Providing an East-West flow of language teaching knowledge and know-how to balance prevailing Western-centric perspectives, this book is an in-depth investigation of the impact of Western-based language teacher education on the pedagogy and practice of Chinese English language teachers who received their training in Western institutions or those that emphasize Western-based teaching approaches. A significant and growing number of these teachers will influence millions of language learners in China over the next decades.
The Pedagogy and Practice of Western-trained Chinese English Language Teachers:
- Forefronts Chinese teachers’ voices and experiences in the context of their workplaces and classrooms
- Connects and balances theory and practice using a sociocultural lens
- Discusses the Chinese government’s policies on the training of teachers and analyzes them in terms of their impact on both American and Chinese higher education institutions
This is a must read book for anyone interested in learning theory adopted from a Western perspective and applied within an Asian setting.
Table of Contents
1. Introduction 2. Situated and "Glocalized" Understanding: Using Socio-cultural Perspectives as Lenses 3. Hits and Misses: Shifting Positions in Professional Development of Native Speaker and Non-Native Speaker English Teachers 4. Evolving Landscape: Chinese positions on Communicative Language Teaching (CLT) 5. The Middle Kingdom and beyond: The pathways to Chinese English Language teachers’ journeys overseas 6. Light and heat: The empowerment, validation and anguish of having been trained overseas 7. Taking ownership: The bridging of the local with the global in English language teaching 8. Changing from earth to sky: New policies and the ever changing role of Western-trained Chinese English Language teachers 9. A view from the mountain: Teachers’ personal reflections
Pu Hong is Associate Professor of Linguistics and Language Education and Vice President, Qujing Normal University, China
Faridah Pawan is Associate Professor in the Department of Literacy, Culture and Language Education, School of Education, Indiana University, US