International Chinese teachers are one of the determinants of the quality development of Confucius Institutes,and their cross-cultural sociocultural adaption,psychological adaption,and job adaption are in need of in-d...International Chinese teachers are one of the determinants of the quality development of Confucius Institutes,and their cross-cultural sociocultural adaption,psychological adaption,and job adaption are in need of in-depth investigation and research.Based on previous research,this paper analyzed the cross-cultural adaptation of international Chinese teachers at Confucius Institutes in South Korea during 2022-2023 through surveys and personal interviews.The study found that the teachers’adaptation was best in terms of work,followed by sociocultural adaptation,and weakest in terms of psychological adaptation.In terms of work adaptation,attention should be focused on adapting to teaching language and teaching methods.In terms of sociocultural adaptation,the focus should be on adapting to personal communication.In terms of psychological adaptation,attention should be paid to feelings of loneliness and anxiety.The study also focused on the internal and external factors influencing their cross-cultural adaptation,as well as the true inner feelings of international Chinese teachers.The study found that factors such as English proficiency,gender,education,professional background,and overseas experience had little impact on teachers’cross-cultural adaptation,while factors such as Korean proficiency,participation in cross-cultural training before going to South Korea,understanding of Korean culture before going to South Korea,and length of time spent in working in South Korea had a greater impact on the cross-cultural adaptation of the research subjects.This study provides reliable reference materials for international Chinese teachers going to South Korea to improve their cross-cultural adaptation abilities and promote the reform and innovation of international Chinese education.展开更多
This paper presents a qualitative study of immigrant Chinese teachers’professional identity and beliefs about the teacher-student relationship in an intercultural context.Theoretically,this study takes its departure ...This paper presents a qualitative study of immigrant Chinese teachers’professional identity and beliefs about the teacher-student relationship in an intercultural context.Theoretically,this study takes its departure from a sociocultural perspective on understanding professional identity.The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences,perceptions,and beliefs.The results of this study suggest that teachers’beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated.Changes of context(e.g.,from China to Denmark)often lead to a transformation of their professional identity and beliefs.Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas.On one hand,teachers in this study generally experienced a transformation from being a moral role model,subject expert,authority and parental role to being a learning facilitator and culture worker.On the other hand,they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’professional identity.展开更多
With the rapid expansion of Confucius Institutes globally,the Hanban launched a Volunteer Chinese Teachers(VCT)Program with the purpose of selecting a large number of college graduates and graduate students from Chine...With the rapid expansion of Confucius Institutes globally,the Hanban launched a Volunteer Chinese Teachers(VCT)Program with the purpose of selecting a large number of college graduates and graduate students from Chinese universities to fill vacancies for overseas Chinese teachers.In spite of the multitude of students participating in the program,there has been a paucity of research attention on them.How do these students,most of whom have never been abroad before,manage their life in their host country and negotiate their new role as a VCT in an overseas Confucius Institute?What are their intercultural experiences as they venture into a new country to serve as a native teacher of Chinese?Based on in-depth interviews with a dozen VCTs teaching in linguistically and culturally different contexts,this study seeks to examine the dynamics of interculturality,identity and power relations involved in their overseas language teaching.展开更多
This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.Our video analysis indicates that both textbook and enacted teaching included only one worked example;how...This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.Our video analysis indicates that both textbook and enacted teaching included only one worked example;however,the teacher engaged students in unpacking the example in great depth.Both the textbook and the enacted teaching showed“concreteness fading”in students’use of representations.However,the Chinese teacher incorporated students’self-generated representations and facilitated students’active modeling of quantitative relationships.Finally,the Chinese teacher asked a greater number of deep questions than were suggested by the textbook.These deep questions often occurred as clusters of follow-up questions that were either concept-specific or promoted comparisons which facilitated connection-making between multiple representations and solutions.展开更多
This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Prog...This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor(UW),Canada and Southwest University(SWU),China.This program is part of Social Sciences and Humanities Research Council of Canada(SSHRC)Partnership Grant Project,Reciprocal Learning in Teacher Education and School Education between Canada and China.The partnership builds on the Teacher Education Reciprocal Learning Program,and the Shanghai-Toronto-Beijing Sister School Network.In this article,the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China.The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China.It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’curriculum views,relationship to students,and beliefs about teaching.Their“lived stories”(Connelly&Clandinin,1990,p.6)also indicate that the personal,pedagogical,and social influences of cross-cultural experiences play important roles in beginning teachers’teaching careers.展开更多
