Exploring Teacher’s Adaptation to Language Policy in China Based on Their Changing Classroom Discourse: Rational, Issues and Methods
International Journal of Secondary Education
Volume 8, Issue 3, September 2020, Pages: 87-95
Received: Nov. 4, 2019; Accepted: Nov. 26, 2019; Published: Jul. 17, 2020
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Yang Yao, Faculty of Foreign Languages, Southwest Forestry University, Kunming, China
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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.
Teacher’s Classroom Discourse, Teacher’s Adaptation, EFL Teacher Development, China’s College English Teaching Guide
To cite this article
Yang Yao, Exploring Teacher’s Adaptation to Language Policy in China Based on Their Changing Classroom Discourse: Rational, Issues and Methods, International Journal of Secondary Education. Vol. 8, No. 3, 2020, pp. 87-95. doi: 10.11648/j.ijsedu.20200803.12
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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