Pedagogical practices in Chinese EFL classrooms

Research output: Journal article publicationJournal articleAcademic researchpeer-review

5 Citations (Scopus)

Abstract

In the last quarter century, English has been accorded increasing attention in China. It has been widely recognized that raising the national level of English proficiency is an important link in China’s modernization program. Consequently, efforts to improve the quality of English language teaching (ELT), especially at the secondary level, have been stepped up, leading to revamped curriculums, updated syllabuses, new textbooks, and a reformed examination system. Underlying all these changes has been the intention to transform pedagogical practices by promoting Communicative Language Teaching (CLT). The intensive promotion of CLT notwithstanding, pedagogical practices in many classrooms have not changed drastically. This paper examines major pedagogical approaches to teaching English as a foreign language (EFL) that are currently followed in China. It focuses on the features of each approach as it is practiced in Chinese EFL classrooms, its integration or potential conflict with the dominant Chinese culture of learning, and the extent to which it is implemented. This is followed by a discussion of several contextual influences on pedagogical practices. The paper concludes by arguing for the adoption of an “ideological” stance in relation to pedagogical innovations, especially those of foreign origins.
Original languageEnglish
Pages (from-to)42-59
Number of pages18
JournalAsian Englishes
Volume7
Issue number1
DOIs
Publication statusPublished - 1 Jan 2004
Externally publishedYes

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics

Cite this