Empirical descriptions of how the teacher performs requests in English can make them realize the importance of improving pragmatic competence, so that they could help students develop more native-like pragmatic behavi...Empirical descriptions of how the teacher performs requests in English can make them realize the importance of improving pragmatic competence, so that they could help students develop more native-like pragmatic behaviors and enhance cultural competence. This case study is to explore the pragmatic competence of a Chinese EFL teacher by investigating the patterns of realization strategies and the ways of reacting to the different social and contextual variables in her requests. It was found out that the teacher investigated in the study had good pragmatic awareness and pragmatic competence to produce the speech act of requests and develop students' pragmatic competence, but more explicit instructions should be provided to help students develop more native-like speech acts by providing more explicit instructions.展开更多
Concerned government departments are enhancing efforts to invest in attracting and retaining teachers, while also addressing this profession's unsound economic and healthcare conditions
The goal of this small scale retrospective study is to examine the perceptions of Chinese EFL(English as a foreign language) teacher trainees of what they do and what they develop in the practicum. Research questions ...The goal of this small scale retrospective study is to examine the perceptions of Chinese EFL(English as a foreign language) teacher trainees of what they do and what they develop in the practicum. Research questions guiding this research are:(1)How much relative attention do Chinese teachers attribute to teaching EFL areas in the practicum in retrospect?(2) What activities do Chinese EFL teachers recollect doing in the practicum? and(3) What are the areas which they are aware of having developed in during the practicum? A questionnaire targeting EFL areas and general activities is employed to collect data; items contain 5-point Likert scales and three open-ended questions. Forty-eight respondents(44 female) are included in the sample. In the teaching of EFL areas, the results indicate that the participants experienced more emphasis on exam-oriented areas. The means for practicum activities show that participants highlighted learning by observation, discussion, and journals, among their various recalled activities. When evaluating development and learning opportunity in the practicum, participants reported improvements in general pedagogical knowledge, but they missed out on other aspects of teacher knowledge. The findings bring about evidence in what is effective and what is not of the practicum. It gives guidance to what could be changed for the practicum.展开更多
Currently,intercultural language education is a topic which receives much interest due to the rise of globalization,but theories and practice in this field are on the preliminary stage of development in China.To under...Currently,intercultural language education is a topic which receives much interest due to the rise of globalization,but theories and practice in this field are on the preliminary stage of development in China.To understand ILE better,its background,theory basis,goals,related researches are reviewed and analyzed.Since ILE is relatively new in China,language teachers are facing new challenges in developing intercultural teaching competence to achieve the success of language education.Such challenges consist of understanding the language itself,the difficulty in understanding and teaching culture,designing practical classroom activities and selecting content.展开更多
Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been...Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied.To contribute to knowledge in this field,the present study investigated the relationship between teachers’attitudes toward teacher identity and teacher autonomy.We first observed 14 Chinese College English teachers’classroom teaching.Following that,we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices.Finally,we conducted semi-structured interviews to investigate these teachers’attitudes toward their identities.One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude.The findings invite us to conclude that teachers’attitudes toward their professional identity are positively associated with teacher autonomy.展开更多
Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behav...Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour.This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’classroom management and students’classroom performance.Summarizing the findings,we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body,and that negative stereotypes account for more than positive stereotypes.On this basis,this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students,and makes suggestions to strengthen the positive influences and weaken the negative ones.展开更多
Chinese language teachers grow with certain characteristics in their professional development.Knowing these characteristics can reveal a teacher’s developmental needs which can inform the teachers and the teacher dev...Chinese language teachers grow with certain characteristics in their professional development.Knowing these characteristics can reveal a teacher’s developmental needs which can inform the teachers and the teacher development facilitators.This case study examines the professional development of one Chinese language teacher that works in a high school in the United States.The Five-Stage Theory is employed to direct the examination of the teacher’s growing path.Findings cover the challenges,efforts to cope with the changes,successes,and failures.展开更多
