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This paper reports on our inquiry into how language teachers’ identities relate to their efforts to teach intercultural communicative competence. In the study, we collected data through in-depth interviews with and observations of 16 Chinese language teachers in Hong Kong’s international schools. The analysis revealed that the participants simultaneously embraced multiple professional and sociocultural identities related to intercultural communicative competence teaching. Specifically, the professional identities included a Chinese language teacher identity and a school staff member identity, while the sociocultural identity comprised a Chinese culture bearer identity, a multicultural identity, a cultural transmitter identity, a culture learner identity, and a cultural bridge identity. These identities were found to compete with or reinforce each other in mediating the participants’ efforts in relation to teaching intercultural communicative competence; different identities were often associated with different understandings of and approaches to teaching intercultural communicative competence. The findings suggest that language teacher educators need to recognise teacher identities as an important pedagogical resource when preparing language teachers for teaching in cross-cultural contexts.
Yang Frank Gong; Chun Lai; Xuesong Andy Gao. Language teachers’ identity in teaching intercultural communicative competence. Language, Culture and Curriculum 2021, 1 -17.
AMA StyleYang Frank Gong, Chun Lai, Xuesong Andy Gao. Language teachers’ identity in teaching intercultural communicative competence. Language, Culture and Curriculum. 2021; ():1-17.
Chicago/Turabian StyleYang Frank Gong; Chun Lai; Xuesong Andy Gao. 2021. "Language teachers’ identity in teaching intercultural communicative competence." Language, Culture and Curriculum , no. : 1-17.
Ushioda’s book advances an ethical agenda for research by posing a number of critical questions, not only for researchers of language learning motivation, but also for researchers in the field of applied linguistics. In this review, we share our interpretation of what the ethical research agenda advanced by Ushioda means for applied linguists and discuss challenges we may need to address to pursue it.
Xiaoxu Nie; Xuesong (Andy) Gao. Language Learning Motivation. Applied Linguistics 2021, 1 .
AMA StyleXiaoxu Nie, Xuesong (Andy) Gao. Language Learning Motivation. Applied Linguistics. 2021; ():1.
Chicago/Turabian StyleXiaoxu Nie; Xuesong (Andy) Gao. 2021. "Language Learning Motivation." Applied Linguistics , no. : 1.
In this review of System's scholarship on the learning and teaching of languages other than English (LOTEs), we focus on 12 articles on language pedagogy and language learners, selected from a total of 208 relevant articles published in the journal (until 2020). The review affirms the journal's commitment to the dissemination of scholarship for language teachers to address ‘all languages’. It identifies the evolving research trajectory targeting language learners and their language development through increasingly sophisticated methodologies. These have helped to generate deeper insights into the role of language learner characteristics in language learning. Articles on language pedagogy, which are closely associated with studies on language learners and their language development, have addressed a variety of topics, such as reading, pronunciation, task motivation and engagement, story retelling, group cohesion, and classroom management. We conclude the review with our thoughts on which research areas could be more fully represented within the journal in order to fulfil its mission statement.
Quanjiang Guo; Xiaozhou (Emily) Zhou; Xuesong (Andy) Gao. Research on learning and teaching of languages other than English in System. System 2021, 100, 102541 .
AMA StyleQuanjiang Guo, Xiaozhou (Emily) Zhou, Xuesong (Andy) Gao. Research on learning and teaching of languages other than English in System. System. 2021; 100 ():102541.
Chicago/Turabian StyleQuanjiang Guo; Xiaozhou (Emily) Zhou; Xuesong (Andy) Gao. 2021. "Research on learning and teaching of languages other than English in System." System 100, no. : 102541.
Mei Li; Xuesong Andy Gao. Open education and second language learning and teaching: The rise of a new knowledge ecology, Edited by Carl S.Blyth and Joshua J.Thoms, Bristol; Blue Bridge Summit: Multilingual Matters. 2021, v+271 pp, ISBN: 9781800410985, $39.95 (Paperback). International Journal of Applied Linguistics 2021, 1 .
