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Constraints on innovation in English language teaching in hinterland regions of China
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Abstract:
Since the start of the twenty-first century, English has come to be seen by the Chinese government as a linchpin of its continued economic and political influence. Its resultant efforts to promote innovation in English language teaching align with the aspirations of a population, many of whom regard competency in English as a determiner of opportunity and success in their careers, and thus a vehicle through which to provide a good quality of life for themselves and their families. However, despite government-driven initiatives to improve English language education, change has been slow to materialize, especially outside of the main urban areas of Eastern China. Here, we report on a study that sought to explore the constraints governing attempts by teachers of English to innovate in universities located in some of the so-called ‘hinterland’ regions of Southwestern China. Key determinants that emerged, and which we discuss, included time pressure and competing priorities; scepticism towards new ideas; lack of investment in resources; the primacy of the textbook; students’ language proficiency; and opportunities for professional development. Together, these findings indicate the need for a change of culture if innovation is to be welcomed, both in principle and in practice, as a driver of positive change in the teaching of English in these universities. Teachers, their line managers, and university senior managers need to feel willing and able to engage freely in constructive and informed discourse, and in doing so consider recalibrating institutional priorities, thereby helping reconcile the pressures and tensions currently experienced by English language teachers and which impede progress.
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Keyword:
LB2300 Higher Education
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URL: http://wrap.warwick.ac.uk/146772/
https://doi.org/10.1177/1362168820979855
http://wrap.warwick.ac.uk/146772/1/WRAP-constraints-innovation-English-language-teaching-hinterland-regions-China-Liddicoat-2020.pdf
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Ideology in language policy and educational practice : an afterword
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Teaching languages from an intercultural perspective : rethinking the nature of learning
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The position of languages in the university curriculum : Australia and the UK
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Language policy and planning for language maintenance : the macro and meso levels
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Critical perspectives in intercultural language learning
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Liddicoat, Anthony J.. - : Universidad de Sevilla * Grupo de Investigacion "La Lengua Inglesa en el Ambito Universitario", 2020
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