The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different ...The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school,in order to determine their effects on students’language learning output and propose measures to optimize Chinese teachers’questioning strategies for improving students’learning efficiency.This research provides preliminary results based on the data collected from the video recordings of class sessions,a questionnaire,and an interview.According to the analysis,the questioning strategies differ between Chinese and foreign EFL teachers in many aspects,such as in information seeking,offering,modification,adjustment,feedback,and so forth.展开更多
This study explores how error feedback is practiced by Chinese tertiary EFL teachers with its focus on the extent and modes of error feedback, types of focused errors, feedback strategies, and perceptions and attitude...This study explores how error feedback is practiced by Chinese tertiary EFL teachers with its focus on the extent and modes of error feedback, types of focused errors, feedback strategies, and perceptions and attitudes of concern. Analysis of the data from questionnaires, interviews and sample writings indicates that error feedback was extensively practiced in both comprehensive and selective modes. When providing feedback, teachers tended to focus on diction problems and ill-formed sentences, and mainly used the strategies of ＂direct feedback＂ and ＂hinting at the location of errors＂. Despite their expectations on students to locate and correct errors, teachers were found more concerned with the immediate goal of helping students avoid making the same errors than helping them learn on their own. As for the students, they expected teachers to provide comprehensive error feedback and make frequent use of error codes. This paper finally points out that for more effective error feedback, various feedback strategies should be used by teachers and self-correction and peer review should be conducted by students.展开更多
How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction ...How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction and communication.The concept“making Chinese learnable”and the characters of the language learners are explained in the introduction to the paper.The review of an extensive range of literature focuses on the challenges facing Chinese language education.This review of literature from China,the UK,the USA,and Australia leads to a focus on the need for improved teacher education in this field.We explain the theoretic-pedagogical framework for the education of Chinese language teacher-researchers from China.The“case”employed to develop this account an Australia-China partnership called the Research Oriented,School/Industry Engaged Teacher-Researcher Education(ROSETE)Program.Key aspects relating to the educational research process employed in this study are explained.The description of the ROSETE Program introduces the key ideas of“cross-sociolinguistic similarities”and“recurring everyday sociolinguistic activities.”The Ningbo Volunteers,as teacher-researcher candidates use these ideas to investigate efficient ways of making Chinese learnable for learners in Australian schools for whom English is their everyday language of instruction and communication.Through exploring these issues this paper addresses an important and under researched area.It provides inspiration for further teaching and research.展开更多
This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers.Based on a critical intercultural theoretical perspective,which moves beyond typical“culture shock...This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers.Based on a critical intercultural theoretical perspective,which moves beyond typical“culture shock”and“adaptation”models of understanding and explaining immigrants’experiences,this paper makes use of the concepts of teacher beliefs,ideologies and imaginaries(Holliday,2010)in considering how Finland-based Chinese immigrant teachers perceive the position of being teachers of Chinese in Finland and Australia.An analysis of data from group discussions during a teacher training workshop indicates that these teachers constructed a“utopia”(Australia)and“dystopia”(Finland)of Chinese language teaching,and reveals that multiple factors have influenced these immigrant teachers’perceptions and experiences.Findings provide information for teacher educators and stakeholders to better understand and support immigrant teachers from various linguistic and cultural backgrounds.展开更多
Tensions between vision and reality in the teaching practicum is a significant issue in research and practice globally,but scanty attention has been awarded to research into areas of tension in teaching practice itsel...Tensions between vision and reality in the teaching practicum is a significant issue in research and practice globally,but scanty attention has been awarded to research into areas of tension in teaching practice itself.This paper reports on a study that examines a cohort of Chinese English as a Foreign Language(EFL)student teachers’perceptions of the tensions arising in their teaching practicum in secondary schools.Triangulated research methods were employed for data collection.Reflective papers were employed as the main instrument of data collection,with classroom observation and field-notes used as supplementary sources of evidence for the occurrence of various unexpected difficulties.The overriding cause of this situation appeared to be the foundationalism paradigm that the teacher education program followed.The study highlights the need for teacher education programs to deal with emergent issues by way of critical postmodernist ideologies and make concerted efforts with schools to help student teachers continually adjust their visions in their practice.展开更多
It is a not uncommon phenomenon that Chinese students complain that they learn little from native-speaking teachers’classes.The reason for such responses probably comes from‘a large disparity ofexpectations between ...It is a not uncommon phenomenon that Chinese students complain that they learn little from native-speaking teachers’classes.The reason for such responses probably comes from‘a large disparity ofexpectations between teachers and students in terms of teaching style.’(Brumfit:1986:97)According to principles of educational psychology,‘the style of the teacher plays an important partupon learner’s performance.In research by Joyce and Hudson,there were some indications thatteachers and students having similar styles formed the most successful combinations’in terms ofexamination results.(Child 1981:229)By style we mean the way of teaching or learning.No doubt,if we want to make effective use of assistance of native-speaking teachers,we need to know specificallythese two aspects:展开更多
