This up-close look at Chinese ESL teachers documents undertakings at formal and informal levels to support and sustain their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based efforts, and traditional and 21st-century teaching visions. English is a mandated subject for approximately 400 million Chinese public school students. Making transparent the training and professional development received respectively by pre-service and in-service teachers, this book provides a rare window into how Chinese English Language teachers (ELTs) reconcile the two needs with the responsibility to teach large numbers of students while also navigating societal, cultural, and institutional cross currents. It also explores the range of ways China invests in the training and professional development of its English language teachers.
Introduction: Situating Chinese English Language Teacher Training and Professional Development in Research and Policy
Chapter 1: "Filling the Pail Before the Cup": Preparing to Be a Teacher
Miao Pei, Faridah Pawan, and Wei Jin
Chapter 2: Student Teaching: "All the Sour, Sweet, Bitter, and Pungent Flavors Must Be Tested"
Miao Pei and Wei Jin
Chapter 3: Permanent Teacher Qualifications: "Surviving Within the Iron Rice Bowl"
Wenfang Fan, Ge Wang, and Xin Chen
Chapter 4: Master-Novice (Shifu-Tudi) Teacher Relationships: Acquiring Knowledge From the Backbone of Experience
Chapter 5: School-Based Professional Development With "Jiaoyanzu" Peers: Learning With Brothers and Sisters
Faridah Pawan and Wenfang Fan
Chapter 6: High-Stakes Public Teaching Competitions: Failure Is Not Falling but Failure Is Not Fetting up From Each Fall
Chapter 7: The National Guo Pei Project for Rural Teachers: Opening Doors So That Others May Enter
Miao Pei and Wei Jin
Chapter 8: English Teacher Development in Rural and Ethnically Diverse Areas: Sowers Action Seeding the Fields
Chapter 9: The Visiting Scholars Program: Adding a Flower to a Brocade
Faridah Pawan and Xin Chen
Chapter 10: New Chinese Education Reform Targets English: U.S. and Chinese Scholars’ Perspectives
Faridah Pawan and Niya Yuan
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.