and critical multimodal literacies, this study focuses on how the BC English literacy curricula were implemented in three English literacy teachers’ classes. Data show that two pedagogical orientations (i.e., transmission and social constructivist) were used by English literacy teachers in the transnational education program. This study also found little evidence of transformative pedagogy in all three teachers’ English literacy teaching. 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