China’s College English Teaching Guide (Daxue Yingyu Jiaoxue Zhinan) was implemented in the year of 2017 to promote EFL (English as foreign language) teaching at tertiary level. Against this, teachers are adapting to the new requirements and standards. EFL teachers’ adaptation to this specific language policy and their classroom discourse changes is important to their learning and development. Classroom discourse and education have deep connections and relationships, and classroom discourse studies are very important to teacher education and development. Exploring teacher’s classroom discourse can offer insights for a better understanding of teacher’s adaptation to current language policy and macro-environment. Classroom discourse studies can not only unveil students’ learning process, but also helps teachers to understand their own teaching practice. Classroom discourse of teachers creates a process where students internalize knowledge and negotiate meaning and also represents teacher knowledge, belief and experience in the classroom at the same time. This paper offered an approach for the exploration of teacher’s adaptation to language policy based on discourse studies in the examination of the its rationale, issues and methods, in the hope of complementing the understanding of foreign language policy, EFL teacher learning and development and classroom discourse studies, and cast light on English language teaching and learning, EFL teacher development, and language education policy-making at large.
| Published in | International Journal of Secondary Education (Volume 8, Issue 3) |
| DOI | 10.11648/j.ijsedu.20200803.12 |
| Page(s) | 87-95 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Teacher’s Classroom Discourse, Teacher’s Adaptation, EFL Teacher Development, China’s College English Teaching Guide
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APA Style
Yang Yao. (2020). Exploring Teacher’s Adaptation to Language Policy in China Based on Their Changing Classroom Discourse: Rational, Issues and Methods. International Journal of Secondary Education, 8(3), 87-95. https://doi.org/10.11648/j.ijsedu.20200803.12
ACS Style
Yang Yao. Exploring Teacher’s Adaptation to Language Policy in China Based on Their Changing Classroom Discourse: Rational, Issues and Methods. Int. J. Second. Educ. 2020, 8(3), 87-95. doi: 10.11648/j.ijsedu.20200803.12
AMA Style
Yang Yao. Exploring Teacher’s Adaptation to Language Policy in China Based on Their Changing Classroom Discourse: Rational, Issues and Methods. Int J Second Educ. 2020;8(3):87-95. doi: 10.11648/j.ijsedu.20200803.12
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Download@article{10.11648/j.ijsedu.20200803.12,
author = {Yang Yao},
title = {Exploring Teacher’s Adaptation to Language Policy in China Based on Their Changing Classroom Discourse: Rational, Issues and Methods},
journal = {International Journal of Secondary Education},
volume = {8},
number = {3},
pages = {87-95},
doi = {10.11648/j.ijsedu.20200803.12},
url = {https://doi.org/10.11648/j.ijsedu.20200803.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20200803.12},
abstract = {China’s College English Teaching Guide (Daxue Yingyu Jiaoxue Zhinan) was implemented in the year of 2017 to promote EFL (English as foreign language) teaching at tertiary level. Against this, teachers are adapting to the new requirements and standards. EFL teachers’ adaptation to this specific language policy and their classroom discourse changes is important to their learning and development. Classroom discourse and education have deep connections and relationships, and classroom discourse studies are very important to teacher education and development. Exploring teacher’s classroom discourse can offer insights for a better understanding of teacher’s adaptation to current language policy and macro-environment. Classroom discourse studies can not only unveil students’ learning process, but also helps teachers to understand their own teaching practice. Classroom discourse of teachers creates a process where students internalize knowledge and negotiate meaning and also represents teacher knowledge, belief and experience in the classroom at the same time. This paper offered an approach for the exploration of teacher’s adaptation to language policy based on discourse studies in the examination of the its rationale, issues and methods, in the hope of complementing the understanding of foreign language policy, EFL teacher learning and development and classroom discourse studies, and cast light on English language teaching and learning, EFL teacher development, and language education policy-making at large.},
year = {2020}
}
TY - JOUR T1 - Exploring Teacher’s Adaptation to Language Policy in China Based on Their Changing Classroom Discourse: Rational, Issues and Methods AU - Yang Yao Y1 - 2020/07/17 PY - 2020 N1 - https://doi.org/10.11648/j.ijsedu.20200803.12 DO - 10.11648/j.ijsedu.20200803.12 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 87 EP - 95 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20200803.12 AB - China’s College English Teaching Guide (Daxue Yingyu Jiaoxue Zhinan) was implemented in the year of 2017 to promote EFL (English as foreign language) teaching at tertiary level. Against this, teachers are adapting to the new requirements and standards. EFL teachers’ adaptation to this specific language policy and their classroom discourse changes is important to their learning and development. Classroom discourse and education have deep connections and relationships, and classroom discourse studies are very important to teacher education and development. Exploring teacher’s classroom discourse can offer insights for a better understanding of teacher’s adaptation to current language policy and macro-environment. Classroom discourse studies can not only unveil students’ learning process, but also helps teachers to understand their own teaching practice. Classroom discourse of teachers creates a process where students internalize knowledge and negotiate meaning and also represents teacher knowledge, belief and experience in the classroom at the same time. This paper offered an approach for the exploration of teacher’s adaptation to language policy based on discourse studies in the examination of the its rationale, issues and methods, in the hope of complementing the understanding of foreign language policy, EFL teacher learning and development and classroom discourse studies, and cast light on English language teaching and learning, EFL teacher development, and language education policy-making at large. VL - 8 IS - 3 ER -
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