Employing one-to-one interviews,this study explores,from a poststructuralist view,how Chinese English Teachers(CETs)struggle to construct their professional identity within the dominant ideology and disempowering disc...Employing one-to-one interviews,this study explores,from a poststructuralist view,how Chinese English Teachers(CETs)struggle to construct their professional identity within the dominant ideology and disempowering discourses of native-speakerism in a globalizing China.Twenty-five CETs were interviewed,and the results have shown that applying human agency and subjectivity,CET participants manage to counteract the disempowering discourses and reach a relatively balanced power relationship with their native speaker(NS)counterparts mainly through four ways:Othering the NSs;exploring their own unique strengths;taking special roles in ELT;and establishing their credibility through hard work.The Chinese culture of learning,specifically,Confucian values,also plays an important role in CETs’professional identity construction.展开更多
文摘International Chinese teachers are one of the determinants of the quality development of Confucius Institutes,and their cross-cultural sociocultural adaption,psychological adaption,and job adaption are in need of in-depth investigation and research.Based on previous research,this paper analyzed the cross-cultural adaptation of international Chinese teachers at Confucius Institutes in South Korea during 2022-2023 through surveys and personal interviews.The study found that the teachers’adaptation was best in terms of work,followed by sociocultural adaptation,and weakest in terms of psychological adaptation.In terms of work adaptation,attention should be focused on adapting to teaching language and teaching methods.In terms of sociocultural adaptation,the focus should be on adapting to personal communication.In terms of psychological adaptation,attention should be paid to feelings of loneliness and anxiety.The study also focused on the internal and external factors influencing their cross-cultural adaptation,as well as the true inner feelings of international Chinese teachers.The study found that factors such as English proficiency,gender,education,professional background,and overseas experience had little impact on teachers’cross-cultural adaptation,while factors such as Korean proficiency,participation in cross-cultural training before going to South Korea,understanding of Korean culture before going to South Korea,and length of time spent in working in South Korea had a greater impact on the cross-cultural adaptation of the research subjects.This study provides reliable reference materials for international Chinese teachers going to South Korea to improve their cross-cultural adaptation abilities and promote the reform and innovation of international Chinese education.
文摘This paper presents a qualitative study of immigrant Chinese teachers’professional identity and beliefs about the teacher-student relationship in an intercultural context.Theoretically,this study takes its departure from a sociocultural perspective on understanding professional identity.The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences,perceptions,and beliefs.The results of this study suggest that teachers’beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated.Changes of context(e.g.,from China to Denmark)often lead to a transformation of their professional identity and beliefs.Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas.On one hand,teachers in this study generally experienced a transformation from being a moral role model,subject expert,authority and parental role to being a learning facilitator and culture worker.On the other hand,they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’professional identity.
文摘With the rapid expansion of Confucius Institutes globally,the Hanban launched a Volunteer Chinese Teachers(VCT)Program with the purpose of selecting a large number of college graduates and graduate students from Chinese universities to fill vacancies for overseas Chinese teachers.In spite of the multitude of students participating in the program,there has been a paucity of research attention on them.How do these students,most of whom have never been abroad before,manage their life in their host country and negotiate their new role as a VCT in an overseas Confucius Institute?What are their intercultural experiences as they venture into a new country to serve as a native teacher of Chinese?Based on in-depth interviews with a dozen VCTs teaching in linguistically and culturally different contexts,this study seeks to examine the dynamics of interculturality,identity and power relations involved in their overseas language teaching.
基金supported by the National Science Foundation CAREER program under Grant No.DRL-1350068 at Temple University.
文摘This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.Our video analysis indicates that both textbook and enacted teaching included only one worked example;however,the teacher engaged students in unpacking the example in great depth.Both the textbook and the enacted teaching showed“concreteness fading”in students’use of representations.However,the Chinese teacher incorporated students’self-generated representations and facilitated students’active modeling of quantitative relationships.Finally,the Chinese teacher asked a greater number of deep questions than were suggested by the textbook.These deep questions often occurred as clusters of follow-up questions that were either concept-specific or promoted comparisons which facilitated connection-making between multiple representations and solutions.
