Chinese English Teachers' Attitudes towards a Multicultural Approach to English Language Teaching in China's College Classrooms

Autor/in	Fang, Xing
Titel	Chinese English Teachers' Attitudes towards a Multicultural Approach to English Language Teaching in China's College Classrooms
Quelle	In: Taiwan Journal of TESOL, 19 (2022) 2, S.145-174 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Course Descriptions; Foreign Countries; Language Teachers; Teacher Attitudes; Cultural Awareness; Teaching Methods; Global Approach; Professional Identity; Professional Autonomy; Communicative Competence (Languages); College Students; College Faculty; Multicultural Education; Teacher Characteristics; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursstrukturplan; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; Berufsfreiheit; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Collegestudent; Fakultät; Multikulturelle Erziehung
Abstract	The global use of English in diverse cultural contexts calls into question the dominant representations of Anglo-American culture in English language textbooks. To contribute to the discussion of this issue, this study aimed to investigate the attitudes of Chinese College English teachers towards a more balanced treatment of culture in English language teaching when they need to follow a required textbook. It examined the results of a focus group interview, in which a total of six female Chinese English teachers were invited to share their opinions and practices of teaching English culture in China's college classrooms. It was noted that cultures other than Anglo-American culture received inadequate attention and focus in the teachers' teaching process because they lacked both control over syllabus design and sufficient awareness of the relationship between global cultures and English today. Without gaining solid institutional support, altering perception of the English language and adjusting professional identity, it seemed difficult for the teachers to exert greater autonomy in the classroom to enhance their students' communicative competence and teach English truly as an international language. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01