Perceptions of the Place of Expatriate English Language Teachers in China. PUB DATE 1999-02-00 NOTE 343P.; Ph.D
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DOCUMENT RESUME ED 447 514 CS 510 421 AUTHOR Li, Ming-sheng TITLE Perceptions of the Place of Expatriate English Language Teachers in China. PUB DATE 1999-02-00 NOTE 343p.; Ph.D. Thesis, La Trobe University. AVAILABLE FROM For full text: http://www.glasscity.net/users/xiong/tic/. PUB TYPE Dissertations/Theses Doctoral Dissertations (041)-- Tests /Questionnaires (160) EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS Case Studies; Cross Cultural Studies; Cultural Context: *Cultural Differences; *English (Second Language); *English Teachers; Foreign Countries; Higher Education; Student Attitudes; Teacher Behavior; *Teacher Student Relationship IDENTIFIERS China ABSTRACT A study inquired into the cross-cultural perceptions of the place of English-speaking teachers teaching English to English language majors in Chinese tertiary institutions. A case study was conducted in 1997 in nine Chinese tertiary institutions in a southwestern province of the People's Republic of China. Four groups of people participated in the survey: expatriate English language teachers, and Chinese university students, teachers, and administrators. The goal of the study was to identify the potential sources of the problems encountered by expatriate English language teachers in China in the process of the introduction of Western teaching pedagogies and to explore possible solutions to these problems. Results indicated that conflicts arose from the significant perceptual differences between Chinese students and expatriate teachers in some fundamental conceptions about language learning and teaching. It appeared that teaching and learning were so socio-culturally conditioned and teaching methodologies were also so context-specific that the transfer of the pedagogicalexpertise from one culture to another without regard to the local cultural values, expectations, history, and educational philosophies led to learner and teacher-learner conflicts. This study proposes making use of "border pedagogy" to transcend these culture-induced differences and to manage the conflicts for their positive effects. This approach embraces a positive attitude towards differences by creating a cultural synergy in which differing views are respected and accommodated, mutual trust and confidence built, common agendas shared, cultural borders crossed, and problems resolved. To achieve such a goal, cultural awareness, collaboration, reflection, inquiry, and multi-dimensional involvement are of critical importance to maximize the imported foreign expertise in English language teaching in China. Contains approximately 400 references, several unnumbered tables, and a figure of data. Appendixes contain consent forms, English and Chinese versions of questionnaires (including tabulations of data), cross tabulation of data, themes for interviews, and certifying documents. (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document. PERCEPTIONS OF THE PLACE OF EXPATRIATE ENGLISH LANGUAGE TEACHERS IN CHINA Submitted by MING-SHENG LI A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy Graduate School of Education La Trobe University Bundoora, Victoria 3083 AUSTRALIA PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization February, 1999 originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 .. BEST COPY AVAILABLE SUMMARY OF THE THESIS This study inquired into the cross-cultural perceptions of the place of English-speaking teachers teaching English to English language majors in Chinese tertiary institutions. A case study was conducted in 1997 in nine Chinese tertiaryinstitutions in a southwestern province in the People's Republic of China. Four groups of people participated in the survey: expatriate English language teachers, and Chineseuniversity students, teachers, and administrators. The goal of the study was to identify the potential sources of the problems encountered by expatriate English language teachers in China in the process of the introduction of Western teaching pedagogies and to explore possible solutions to these problems.The study provided a systematic and empirical investigation in one geographical setting such that all sides of the issues were portrayed. On investigation,it seemed that the conflicts arose from the significant perceptual differences between Chinese students and expatriate teachers in some fundamental conceptions about language learning and teaching. Cultural incompatibilities derived from differing cultural values