文摘This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor(UW),Canada and Southwest University(SWU),China.This program is part of Social Sciences and Humanities Research Council of Canada(SSHRC)Partnership Grant Project,Reciprocal Learning in Teacher Education and School Education between Canada and China.The partnership builds on the Teacher Education Reciprocal Learning Program,and the Shanghai-Toronto-Beijing Sister School Network.In this article,the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China.The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China.It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’curriculum views,relationship to students,and beliefs about teaching.Their“lived stories”(Connelly&Clandinin,1990,p.6)also indicate that the personal,pedagogical,and social influences of cross-cultural experiences play important roles in beginning teachers’teaching careers.
文摘Empirical descriptions of how the teacher performs requests in English can make them realize the importance of improving pragmatic competence, so that they could help students develop more native-like pragmatic behaviors and enhance cultural competence. This case study is to explore the pragmatic competence of a Chinese EFL teacher by investigating the patterns of realization strategies and the ways of reacting to the different social and contextual variables in her requests. It was found out that the teacher investigated in the study had good pragmatic awareness and pragmatic competence to produce the speech act of requests and develop students' pragmatic competence, but more explicit instructions should be provided to help students develop more native-like speech acts by providing more explicit instructions.
文摘Concerned government departments are enhancing efforts to invest in attracting and retaining teachers, while also addressing this profession's unsound economic and healthcare conditions
文摘The goal of this small scale retrospective study is to examine the perceptions of Chinese EFL(English as a foreign language) teacher trainees of what they do and what they develop in the practicum. Research questions guiding this research are:(1)How much relative attention do Chinese teachers attribute to teaching EFL areas in the practicum in retrospect?(2) What activities do Chinese EFL teachers recollect doing in the practicum? and(3) What are the areas which they are aware of having developed in during the practicum? A questionnaire targeting EFL areas and general activities is employed to collect data; items contain 5-point Likert scales and three open-ended questions. Forty-eight respondents(44 female) are included in the sample. In the teaching of EFL areas, the results indicate that the participants experienced more emphasis on exam-oriented areas. The means for practicum activities show that participants highlighted learning by observation, discussion, and journals, among their various recalled activities. When evaluating development and learning opportunity in the practicum, participants reported improvements in general pedagogical knowledge, but they missed out on other aspects of teacher knowledge. The findings bring about evidence in what is effective and what is not of the practicum. It gives guidance to what could be changed for the practicum.
文摘Currently,intercultural language education is a topic which receives much interest due to the rise of globalization,but theories and practice in this field are on the preliminary stage of development in China.To understand ILE better,its background,theory basis,goals,related researches are reviewed and analyzed.Since ILE is relatively new in China,language teachers are facing new challenges in developing intercultural teaching competence to achieve the success of language education.Such challenges consist of understanding the language itself,the difficulty in understanding and teaching culture,designing practical classroom activities and selecting content.
基金funded by a joint scholarship between China Scholarship Council(CSC)and Macquarie University,Sydney,Australia
文摘Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied.To contribute to knowledge in this field,the present study investigated the relationship between teachers’attitudes toward teacher identity and teacher autonomy.We first observed 14 Chinese College English teachers’classroom teaching.Following that,we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices.Finally,we conducted semi-structured interviews to investigate these teachers’attitudes toward their identities.One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude.The findings invite us to conclude that teachers’attitudes toward their professional identity are positively associated with teacher autonomy.
文摘Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour.This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’classroom management and students’classroom performance.Summarizing the findings,we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body,and that negative stereotypes account for more than positive stereotypes.On this basis,this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students,and makes suggestions to strengthen the positive influences and weaken the negative ones.
文摘Chinese language teachers grow with certain characteristics in their professional development.Knowing these characteristics can reveal a teacher’s developmental needs which can inform the teachers and the teacher development facilitators.This case study examines the professional development of one Chinese language teacher that works in a high school in the United States.The Five-Stage Theory is employed to direct the examination of the teacher’s growing path.Findings cover the challenges,efforts to cope with the changes,successes,and failures.
文摘The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school,in order to determine their effects on students’language learning output and propose measures to optimize Chinese teachers’questioning strategies for improving students’learning efficiency.This research provides preliminary results based on the data collected from the video recordings of class sessions,a questionnaire,and an interview.According to the analysis,the questioning strategies differ between Chinese and foreign EFL teachers in many aspects,such as in information seeking,offering,modification,adjustment,feedback,and so forth.
