ERIC Number: ED447514
Record Type: Non-Journal
Publication Date: 1999-Feb
Reference Count: N/A
Perceptions of the Place of Expatriate English Language Teachers in China.
A study inquired into the cross-cultural perceptions of the place of English-speaking teachers teaching English to English language majors in Chinese tertiary institutions. A case study was conducted in 1997 in nine Chinese tertiary institutions in a southwestern province of the People's Republic of China. Four groups of people participated in the survey: expatriate English language teachers, and Chinese university students, teachers, and administrators. The goal of the study was to identify the potential sources of the problems encountered by expatriate English language teachers in China in the process of the introduction of Western teaching pedagogies and to explore possible solutions to these problems. Results indicated that conflicts arose from the significant perceptual differences between Chinese students and expatriate teachers in some fundamental conceptions about language learning and teaching. It appeared that teaching and learning were so socio-culturally conditioned and teaching methodologies were also so context-specific that the transfer of the pedagogical expertise from one culture to another without regard to the local cultural values, expectations, history, and educational philosophies led to learner and teacher-learner conflicts. This study proposes making use of "border pedagogy" to transcend these culture-induced differences and to manage the conflicts for their positive effects. This approach embraces a positive attitude towards differences by creating a cultural synergy in which differing views are respected and accommodated, mutual trust and confidence built, common agendas shared, cultural borders crossed, and problems resolved. To achieve such a goal, cultural awareness, collaboration, reflection, inquiry, and multi-dimensional involvement are of critical importance to maximize the imported foreign expertise in English language teaching in China. Contains approximately 400 references, several unnumbered tables, and a figure of data. Appendixes contain consent forms, English and Chinese versions of questionnaires (including tabulations of data), cross tabulation of data, themes for interviews, and certifying documents. (Author/RS)
Descriptors: Case Studies, Cross Cultural Studies, Cultural Context, Cultural Differences, English (Second Language), English Teachers, Foreign Countries, Higher Education, Student Attitudes, Teacher Behavior, Teacher Student Relationship
For full text: http://www.glasscity.net/users/xiong/tic/.
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: China