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This tutorial offers Chinese learners from lower-intermediate to advanced level a digital approach to exploring Chinese language and culture through poetry, using a free educational tool: Adobe Spark Video. Based on a multimodal (verbal, visual and textual) and transmedia (from abstract text to digital production) approach, it provides learners with a step-by-step guide to synchronising a selected Chinese poem with recorded recitation as well as corresponding images and music. Grounded in the concept of digitally mediated learning, this activity aims to enhance learners’ autonomy, creativity and participation in the process of foreign language acquisition (Hourigan & Murray). In following this process, learners will have the opportunity to improve not only precision in their reading, listening and speaking skills, but also their understanding of the aesthetics of Chinese literature. Such an approach is particularly relevant to the learning of Chinese, given that tone, prosody and melodic movements are considered distinctive and crucial in Chinese speech, notably in literary genres such as poetry, making poetry recitation an important cultural and pedagogical (though not often practised) aspect of studying the language. Furthermore, in producing an audio-visual illustration, learners are engaged in a process of cultural decoding and recoding linguistically and digitally, thus also deepening their understanding of Chinese cultural and historical traditions in which this poetry is embedded. While this tutorial makes its demonstration through a classical Chinese poem, ‘A Quatrain’ by Du Fu (712–770 ce), the digital tool and method can be applied to other types of Chinese literary text or to the learning of other languages and cultures. This tutorial can be used by learners independently for self-study or by teachers to complement other learning activities. It is adaptable for either university courses or non-accredited lifelong learning. The tutorial will explain the detailed technical process step by step and provides a demo video to showcase the product. It is recommended that the activity is further facilitated by input on the language and background of Chinese poetic traditions where appropriate.

The purpose of this tutorial is to demonstrate social media engagement in higher-level language classrooms, using WeChat (a China-based free application with functions similar to WhatsApp or Messenger) as the digital medium. Originally designed for users in the Chinese market, WeChat is also available in English and increasingly used beyond China for both social and business communication, therefore its use as demonstrated in this tutorial may also be applicable to the learning of other languages, or to inspire the use of similar digital tools in language learning and teaching. This tutorial illustrates specifically how WeChat can facilitate the learning of language and culture for business in a Chinese context. It explores several modes of communication offered by WeChat, including one-to-one or group instant text messaging, voice messaging, voice or video call, document sharing, and online publication. These various functions are utilised in different stages of a business simulation game, and set up as pre-planned learning tasks. The tasks consist of specific, progressive activities and goals, such as drafting and pitching a business plan, business consultation, market research and digital marketing. Accordingly, specific learning processes are generated: enabling the simulation of digital business communication (focusing on China in this case) through gamification; in doing so, it extends learning in the conventional classroom (‘here’ offline in Europe) and blends it with that in real-life interactions and business practices (‘there’ online in China). The tutorial shows that the digital mediation afforded by WeChat encourages a coherent and authentic learning experience through collaborative and blended learning in interconnected steps, in which teachers act mainly as the organiser and facilitator while students are enabled to develop self-directed/collaborative, negotiated/differentiated, and affective/motivational learning, following a task-based approach.

Romain Rolland (1866-1944), écrivain français du XXe siècle et lauréat du prix Nobel de littérature en 1915, ne semble pas être pris en compte par les lecteurs d’aujourd’hui en France. Lorsqu’on parle de roman-fleuve, nous connaissons À la recherche du temps perdu de Marcel Proust, mais moins de personnes pensent à Jean-Christophe de Romain Rolland. De plus, de nos jours, les œuvres de Romain Rolland sont rarement mentionnées dans les manuels de la littérature française in situ. Néanmoins, aux yeux des intellectuels chinois, Romain Rolland est considéré comme l’un des plus grands écrivains français du XXe siècle. Son nom est connu non seulement par les chercheurs, mais aussi par les lecteurs. Qui est Romain Rolland ? Comment les Chinois connaissent-ils Romain Rolland ? D’où vient cette admiration chinoise envers Romain Rolland ? À partir de ces questions, nous retracerons les rapports entre l’auteur, la Chine et les Chinois au début du XXe siècle et découvrirons une autre facette de cet écrivain oublié.

The analysis methods and theories of slope stability are constantly improving and developing, and more methods in line with the development characteristics of the times have been put forward by scholars at home and abroad. Combined with the latest research hot spots in the direction of analysis methods of slope stability in the world, the analysis methods of slope stability are systematically classified and summarized; The principles, characteristics, scope of application of various methods are summarized; The development trend of slope stability analysis is comprehensively analyzed from various aspects. It provides the follow-up scholars with the research of new methods. It can provide reference for the selection of evaluation methods of practical slope engineering stability.