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The Pedagogy and Practice of Western-trained Chinese English Language Teachers: Foreign Education, Chinese Meanings (ESL & Applied Linguist
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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.
- Sales Rank: #3856575 in Books
- Published on: 2013-11-15
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .40" w x 6.00" l, .45 pounds
- Binding: Paperback
- 144 pages
About the Author
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
Most helpful customer reviews
0 of 0 people found the following review helpful.
The book examines the impact of Western-based language teacher education ...
By Yuan
The book examines the impact of Western-based language teacher education on Chinese English Language professionals at the tertiary level who returned home. In particular, it examines the ways the professionals attempted to reconcile Western instruction with local pedagogies and practices. Pu and Pawan’s research involved following individual teachers back to China to see how their education from the West played out in the realities of the Chinese context. The research reported in the book is a combination of both Pu’s doctoral research on glocalization and that of Pu’s advisor, Dr Pawan’s research on the Chinese professional development system during her sabbatical in Beijing. This combination thus provides the “dual vision”, as the authors call it. What is pioneering is that the authors’ investigation completes a circle of circumstances that contributes to the expertise of Chinese English Language teachers built upon their experiences from two worlds.
Using the Chinese teachers’ own voices, the research in the book highlighted the “insider” perspectives of not only of the teachers but both authors themselves as well who are individuals from the East but educated in the West. This makes the information provided very relatable to practicing Chinese English Language teachers (ELTs) who have the same background. We are able to see how the teachers linked and reconciled the Western-based teaching theories they learned to their classroom practices in the East, and thus in this way, gain insight into how to balance prevailing Western-centric perspectives on second and foreign language teaching with instruction and pedagogy in our context, in other words, how to “give global pedagogy local meanings” as the title suggests.
The book thus is helpful to both ELT teacher preparation and professional development in China. For one, teachers can see how they can be empowered to undertake their own adaption and interpretation of top-down government policies that regard English language teaching and learning as part of the course of the modernization and internationalization of Chinese education. Moreover, the microcosmic investigation of the sociocultural processes reported in the book can also contribute to a review, from a global perspective, of Chinese ELT teacher preparation programs. In particular, the book invites Chinese as well as other teacher educators to validate and to use teachers’ own practices in the programs so that our program design and implementation could provide teachers-in-training information and expertise that reflect teaching realities. Such a review is going to lead to more than “East Meets West” learning; it is also going to transform the landscape of Chinese ELT preparation and make it more competitive with western programs.
0 of 0 people found the following review helpful.
The book examines the impact of Western-based language teacher education ...
By YNY
The book examines the impact of Western-based language teacher education on Chinese English Language professionals at the tertiary level who returned home. In particular, it examines the ways the professionals attempted to reconcile Western instruction with local pedagogies and practices. Pu and Pawan’s research involved following individual teachers back to China to see how their education from the West played out in the realities of the Chinese context. The research reported in the book is a combination of both Pu’s doctoral research on glocalization and that of Pu’s advisor, Dr Pawan’s research on the Chinese professional development system during her sabbatical in Beijing. This combination thus provides the “dual vision”, as the authors call it. What is pioneering is that the authors’ investigation completes a circle of circumstances that contributes to the expertise of Chinese English Language teachers built upon their experiences from two worlds.
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