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Native and Non-Native English Speaking Teachers in China : Perceptions and Practices.

By: Huang, Zheng.
Material type: TextTextSeries: eBooks on Demand.Publisher: Singapore : Springer Singapore, 2017Copyright date: ©2018Description: 1 online resource (201 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9789811052842.Subject(s): English language--Study and teaching--ChinaGenre/Form: Electronic books.Additional physical formats: Print version:: Native and Non-Native English Speaking Teachers in China : Perceptions and PracticesDDC classification: 370 Online resources: Click here to view this ebook.
Contents:
Contents -- Summary -- List of Figure -- List of Tables -- 1 Introduction -- 1.1 Personal Interest in This Topic -- 1.2 Contextualizing the Study -- 1.2.1 Globalization and ELT in China -- 1.2.1.1 A Brief History of ELT in China -- 1.2.1.2 Globalization -- 1.2.1.3 Globalization and ELT in China -- 1.2.2 Culture of Learning and CETs' Classroom Practices -- 1.2.2.1 Culture of Learning -- 1.2.2.2 CETs' Classroom Practices -- 1.2.3 College English in China -- 1.2.4 Unique Features of College ELT in China -- 1.3 Research Focus -- References -- 2 Conceptualizing (Non-)Native Speaker Identity -- 2.1 Theorizing Identity -- 2.2 NS Versus NNS -- 2.2.1 (Non-)Native Speakerhood in the ENL/ESL/EFL Framework -- 2.2.2 (Non-)Native Speakerhood in the WE and EIL/ELF Framework -- 2.3 Language, Ideology and Power -- 2.4 Features of and Differences Between NESTs and NNESTs -- 2.4.1 Research Based on NNESTs' Self-perceptions -- 2.4.2 Research Based on Students' Perceptions -- 2.4.3 Summary of the Features of and Differences Between NESTs and NNESTs in the Existing Literature -- 2.5 NNESTs' Professional Identity -- 2.5.1 Existing Literature -- 2.5.2 A Poststructuralist View on NNESTs' Professional Identity -- 2.6 Summary -- References -- 3 Presenting the Study -- 3.1 Research Design and Settings -- 3.2 Interview-Survey-Interview Procedure to Elicit Students' Perceptions -- 3.2.1 Questionnaire Survey -- 3.2.2 Follow-up One-to-One Interviews -- 3.3 Methods Used to Elicit CETs' Self-perceptions -- 3.3.1 Settings and Participants -- 3.3.2 Diary Study -- 3.3.3 Focus Group Interviews -- 3.3.4 One-to-One Interviews -- 3.4 Classroom Observation -- 3.5 The Pilot Study -- 3.6 Analysis of the Data -- 3.6.1 Analysis of the Data Collected from Students -- 3.6.2 Analysis of the Data Collected from CETs -- 3.6.3 Analysis of the Data Collected from Classroom Observation.
3.7 Summary -- References -- 4 Voices of Chinese College Students -- 4.1 Features of NESTs and CETs According to Students' Perceptions -- 4.1.1 Features of NESTs -- 4.1.2 Features of CETs -- 4.2 Differences Between NESTs and CETs According to Students' Perceptions -- 4.3 Summary -- References -- 5 Voices of Chinese English Teachers -- 5.1 Features of NESTs and CETs According to CETs' Self-perceptions -- 5.1.1 Features of NESTs -- 5.1.2 Features of CETs -- 5.2 Differences Between NESTs and CETs According to CETs' Self-perceptions -- 5.3 Summary -- References -- 6 Chinese English Teachers' Professional Identity -- 6.1 NS/NNS Identity -- 6.2 CETs' Perceptions of Their Professional Identity -- 6.3 CETs' (Re)Construction of Their Professional Identity Within the Dominant Ideology and Disempowering Discourses of Native-Speakerism -- 6.4 Summary -- References -- 7 Possible Impacts of Globalization -- 7.1 A New Generation of Students Who Have Acquired Fairly High Proficiency in English -- 7.2 A Call for a High Proficiency in English at Both Micro and Macro Level -- 7.3 Ideological Changes at Both Micro and Macro Level -- References -- 8 Recommendations and Reflections -- 8.1 Cultivating a Critical View of the Dominant Ideology and Disempowering Discourses of Native-speakerism Among CETs -- 8.2 Arousing Awareness of WE and EIL/ELF -- 8.3 Taking a Liminal View on China English and Chinese English Speakers' NNS Identity -- 8.4 Functioning Positively in Glocalizing CLT -- 8.5 Promoting More Collaboration Between NESTs and CETs -- 8.6 Limitations -- References -- Appendix A: Benke and Medgyes's Questionnaire (2005, p. 211) -- Appendix B: Features of and Differences Between NESTs and CETs Identified from Students' Focus Group Interviews -- Appendix C: Pilot Student Questionnaire -- Appendix D: Student Questionnaire.
Appendix E: Sample Transcript and Key for Classroom Observation Transcripts -- Appendix F: Mean, Median, Mode and SD Scores for All Statements in NESTs' Questionnaire Set -- Appendix G: Mean, Median, Mode and SD Scores for All Statements in CETs' Questionnaire Set -- Glossary -- Index.
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Electronic Book UT Tyler Online
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L1-991 (Browse shelf) http://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=4898817 Available EBC4898817

