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L1 in the IRF cycle: a case study of Chinese EFL classrooms

机译:IRF周期中的L1:以中国EFL教室为例

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I first became interested with this important topic of transport poverty and inequalities as an early career researcher in 1999 during my time working on the Jubilee Line Extension Impact Study for London Transport. The client kept asking ‘What are the social benefits of the new metro line?’ and I kept replying, ‘Benefits for who?’ At that time nobody seemed to understand what I was talking about. Unlike many other areas of public policy with which I was more familiar at that time, such as housing, education and, healthcare, transport policymakers did not appear to concern themselves with the social distribution of the benefits derived from their delivery sector, nor the inequalities therein. Neither did they seem willing to consider that there might be an unfair distribution of ‘negative impacts’ from the transport system, which should be mitigate to protect vulnerable populations and communities.
机译:在1999年,我从事伦敦运输的银禧线延展影响研究时,我是一名早期的职业研究人员,最初对运输贫困和不平等这一重要话题感兴趣。客户一直在问“新地铁线的社会效益是什么?”,而我一直在回答“对谁有利?”,那时似乎没人理解我在说什么。与我当时比较熟悉的许多其他公共政策领域(例如住房,教育和医疗保健)不同,运输政策制定者似乎并不关心其派生部门所带来的利益的社会分配,也不关注其不平等现象。在其中。他们似乎也不愿意考虑运输系统可能会对“负面影响”造成不公平的分配,应减轻这种影响,以保护脆弱的人群和社区。

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