and beliefs seemed to have led to mismatches between teachers' intentions and learners' interpretations, to disparities in pedagogical and role expectations, and to conflicts in teacher-student relationships. It appeared that teaching 3 and learning were so socio-culturally conditioned, and teaching methodologies were also so context-specific that the transfer of the pedagogical expertise from one culture to another without regard to the local cultural values, expectations, history, and educational philosophies had led to learner resistance and teacher-learner conflicts. Tne solution to the conflicts derived from differences manifested in cultural values and belief systems should be sought through the development of cultural understanding. This study proposes making use of "border pedagogy" to transcend these culture-induced differences and to manage the conflicts for their positive effects. This approach embraces a positive attitude towards differences by creating a cultural synergy in which differing views are respected and accommodated, mutual trust and confidence built, common agendas shared, cultural borders crossed, and problems resolved. To achieve such a goal, cultural awareness, collaboration, reflection, inquiry, and multi-dimensional involvement are of critical importance to maximise the imported foreign expertise in English language teaching in China. 4 TABLE OF CONTENTS ACKNOWLEDGEMENTS VI SUMMARY OF THE THESIS vii STATEMENT OF AUTHORSHIP viii CHAPTER ONE: INTRODUCTION 1 1.1 A PERSONAL STATEMENT PROBLEM IDENTIFICATION 1 1.2SOCIO-POLITICAL AND CULTURAL CONTEXTS 4 1.2.1 The Chinese Political and Economic Imperatives 4 1.2.2 Motivations for Chinese Host Institutions 7 1.2.3 MotiVations of Foreign Teachers Goging to Teach in China 9 1.2.4 Recruitment Policies, Practices, and Consequences 11 1.3 INTRODUCTION OF THE RESEARCH TOPIC 14 1.3.1 Theoretical Perspectives 15 1.3.2 Major Themes of the Thesis 17 1.4 OVERVIEW OF THE STUDY 22 CHAPTER TWO: ROLES, EXPECTATIONS, AND EDAGOGIES 24 2.1 THE DISCOURSE OF CHANGE 24 2.2 DISPARITIES IN ROLE BELIEFS AND EXPECTATIONS 31 2.2.1 Role Theory 31 2.2.2 Disparities in Role Beliefs and Expectations 33 2.2.3Expert, Expertise, and Privileges 38 2.3 DISPARITIES IN PEDAGOGICAL EXPECTATIONS 42 2.4 MISSIN PERSPECTIVES 49 2.5 CHAPTER SUMMARY AND RESEARCH QUESTIONS 52 CHAPTER THREE: RESEARCH METHODOLOGY 55 3.1 MAJOR THEMES OF THE STUDY 55 3.2 RATIONALE FOR RESEARCH METHODOLOGY 57 3.3 SAMPLING OF THE RESEARCH SUBJECTS 58 3.3.1 Chinese Students 60 3.3.2 Foreign Teachers 62 3.3.3 Chinese Teachers 62 Chineserirrsinictrntnrc, 3.4 THE PILOT STUDY 63 3.5 INTERVIEWS 64 3.5.1 The Semi-Structured Interview 65 3.5.2, Interviewing Formats 66 3.5.2.1Individual Interview 67 3.5.2.2 Group Interview 67 3.6 QUESTIONNAIRES 69 3.7 ETHICAL ISSUES 70 3.8 RESEARCH CONSTRAINTS 72 3.9 ANALYSING THE DATA 74 CHAPTER FOUR: CULTURAL PERCEPTIONS AND TEACHING IN AN INTERCULTURAL SETTING 76 4.1 POSITIVE PERCEPTIONS OF FOREIGN TEACHERS' TEACHING 77 4.1.1 The Rationale for the Employment 77 4.1.2 Significance of the Employment of Foreign Teachers 80 4.1.2.1 Introducing New Teaching Methods 80 4.1.2.2 Creating an English Learning Environment 82 4.2 ISSUES OF SELECTION AND EMPLOYMENT 86 4.2.1 Gaps Between the Government Regulations and Their Implementation 86 4.2.2 The Budget Allocation and Employment 88 4.2.3 Lack of Induction Procedures 91 ii 4.2.4 Inflow of Unqualified Foreign Teachers 97 4.3 DISPARITIES IN PEDAGOGICAL EXPECTATIONS 104 4.3.1Theoretical Bases of the Teaching Methods Used by Foreign Teachers 104 4.3.2 The Chinese Students' Responses to Foreign Teachers' Teaching 107 4.3.2.1 Chinese Students' Negative Responses 107 4.3.2.2 Foreign Teachers' Inappropriate Teaching Methods 112 4.3.2.3 Foreign Teachers' Rigid Teaching Styles 116 4.3.2.4 Foreign Teachers' Unsystematic Teaching Styles 120 4.3.2.5 Foreign Teachers' Irresponsible Attitudes Towards Teaching 123 4.4 TEACHER-STUDENT RELATIONSHIPS 126 4.4.1 Problematic Teacher-Student Relationships 128 4.4.2 Foreign Teachers' Patronising Attitudes 129 4.4.3 Foreign Teachers' Perceived Unfriendly Attitudes 131 4.4.4 Foreign Teachers' Inappropriate Classroom Behaviours 134 4.4.5 Proselytisation 139 4.4.6 Womanisation 141 4.5 SUMMARY OF THE CHAPTER 143 CHAPTER FIVE: CONFLICTS IN CONTEXT 145 5.1 INTERCULTURAL COMMUNICATION PERSPECTIVES 146 5.2 LEARNER NEEDS PERSPECTIVES 156 5.3 THE ESL AND EFL PERSPECTIVES 161 5.4 THE DISCOURSE OF ORACY AND PARTICIPATION 167 5.5 INSTITUTIONAL PARADIGMS 180 5.5.1 The Impact of the Native-Speaker-Ideal Fallacy 182 5.5.2 Some Pragmatic Constraints in Employing Foreign Teachers