Contents -- Summary -- List of Figure -- List of Tables -- 1 Introduction -- 1.1 Personal Interest in This Topic -- 1.2 Contextualizing the Study -- 1.2.1 Globalization and ELT in China -- 1.2.1.1 A Brief History of ELT in China -- 1.2.1.2 Globalization -- 1.2.1.3 Globalization and ELT in China -- 1.2.2 Culture of Learning and CETs' Classroom Practices -- 1.2.2.1 Culture of Learning -- 1.2.2.2 CETs' Classroom Practices -- 1.2.3 College English in China -- 1.2.4 Unique Features of College ELT in China -- 1.3 Research Focus -- References -- 2 Conceptualizing (Non-)Native Speaker Identity -- 2.1 Theorizing Identity -- 2.2 NS Versus NNS -- 2.2.1 (Non-)Native Speakerhood in the ENL/ESL/EFL Framework -- 2.2.2 (Non-)Native Speakerhood in the WE and EIL/ELF Framework -- 2.3 Language, Ideology and Power -- 2.4 Features of and Differences Between NESTs and NNESTs -- 2.4.1 Research Based on NNESTs' Self-perceptions -- 2.4.2 Research Based on Students' Perceptions -- 2.4.3 Summary of the Features of and Differences Between NESTs and NNESTs in the Existing Literature -- 2.5 NNESTs' Professional Identity -- 2.5.1 Existing Literature -- 2.5.2 A Poststructuralist View on NNESTs' Professional Identity -- 2.6 Summary -- References -- 3 Presenting the Study -- 3.1 Research Design and Settings -- 3.2 Interview-Survey-Interview Procedure to Elicit Students' Perceptions -- 3.2.1 Questionnaire Survey -- 3.2.2 Follow-up One-to-One Interviews -- 3.3 Methods Used to Elicit CETs' Self-perceptions -- 3.3.1 Settings and Participants -- 3.3.2 Diary Study -- 3.3.3 Focus Group Interviews -- 3.3.4 One-to-One Interviews -- 3.4 Classroom Observation -- 3.5 The Pilot Study -- 3.6 Analysis of the Data -- 3.6.1 Analysis of the Data Collected from Students -- 3.6.2 Analysis of the Data Collected from CETs -- 3.6.3 Analysis of the Data Collected from Classroom Observation.

3.7 Summary -- References -- 4 Voices of Chinese College Students -- 4.1 Features of NESTs and CETs According to Students' Perceptions -- 4.1.1 Features of NESTs -- 4.1.2 Features of CETs -- 4.2 Differences Between NESTs and CETs According to Students' Perceptions -- 4.3 Summary -- References -- 5 Voices of Chinese English Teachers -- 5.1 Features of NESTs and CETs According to CETs' Self-perceptions -- 5.1.1 Features of NESTs -- 5.1.2 Features of CETs -- 5.2 Differences Between NESTs and CETs According to CETs' Self-perceptions -- 5.3 Summary -- References -- 6 Chinese English Teachers' Professional Identity -- 6.1 NS/NNS Identity -- 6.2 CETs' Perceptions of Their Professional Identity -- 6.3 CETs' (Re)Construction of Their Professional Identity Within the Dominant Ideology and Disempowering Discourses of Native-Speakerism -- 6.4 Summary -- References -- 7 Possible Impacts of Globalization -- 7.1 A New Generation of Students Who Have Acquired Fairly High Proficiency in English -- 7.2 A Call for a High Proficiency in English at Both Micro and Macro Level -- 7.3 Ideological Changes at Both Micro and Macro Level -- References -- 8 Recommendations and Reflections -- 8.1 Cultivating a Critical View of the Dominant Ideology and Disempowering Discourses of Native-speakerism Among CETs -- 8.2 Arousing Awareness of WE and EIL/ELF -- 8.3 Taking a Liminal View on China English and Chinese English Speakers' NNS Identity -- 8.4 Functioning Positively in Glocalizing CLT -- 8.5 Promoting More Collaboration Between NESTs and CETs -- 8.6 Limitations -- References -- Appendix A: Benke and Medgyes's Questionnaire (2005, p. 211) -- Appendix B: Features of and Differences Between NESTs and CETs Identified from Students' Focus Group Interviews -- Appendix C: Pilot Student Questionnaire -- Appendix D: Student Questionnaire.

Appendix E: Sample Transcript and Key for Classroom Observation Transcripts -- Appendix F: Mean, Median, Mode and SD Scores for All Statements in NESTs' Questionnaire Set -- Appendix G: Mean, Median, Mode and SD Scores for All Statements in CETs' Questionnaire Set -- Glossary -- Index.

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