Variations in Beliefs and Practices: Teaching English in Cross-Cultural Contexts

Autor/in	Gu, Qing
Titel	Variations in Beliefs and Practices: Teaching English in Cross-Cultural Contexts
Quelle	In: Language and Intercultural Communication, 10 (2010) 1, S.32-53 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
Schlagwörter	Educational Development; Educational Change; Foreign Countries; Teacher Educators; English (Second Language); Second Language Instruction; Second Language Learning; Language Teachers; Specialists; Interviews; Questionnaires; College Faculty; Foreign Nationals; Teacher Education Programs; Teacher Attitudes; Cultural Context; Cultural Differences; Instructional Effectiveness; China; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Bildungsreform; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Interviewing; Interviewtechnik; Fragebogen; Fakultät; Ausländer; Ausländerin; Lehrerverhalten; Kultureller Unterschied; Unterrichtserfolg; Großbritannien
Abstract	This article examines variations in beliefs and practices between British English language teaching (ELT) specialists and their Chinese colleagues in a cross-cultural educational development project which used interviews and a questionnaire survey to gather the perceptions and retrospective experiences of Chinese tertiary teachers and expatriate British teacher educators. The particular case studied is that of the Department for International Development's 20-year language teacher education programme in China (1979-2001). By comparing Chinese tertiary ELT teachers' and British teacher educators' views on the practices of English language teaching and learning in the Chinese context, the article discusses the extent to which Chinese teachers' and British teacher educators' knowledge and beliefs about ELT may vary depending upon their background and the differing cultural contexts and traditions in which they find themselves. Evidence is provided of significant perception gaps between the views of expatriate British ELT specialists and local Chinese teachers, and between the British ELT specialists themselves. The article concludes by discussing the ways in which the research findings may contribute to efforts to improve the effectiveness of teaching English as an international language in the contemporary times of change. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10