AMA StyleMei Li, Xuesong Andy Gao. Open education and second language learning and teaching: The rise of a new knowledge ecology, Edited by Carl S.Blyth and Joshua J.Thoms, Bristol; Blue Bridge Summit: Multilingual Matters. 2021, v+271 pp, ISBN: 9781800410985, $39.95 (Paperback). International Journal of Applied Linguistics. 2021; ():1.
Chicago/Turabian StyleMei Li; Xuesong Andy Gao. 2021. "Open education and second language learning and teaching: The rise of a new knowledge ecology, Edited by Carl S.Blyth and Joshua J.Thoms, Bristol; Blue Bridge Summit: Multilingual Matters. 2021, v+271 pp, ISBN: 9781800410985, $39.95 (Paperback)." International Journal of Applied Linguistics , no. : 1.
Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners’ engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodological framework. Two independent Chinese undergraduate samples partook in the pilot and formal phases of the study. The results showed that cultivation of an ideal self-image significantly promoted both intrinsic and extrinsic motivations and enhanced learners’ engagement with WCF, but ought-to self-image was found to have no such effects. Furthermore, both intrinsic motivation and learner engagement with WCF could directly influence writing scores, with the latter being more explanatory than the former. The implications of the research findings are provided and discussed.
Jui-Jung Tsao; Wen-Ta Tseng; Tsung-Yuan Hsiao; Chaochang Wang; Andy Xuesong Gao. Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance. SAGE Open 2021, 11, 1 .
AMA StyleJui-Jung Tsao, Wen-Ta Tseng, Tsung-Yuan Hsiao, Chaochang Wang, Andy Xuesong Gao. Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance. SAGE Open. 2021; 11 (2):1.
Chicago/Turabian StyleJui-Jung Tsao; Wen-Ta Tseng; Tsung-Yuan Hsiao; Chaochang Wang; Andy Xuesong Gao. 2021. "Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance." SAGE Open 11, no. 2: 1.
Yadong Guo; Xuesong (Andy) Gao. Teresa L. McCarty, Sheilah E. Nicholas and Gillian Wigglesworth (eds.): A World of Indigenous Languages: Politics, Pedagogies and Prospects for Language Reclamation. Language Policy 2021, 20, 287 -289.
AMA StyleYadong Guo, Xuesong (Andy) Gao. Teresa L. McCarty, Sheilah E. Nicholas and Gillian Wigglesworth (eds.): A World of Indigenous Languages: Politics, Pedagogies and Prospects for Language Reclamation. Language Policy. 2021; 20 (2):287-289.
Chicago/Turabian StyleYadong Guo; Xuesong (Andy) Gao. 2021. "Teresa L. McCarty, Sheilah E. Nicholas and Gillian Wigglesworth (eds.): A World of Indigenous Languages: Politics, Pedagogies and Prospects for Language Reclamation." Language Policy 20, no. 2: 287-289.
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Xiaozhou (Emily) Zhou; Xuesong (Andy) Gao. Critical Perspectives on Global Englishes in Asia Language Policy, Curriculum, Pedagogy, and AssessmentFanFang and Handoyo PujiWidodo. Bristol, England: Multilingual Matters, 2019. Pp xi + 207.Global TESOL for the 21st Century Teaching English in a Changing WorldHeathRose, MonaSyrbe, AnuchayaMontakantiwong, and NatsunoFunada. Bristol, England: Multilingual Matters, 2020. Pp ix + 214. TESOL Quarterly 2021, 55, 322 -326.
AMA StyleXiaozhou (Emily) Zhou, Xuesong (Andy) Gao. Critical Perspectives on Global Englishes in Asia Language Policy, Curriculum, Pedagogy, and AssessmentFanFang and Handoyo PujiWidodo. Bristol, England: Multilingual Matters, 2019. Pp xi + 207.Global TESOL for the 21st Century Teaching English in a Changing WorldHeathRose, MonaSyrbe, AnuchayaMontakantiwong, and NatsunoFunada. Bristol, England: Multilingual Matters, 2020. Pp ix + 214. TESOL Quarterly. 2021; 55 (1):322-326.
