Evidence of cultural differences between American and Japanese mainstream science and engineering contexts from analysis of classroom discourse

References

• Bell, P., B. Lewenstein, A. Shouse, and M. Feder. 2009. Learning Science in Informal Environments: People, Places and Pursuits. Washington, DC: National Academy Press.
   Google Scholar
• Boulton-Lewis, G., F. Marton, and L. Wills. 2001. “The Lived Space of Learning: an Inquiry into Indigenous Australian University Students’ Experiences of Studying.” In Perspectives on Thinking, Learning, and Cognitive Styles, edited by Robert J. Sternberg, and Li-Fang Zhang, 137–164. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Bowers, C. A., and D. J. Flinders. 1990. Responsive Teaching: An Ecological Approach to Classroom Patterns of Language, Culture and Thought. New York: Teachers College Press.
   Google Scholar
• Bradford, A., and H. Brown. 2018. English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes. Bristol: Multilingual Matters.
   Google Scholar
• Bransford, J., A. L. Brown, and R. R. Cocking. 2000. How People Learn: Brain, Mind, Experience, and School. Expanded ed. Washington, DC: National Academy Press.
   Google Scholar
• Brock-Utne, B. 2001. “The Growth of English for Academic Communication in the Nordic Countries.” International Review of Education/Internationale Zeitschrift fr Erziehungswissenschaft/Revue Inter 47 (3–4): 221–233.
   Google Scholar
• Cagiltay, N. E. 2008. “Using Learning Styles Theory in Engineering Education.” European Journal of Engineering Education 33 (4): 415–424. doi: 10.1080/03043790802253541
   Google Scholar
• Christie, M., and E. de Graaff. 2017. “The Philosophical and Pedagogical Underpinnings of Active Learning in Engineering Education.” European Journal of Engineering Education 42 (1): 5–16. doi: 10.1080/03043797.2016.1254160
   Web of Science ®Google Scholar
• Coffield, F., D. Moseley, E. Hall, and K. Ecclestone. 2004a. Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London: Learning and Skills Research Centre.
   Google Scholar
• Coffield, F., D. Moseley, E. Hall, and K. Ecclestone. 2004b. Should We Be Using Learning Styles? What Research Has to Say to Practice. London: Learning and Skills Research Centre.
   Google Scholar
• Dewey, J. 1963. Experience & Education. New York: Collier Books.
   Google Scholar
• Doiz, A., D. Lasagabaster, and J. M. Sierra. 2013. English-Medium Instruction at Universities. Bristol: Multilingual Matters.
   Google Scholar
• Earls, C. W. 2016. Evolving Agendas in European English-Medium Higher Education: Interculturality, Multilingualism and Language Policy. New York: Palgrave Macmillan.
   Google Scholar
• Evans, S., and B. Morrison. 2011. “The Student Experience of English-Medium Higher Education in Hong Kong.” Language and Education 25 (2): 147–162. doi: 10.1080/09500782.2011.553287
   Web of Science ®Google Scholar
• Felder, R. M., and R. Brent. 2005. “Understanding Student Differences.” Journal of Engineering Education 94 (1): 57–72. doi: 10.1002/j.2168-9830.2005.tb00829.x
   Web of Science ®Google Scholar
• Flowerdew, J. 2013. “English for Research Publication Purposes.” In The Handbook of English for Specific Purposes, edited by Brian Paltridge, and Sue Starfield, 301–321. Chichester: Wiley Blackwell.
   Google Scholar
• Hofstede, G. H., G. J. Hofstede, and M. Minkov. 2010. Cultures and Organizations: Intercultural Cooperation and its Importance for Survival. New York: McGraw-Hill.
   Google Scholar
• Hultgren, A. K., C. Jensen, and S. Dimova. 2015. “English-Medium Instruction in European Higher Education: From the North to the South.” In English-Medium Instruction in European Higher Education, edited by S. Dimova, A. K. Hultgren, and C. Jensen, 1–16. Berlin: Mouton De Gruyter.
