Creencias de los profesores sobre la enseñanza del francés como lengua extranjera en una universidad china: una perspectiva multilingüe

While French is an important European language being taught in Chinese universities, not much is known about French language teachers’ beliefs about its teaching as a foreign language, particularly not from a multilingual perspective. Adopting a multiple-case design, this study examined 5 French language teachers’ beliefs about the French language and the learner. Analysing data collected via interviews, the study revealed that teachers’ beliefs reflected neither the linguistic landscape of the French language nor the learner’s existing level of multilingualism. However, the teachers’ monolingual ideology as reflected in their beliefs seemed to co-exist with beliefs that reflected their multilingual ideology; the cultural capital brought by learning French as a foreign language prevailed in teachers’ beliefs about the language with reference to the value of French learning in their students’ future international communication in a multilingual world, and the teachers also perceived their students as French learners with English learning experience that could lend support to their French learning. FUNDING INFORMATION. This research was funded by “Research on the Innovation of Foreign Language Education in China” (grant number: 22JJD740011), a major project of the Key Research Institutes of Humanities and Social Sciences under the Ministry of Education, as well as supported by the Beijing Foreign Studies University “Double First-Class” Fund (project title: “Construction of Standards for Foreign Language Education and Foreign Language Talents Training in Higher Education”, project number: 2022SYLZD010).Si bien el francés es un idioma europeo importante que se enseña en las universidades chinas, no se sabe mucho sobre las creencias de los profesores de francés sobre su enseñanza como lengua extranjera, particularmente no desde una perspectiva multilingüe. Adoptando un diseño de casos múltiples, este estudio examinó las creencias de 5 profesores de francés sobre el idioma francés y el alumno. Al analizar los datos recopilados a través de entrevistas, el estudio reveló que las creencias de los docentes no reflejaban ni el panorama lingüístico de la lengua francesa ni el nivel actual de multilingüismo del alumno. Sin embargo, la ideología monolingüe de los docentes, que se refleja en tales creencias, parecía coexistir con las creencias que reflejaban su ideología multilingüe: el capital cultural aportado por el aprendizaje del francés como lengua extranjera prevalecía en las creencias de los profesores sobre el idioma con referencia al valor del aprendizaje del francés en la futura comunicación internacional de los estudiantes en un mundo multilingüe; los profesores también percibían a sus estudiantes como estudiantes de francés con experiencia en el aprendizaje del inglés que podría ayudar al aprendizaje del francés

Amperometric determination of NADH with Co3O4 nanosheet modified electrode

[[abstract]]In this work, we have developed a simple and reliable cobalt oxide (Co3O4) based amperometric sensor for the determination of NADH. A sheet shape Co3O4 nanooxide was synthesized by the CTAB assisted hydrothermal technique and was characterized by SEM and XPS. Owing to the redox property of Co3O4, the operating potential of NADH can be significantly reduced from 0.7 down to 0.1 V. Compared to a commercial Co3O4 nanoparticle modified electrode, this nanosheet form cobalt oxide possesses a rapid background subsiding characteristic and a low residual current. This scheme was conducted on a flow injection system with a constant operating potential of 0.1 V (vs. Ag/AgCl, 3 M) in a 0.2 M phosphate buffer at pH 6.0. A suitable linear range from 10 to 100 μM (R=0.999) with a detection limit of 4.25 μM (S/N=3) was obtained. The RSD for 20 successive measurements of 75 μM NADH is only 1.4%, which indicates a high stability and no contamination during NADH oxidation. This scheme did not suffer from conventional antioxidants, including dopamine, uric acid, epinephrine, serotonin, histamine, and 4-acetaminophen, except ascorbic acid. Thus, an ascorbate oxidase was introduced to remove the ascorbic acid before the sample was injected into the flow injection analysis system. After this simple pretreatment, the influence of ascorbic acid was eliminated, successfully.[[notice]]補正完畢[[journaltype]]國外[[incitationindex]]SCI[[ispeerreviewed]]Y[[booktype]]紙本[[booktype]]電子版[[countrycodes]]NL