Chicago/Turabian StyleXiaozhou (Emily) Zhou; Xuesong (Andy) Gao. 2021. "Critical Perspectives on Global Englishes in Asia Language Policy, Curriculum, Pedagogy, and AssessmentFanFang and Handoyo PujiWidodo. Bristol, England: Multilingual Matters, 2019. Pp xi + 207.Global TESOL for the 21st Century Teaching English in a Changing WorldHeathRose, MonaSyrbe, AnuchayaMontakantiwong, and NatsunoFunada. Bristol, England: Multilingual Matters, 2020. Pp ix + 214." TESOL Quarterly 55, no. 1: 322-326.
This longitudinal study draws on family language policy (FLP) research to examine a group of Chinese parents’ ideological beliefs, practices, and management efforts related to their children’s learning of multiple languages, including Chinese, English, and Spanish in an international boarding school in China. Based on data analysis, including interviews, parents’ recorded learning journals, and follow-up observations and discussions, the study revealed that the participants value multilingual competence as a critical resource for access to international education, to maintain alternative identities, and to enable their children to pursue aspirational futures globally. These ideological beliefs underpin their varying practices and management efforts associated with different languages. The data suggest that these parents’ FLP is largely influenced by the school curriculum and different layers of contradictions associated with their social, educational, and linguistic realities. The study not only generates insights about the intersections of family and broader contexts (e.g. the international school) in terms of FLP research, it also adds a cultural aspect to understanding FLP processes in the Chinese context.
Zhongyan Wan; Xuesong (Andy) Gao. ‘Home away from home’: understanding Chinese parents’ ideological beliefs and involvement in international school students’ language learning. Current Issues in Language Planning 2021, 1 -21.
AMA StyleZhongyan Wan, Xuesong (Andy) Gao. ‘Home away from home’: understanding Chinese parents’ ideological beliefs and involvement in international school students’ language learning. Current Issues in Language Planning. 2021; ():1-21.
Chicago/Turabian StyleZhongyan Wan; Xuesong (Andy) Gao. 2021. "‘Home away from home’: understanding Chinese parents’ ideological beliefs and involvement in international school students’ language learning." Current Issues in Language Planning , no. : 1-21.
In this editorial introduction we present what motivated us to organise this collection of studies on international students in the Chinese context. As a follow-up to the 2006 special issue entitled ‘The Chinese Learner in Higher Education’ in this journal, this collection of studies problematise the domination of studies on international students in English medium universities, and extends our understanding of cross-border students’ experiences by focussing on international students in Chinese universities. This brief editorial introduction gives an overview of the studies included in this special issue, and ends with a call for further research on international students in China and contexts other than English-medium universities.
Xuesong (Andy) Gao; Zhu Hua. Experiencing Chinese education: learning of language and culture by international students in Chinese universities. Language, Culture and Curriculum 2021, 1 -7.
AMA StyleXuesong (Andy) Gao, Zhu Hua. Experiencing Chinese education: learning of language and culture by international students in Chinese universities. Language, Culture and Curriculum. 2021; ():1-7.
Chicago/Turabian StyleXuesong (Andy) Gao; Zhu Hua. 2021. "Experiencing Chinese education: learning of language and culture by international students in Chinese universities." Language, Culture and Curriculum , no. : 1-7.
We start this coda with a discussion of the impact of the pandemic on higher education in our contexts. We then highlight the focus of this special issue, namely international students’ language learning and intercultural encounters in Chinese universities. Reflecting on the relevant findings reported in this collection of studies, we relate individual studies to the critical issues of language, culture and curriculum, which underpin the core of international students’ educational experiences. We conclude with our thoughts on what makes successful international experiences for cross-border students.
Zhu Hua; Xuesong (Andy) Gao. Language, culture and curriculum: lived intercultural experience of international students. Language, Culture and Curriculum 2021, 1 -8.