基金supported by Shandong Provincial Planning Project of Education Science (2010GZ079)China National Social Sciences Foundation (10BYY026)
文摘This study explores how error feedback is practiced by Chinese tertiary EFL teachers with its focus on the extent and modes of error feedback, types of focused errors, feedback strategies, and perceptions and attitudes of concern. Analysis of the data from questionnaires, interviews and sample writings indicates that error feedback was extensively practiced in both comprehensive and selective modes. When providing feedback, teachers tended to focus on diction problems and ill-formed sentences, and mainly used the strategies of ＂direct feedback＂ and ＂hinting at the location of errors＂. Despite their expectations on students to locate and correct errors, teachers were found more concerned with the immediate goal of helping students avoid making the same errors than helping them learn on their own. As for the students, they expected teachers to provide comprehensive error feedback and make frequent use of error codes. This paper finally points out that for more effective error feedback, various feedback strategies should be used by teachers and self-correction and peer review should be conducted by students.
文摘How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction and communication.The concept“making Chinese learnable”and the characters of the language learners are explained in the introduction to the paper.The review of an extensive range of literature focuses on the challenges facing Chinese language education.This review of literature from China,the UK,the USA,and Australia leads to a focus on the need for improved teacher education in this field.We explain the theoretic-pedagogical framework for the education of Chinese language teacher-researchers from China.The“case”employed to develop this account an Australia-China partnership called the Research Oriented,School/Industry Engaged Teacher-Researcher Education(ROSETE)Program.Key aspects relating to the educational research process employed in this study are explained.The description of the ROSETE Program introduces the key ideas of“cross-sociolinguistic similarities”and“recurring everyday sociolinguistic activities.”The Ningbo Volunteers,as teacher-researcher candidates use these ideas to investigate efficient ways of making Chinese learnable for learners in Australian schools for whom English is their everyday language of instruction and communication.Through exploring these issues this paper addresses an important and under researched area.It provides inspiration for further teaching and research.
文摘This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers.Based on a critical intercultural theoretical perspective,which moves beyond typical“culture shock”and“adaptation”models of understanding and explaining immigrants’experiences,this paper makes use of the concepts of teacher beliefs,ideologies and imaginaries(Holliday,2010)in considering how Finland-based Chinese immigrant teachers perceive the position of being teachers of Chinese in Finland and Australia.An analysis of data from group discussions during a teacher training workshop indicates that these teachers constructed a“utopia”(Australia)and“dystopia”(Finland)of Chinese language teaching,and reveals that multiple factors have influenced these immigrant teachers’perceptions and experiences.Findings provide information for teacher educators and stakeholders to better understand and support immigrant teachers from various linguistic and cultural backgrounds.
文摘Tensions between vision and reality in the teaching practicum is a significant issue in research and practice globally,but scanty attention has been awarded to research into areas of tension in teaching practice itself.This paper reports on a study that examines a cohort of Chinese English as a Foreign Language(EFL)student teachers’perceptions of the tensions arising in their teaching practicum in secondary schools.Triangulated research methods were employed for data collection.Reflective papers were employed as the main instrument of data collection,with classroom observation and field-notes used as supplementary sources of evidence for the occurrence of various unexpected difficulties.The overriding cause of this situation appeared to be the foundationalism paradigm that the teacher education program followed.The study highlights the need for teacher education programs to deal with emergent issues by way of critical postmodernist ideologies and make concerted efforts with schools to help student teachers continually adjust their visions in their practice.
文摘It is a not uncommon phenomenon that Chinese students complain that they learn little from native-speaking teachers’classes.The reason for such responses probably comes from‘a large disparity ofexpectations between teachers and students in terms of teaching style.’(Brumfit:1986:97)According to principles of educational psychology,‘the style of the teacher plays an important partupon learner’s performance.In research by Joyce and Hudson,there were some indications thatteachers and students having similar styles formed the most successful combinations’in terms ofexamination results.(Child 1981:229)By style we mean the way of teaching or learning.No doubt,if we want to make effective use of assistance of native-speaking teachers,we need to know specificallythese two aspects:
文摘Employing one-to-one interviews,this study explores,from a poststructuralist view,how Chinese English Teachers(CETs)struggle to construct their professional identity within the dominant ideology and disempowering discourses of native-speakerism in a globalizing China.Twenty-five CETs were interviewed,and the results have shown that applying human agency and subjectivity,CET participants manage to counteract the disempowering discourses and reach a relatively balanced power relationship with their native speaker(NS)counterparts mainly through four ways:Othering the NSs;exploring their own unique strengths;taking special roles in ELT;and establishing their credibility through hard work.The Chinese culture of learning,specifically,Confucian values,also plays an important role in CETs’professional identity construction.
