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ERIC Number: ED475522
Record Type: Non-Journal
Publication Date: 2002-Jul
Pages: 45
Abstractor: N/A
Reference Count: N/A
Roles, Expectations and Pedagogical Awareness: A Case Study of Expatriate English Teachers in China.
Li, Mingsheng
This study reviews the disparities in role assumptions and expectations that underlie the classroom communication between Chinese learners and expatriate teachers in China. The central issue is the miscommunication of teacher-student role conceptualizations and expectations. Differing role assumptions predate teachers' teaching methods and students' conceptions of learning. Expatriate teachers with little knowledge of the Chinese cultural and educational contexts have difficulty in interpreting their roles as teachers and fulfilling the expectations these roles entail, and therefore have difficulty in finding a "fit" in their teaching. It is argued that pedagogy is context-dependent. Teaching methods that are recognized as successful in the country where they originate cannot achieve similar results when applied to a culturally different classroom setting that sets different social and psychological dimensions around the teacher-student relationship. It is suggested that expatriate teachers need to develop a repertoire of professional teaching communication skills, especially in language, pedagogies, and culture, to enable them to understand their roles as teachers in a cross-cultural setting; to examine their cultural values, beliefs, and role concepts; to adapt their teaching to the needs of students; to establish a cultural synergy; and to find a pedagogical fit in intercultural classroom communication. (Contains 60 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China