AMA StyleZhu Hua, Xuesong (Andy) Gao. Language, culture and curriculum: lived intercultural experience of international students. Language, Culture and Curriculum. 2021; ():1-8.
Chicago/Turabian StyleZhu Hua; Xuesong (Andy) Gao. 2021. "Language, culture and curriculum: lived intercultural experience of international students." Language, Culture and Curriculum , no. : 1-8.
Textbooks are an important source of knowledge input on which the transmission of academic knowledge often relies, especially in the early stages of academic learning. Adopting a corpus-based approach, this study evaluates the text difficulty of science textbooks used in secondary English-medium instruction schools in Hong Kong, with a focus on their lexical coverage and readability. It compares the English language used in English-medium science textbooks with that in English as a foreign language textbooks. The analysis reveals that the text difficulty of the English-medium science textbooks is inappropriate in terms of the coverage of academic words and the readability level. The results also show that the coverage of words from the Academic Word List (AWL) and the General Service List (GSL) as well as the text readability levels, vary across scientific topics. These findings will inform textbook design and the development of pedagogical strategies to facilitate students’ learning of subject content in the medium of English.
Jingjing Hu; Xuesong(Andy) Gao; Xuyan Qiu. Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong. SAGE Open 2021, 11, 1 .
AMA StyleJingjing Hu, Xuesong(Andy) Gao, Xuyan Qiu. Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong. SAGE Open. 2021; 11 (1):1.
Chicago/Turabian StyleJingjing Hu; Xuesong(Andy) Gao; Xuyan Qiu. 2021. "Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong." SAGE Open 11, no. 1: 1.
The rising popularity of the Chinese language as a subject for study has motivated research on international students’ cultural adaptation and language learning during periods of study abroad in China. This inquiry examined the challenges that a group of New Zealand students encountered and the strategic responses they adopted in relation to cultural adaptation in China. In the inquiry, we encouraged 15 participants to write reflective journals and conducted group interviews to explore their experiences. The analysis revealed the variety of challenges that the participants faced, including language-based, lifestyle, and academic challenges as well as sociocultural and psychological ones. In response to these challenges, the participants adopted diverse strategic efforts to achieve cognitive, affective, and skill development in facilitating their communication practices with local Chinese people. These findings suggest that language educators need to revise traditional pedagogical approaches so that new pedagogical activities can be developed to promote study abroad students’ communication competence, and counselling services should be provided to support their cultural adaptation and language learning.
Yang Gong; Xuesong Gao; Michael Li; Chun Lai. Cultural adaptation challenges and strategies during study abroad: New Zealand students in China. Language, Culture and Curriculum 2020, 1 -21.
AMA StyleYang Gong, Xuesong Gao, Michael Li, Chun Lai. Cultural adaptation challenges and strategies during study abroad: New Zealand students in China. Language, Culture and Curriculum. 2020; ():1-21.
Chicago/Turabian StyleYang Gong; Xuesong Gao; Michael Li; Chun Lai. 2020. "Cultural adaptation challenges and strategies during study abroad: New Zealand students in China." Language, Culture and Curriculum , no. : 1-21.
Jing Chen; Xuesong (Andy) Gao. Academic writing with corpora: A resource book for data-driven learning, Tatyana Karpenko-Seccombe, Routledge, Abingdon/New York (2021), p. 217+xxvi, 2449780367181772, 9780367181789, 9780429059926.Hardback: UK₤96/US$128, Paperback: UK₤27.99/US$35.96, EBook: UK₤27.99/US$35.96. Journal of English for Academic Purposes 2020, 49, 100942 .
AMA StyleJing Chen, Xuesong (Andy) Gao. Academic writing with corpora: A resource book for data-driven learning, Tatyana Karpenko-Seccombe, Routledge, Abingdon/New York (2021), p. 217+xxvi, 2449780367181772, 9780367181789, 9780429059926.Hardback: UK₤96/US$128, Paperback: UK₤27.99/US$35.96, EBook: UK₤27.99/US$35.96. Journal of English for Academic Purposes. 2020; 49 ():100942.
