Glocalizing ELT Reform in China: A Perspective from the Use of English in the Workplace

Autor/inn/en	He, Deyuan; Li, David C. S.
Titel	Glocalizing ELT Reform in China: A Perspective from the Use of English in the Workplace
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 54 (2023) 1, S.149-165 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (He, Deyuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882211018499
Schlagwörter	Educational Change; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Accuracy; Grammar; Vocabulary Development; Native Speakers; Models; Language Teachers; Language Usage; Work Environment; Curriculum Development; Communication Skills; Language Variation; Foreign Countries; Teacher Education Programs; English for Special Purposes; Employee Attitudes; Undergraduate Students; Language Research; China; China (Guangzhou) + Suchen Sie Ihr Suchwort? Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Wortschatzarbeit; Muttersprachler; Analogiemodell; Language teacher; Sprachunterricht; Sprachgebrauch; Arbeitsmilieu; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kommunikationsstil; Sprachenvielfalt; Ausland; Arbeitnehmerinteresse; Sprachforschung
Abstract	With the largest number of English learners in the world, the influence of the English language teaching (ELT) reform in China cannot be underestimated. This article explores the implications of the actual use of English in China's workplace for ELT reform in the context of English as a lingua franca (ELF). On the basis of cross-validated data (questionnaire survey and focused interview) collected from 2495 participants, we argue that ELT reform in China should be geared towards using English communicatively in ELF settings--that is, firstly, ELT curriculum and pedagogies should focus more broadly on improving students' communication skills instead of narrowly measuring whether they have successfully adhered to lexico-grammatical accuracy pertaining to Standard English norms. Secondly, the native-speaker-based pedagogical model of ELT in China should be enriched with judiciously selected indigenized variants as long as meaning is not adversely affected. Last but not least, for ELT reforms to bear fruit, it is absolutely crucial to ensure a steady supply of properly trained and resourceful ELT teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01