   Google Scholar
• Inagaki, G. 1982. “Cognitive Consequences of Practice in Culture Specific Procedural Skills.” Quarterly Newsletter of the Laboratory if Comparative Human Cognition 4 (1): 15–18.
   Google Scholar
• Kolb, D. A. 1985. Learning Style Inventory: Self-Scoring Test and Interpretation Booklet. Boston, MA: McBer.
   Google Scholar
• Kolb, D. A. 2015. Experiential Learning: Experience as the Source of Learning and Development. 2nd ed. New Jersey: Pearson.
   Google Scholar
• Kunioshi, N., J. Noguchi, K. Tojo, and H. Hayashi. 2016. “Supporting English-Medium Pedagogy through an Online Corpus of Science and Engineering Lectures.” European Journal of Engineering Education 41 (3): 293–303. doi: 10.1080/03043797.2015.1056104
   Web of Science ®Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge, MA: Cambridge University Press.
   Google Scholar
• Lewin, K. 1946. “Action Research and Minority Problems.” Journal of Social Issues 2 (4): 34–46. doi: 10.1111/j.1540-4560.1946.tb02295.x
   Web of Science ®Google Scholar
• Lewis, R. D. 2006. When Cultures Collide: Leading Across Cultures. Boston: Nicholas Brealey.
   Google Scholar
• Medin, D. L., and M. Bang. 2014. Who’s Asking? Native Science, Western Science, and Science Education. Cambridge, MA: MIT Press.
   Google Scholar
• Pithers, R. T. 2002. “Cognitive Learning Style: a Review of the Field Dependent-Field Independent Approach.” Journal of Vocational Education and Training 54 (1): 117–132. doi: 10.1080/13636820200200191
   Google Scholar
• Rogoff, B. 2003. The Cultural Nature of Human Development. New York: Oxford University Press.
   Google Scholar
• Sharp, J. E. 2001. “Teaching Teamwork Communication with Kolb Learning Style Theory.” Proceedings of the 2001 Frontiers in Education Conference, Washington, DC: ASEE/IEEE.
   Google Scholar
• Stephens, A. L., and J. J. Clement. 2012. “The Role of Thought Experiments in Science and Science Learning.” In Second International Handbook of Science Education, edited by B. J. Fraser, K. G. Tobin, and C. J. McRobbie, 157–175. Dordrecht: Springer.
   Google Scholar
• Tan, M., and O. Saw Lan. 2011. “Teaching Mathematics and Science in English in Malaysian Classrooms: The Impact of Teacher Beliefs on Classroom Practices and Student Learning.” Journal of English for Academic Purposes 10 (1): 5–18. doi: 10.1016/j.jeap.2010.11.001
   Web of Science ®Google Scholar
• Tsui, A. B. M. 2004. “The Semantic Enrichment of the Space of Learning.” In Classroom Discourse and the Space of Learning, edited by F. Marton and A. B. M Tsui, 139–164. New Jersey: Lawrence Erlbaum Associates.
   Google Scholar
• Vygotsky, L. S. 1980. Mind in Society. Cambridge, MA: Harvard University Press.
   Google Scholar
• Vygotsky, L. S. 2012. Thought and Language. Cambridge, MA: MIT Press.
   Google Scholar
• Wachter, B., and F. Maiworm. 2014. English-Taught Programmes in European Higher Education: The State of Play in 2014. Bonn: Lemmens.
   Google Scholar
• Wadsworth, B. J. 1996. Piaget’s Theory of Cognitive and Affective Development. White Plains, NY: Longman Publishers.
   Google Scholar
• Wenger, E. 1999. Communities of Practice. Cambridge, MA: Cambridge University Press.
   Google Scholar
• Witkin, H. A., C. Moore, D. Goodenough, and P. Cox. 1977. “Field Dependent and Field Independent Cognitive Styles and their Educational Implications.” Review of Educational Research 47: 1–64. doi: 10.3102/00346543047001001
   Web of Science ®Google Scholar
• Zull, J. E. 2002. The Art of Changing the Brain. Sterling, Virginia: Stylus.
   Google Scholar