Chicago/Turabian StyleJing Chen; Xuesong (Andy) Gao. 2020. "Academic writing with corpora: A resource book for data-driven learning, Tatyana Karpenko-Seccombe, Routledge, Abingdon/New York (2021), p. 217+xxvi, 2449780367181772, 9780367181789, 9780429059926.Hardback: UK₤96/US$128, Paperback: UK₤27.99/US$35.96, EBook: UK₤27.99/US$35.96." Journal of English for Academic Purposes 49, no. : 100942.
In this editorial introduction, we present what motivated us to organise this collection of studies on family language policy and planning (FLPP) in the Chinese contexts. In order to better understand why ethnic minority languages and fangyans (also known as dialects or regionalects) are challenged by the official Chinese language, Putonghua, the introduction situates this group of studies in the disciplinary context, and proposes the family as a critical site where macro and meso language policies penetrate the private domain and influence the process of family language decisions. By looking at the interactions between families, schools, communities and workplaces, we can also trace the sociolinguistic and political environments in which language shift takes place. In the discussion of these contextual factors in China, we argue for the need to explore family and language changes in Chinese contexts. The introduction concludes with an overview of the studies included in this special issue, highlighting the key claims put forward by the contributors.
Xiao Lan Curdt-Christiansen; Xuesong(Andy) Gao. Family language policy and planning in China: the changing langscape. Current Issues in Language Planning 2020, 22, 353 -361.
AMA StyleXiao Lan Curdt-Christiansen, Xuesong(Andy) Gao. Family language policy and planning in China: the changing langscape. Current Issues in Language Planning. 2020; 22 (4):353-361.
Chicago/Turabian StyleXiao Lan Curdt-Christiansen; Xuesong(Andy) Gao. 2020. "Family language policy and planning in China: the changing langscape." Current Issues in Language Planning 22, no. 4: 353-361.
The aim of the current study was to develop and validate a new instrument that taps into learners’ self-image as a means of exploring language motivation, which plays a pivotal role in sustaining language learners’ efforts. A critical review of the literature revealed that the current measures of the second language (L2) self-guide instruments in language learning motivation research suffered from either under-representativeness of the ought-to L2 selfothers or weak validity of the ideal L2 selfown. Since multilingualism has become more salient in foreign language education, it was necessary to develop a measurement that could better reflect self-imagery which was both plausible and relevant in foreign language contexts. This study utilized four scales in total that tapped into the targeted latent constructs: ideal L2 selfown, ideal L2 selfothers, ought-to L2 selfown, and ought-to L2 selfothers. Two independent samples recruited from Taiwanese college students were employed in the study. After an item-pool was developed through interviewing and piloting, each subscale was comprised of 4 items, totaling 16 items for formal model testing. The formal model testing involved three phases. Phase I conducted an exploratory factor analysis to explore the possible dimensions using the first sample. Phase II proceeded with a series of confirmatory factor analysis (CFA) on the eight hypothesized models using the second sample. Phase III also relied on the second sample and further examined the item fit performance by using the multidimensional Rasch model. The results of formal model testing confirmed the validity and reliability of a 4-factor correlated model, as well as the fit performance of the finalized scale items, and thus lent strong empirical support to Higgins’s theory regarding the inner structure of future self-guides. It is suggested that the new L2 self-guide scale can be adopted and applied to future L2 and languages other than English motivational research.
Wen-Ta Tseng; Hsing-Fu Cheng; Xuesong Gao. Validating a Motivational Self-Guide Scale for Language Learners. Sustainability 2020, 12, 6468 .
AMA StyleWen-Ta Tseng, Hsing-Fu Cheng, Xuesong Gao. Validating a Motivational Self-Guide Scale for Language Learners. Sustainability. 2020; 12 (16):6468.
Chicago/Turabian StyleWen-Ta Tseng; Hsing-Fu Cheng; Xuesong Gao. 2020. "Validating a Motivational Self-Guide Scale for Language Learners." Sustainability 12, no. 16: 6468.
Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students’ language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers’ language-related pedagogical practices when teaching subject content in the medium of English in Hong Kong, with a focus on their form-focussed processing and facilitation of language learning strategies. In the study, data collected through classroom observation and interviews were analysed. The analysis revealed that the participants covered limited language forms and language learning strategies in teaching. Their (lack of) language-related pedagogical practices were further interpreted with reference to their awareness of the roles of language in teaching, their understanding of the demands of the language used for learning, and their knowledge of EFL/ESL pedagogy. These findings confirm the significance of developing subject teachers’ language awareness through CLIL teacher education programmes in successfully implementing CLIL programmes.
Jingjing Hu; Xuesong (Andy) Gao. Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness 2020, 30, 42 -61.
AMA StyleJingjing Hu, Xuesong (Andy) Gao. Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness. 2020; 30 (1):42-61.
Chicago/Turabian StyleJingjing Hu; Xuesong (Andy) Gao. 2020. "Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms." Language Awareness 30, no. 1: 42-61.
Yu Chen; Xuesong Gao. Rethinking TESOL in Diverse Global Settings: The Language and the Teacher in a Time of Change. ELT Journal 2020, 74, 356 -358.
AMA StyleYu Chen, Xuesong Gao. Rethinking TESOL in Diverse Global Settings: The Language and the Teacher in a Time of Change. ELT Journal. 2020; 74 (3):356-358.
Chicago/Turabian StyleYu Chen; Xuesong Gao. 2020. "Rethinking TESOL in Diverse Global Settings: The Language and the Teacher in a Time of Change." ELT Journal 74, no. 3: 356-358.
Min Bao; Xuesong (Andy) Gao. Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters. Applied Linguistics 2020, 42, 602 -606.
AMA StyleMin Bao, Xuesong (Andy) Gao. Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters. Applied Linguistics. 2020; 42 (3):602-606.
Chicago/Turabian StyleMin Bao; Xuesong (Andy) Gao. 2020. "Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters." Applied Linguistics 42, no. 3: 602-606.
This review involved 60 articles chosen from 336 empirical studies identified in five leading journals on the learning and teaching of Chinese as a second or foreign language in mainland China during the period 2014–2018. The selected studies document Chinese researchers' efforts to improve the teaching and learning of the Chinese language in terms of language pedagogy, language learning and teacher development. We contend that these studies on the teaching and learning of Chinese as a second or foreign language (CSL/CFL) can contribute to the advancement of second/foreign language education theories even though they were largely conducted to address local needs and interests in the Chinese context. Unfortunately, the impact of these studies on international language education research and pedagogical development remains limited and peripheral. For this reason, this review concludes with recommendations for Chinese researchers and journal editors in the field of Chinese language teaching and learning research on how to promote quality empirical research and enhance their contributions to second/foreign language education research.
Yang (Frank) Gong; Xuesong (Andy) Gao; Boning Lyu. Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018). Language Teaching 2020, 53, 44 -62.
AMA StyleYang (Frank) Gong, Xuesong (Andy) Gao, Boning Lyu. Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018). Language Teaching. 2020; 53 (1):44-62.
Chicago/Turabian StyleYang (Frank) Gong; Xuesong (Andy) Gao; Boning Lyu. 2020. "Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)." Language Teaching 53, no. 1: 44-62.
Yadong Guo; Xuesong Gao. Global Englishes for language teaching. Journal of Multilingual and Multicultural Development 2019, 41, 817 -818.
AMA StyleYadong Guo, Xuesong Gao. Global Englishes for language teaching. Journal of Multilingual and Multicultural Development. 2019; 41 (9):817-818.
Chicago/Turabian StyleYadong Guo; Xuesong Gao. 2019. "Global Englishes for language teaching." Journal of Multilingual and Multicultural Development 41, no. 9: 817-818.