Murray, Neil, Liddicoat, Anthony, Zhen, Gavin and Mosavian, Penny (2023) Constraints on innovation in English language teaching in hinterland regions of China. Language Teaching Research, 27 (5). pp. 1246-1267. doi:10.1177/1362168820979855 ISSN 1362-1688.
Preview |
PDF
WRAP-constraints-innovation-English-language-teaching-hinterland-regions-China-Liddicoat-2020.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons: Attribution-Noncommercial 4.0. Download (163kB) | Preview |
Abstract
Since the start of the twenty-first century, English has come to be seen by the Chinese government as a linchpin of its continued economic and political influence. Its resultant efforts to promote innovation in English language teaching align with the aspirations of a population, many of whom regard competency in English as a determiner of opportunity and success in their careers, and thus a vehicle through which to provide a good quality of life for themselves and their families. However, despite government-driven initiatives to improve English language education, change has been slow to materialize, especially outside of the main urban areas of Eastern China. Here, we report on a study that sought to explore the constraints governing attempts by teachers of English to innovate in universities located in some of the so-called ‘hinterland’ regions of Southwestern China. Key determinants that emerged, and which we discuss, included time pressure and competing priorities; scepticism towards new ideas; lack of investment in resources; the primacy of the textbook; students’ language proficiency; and opportunities for professional development. Together, these findings indicate the need for a change of culture if innovation is to be welcomed, both in principle and in practice, as a driver of positive change in the teaching of English in these universities. Teachers, their line managers, and university senior managers need to feel willing and able to engage freely in constructive and informed discourse, and in doing so consider recalibrating institutional priorities, thereby helping reconcile the pressures and tensions currently experienced by English language teachers and which impede progress.
| Item Type: | Journal Article |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics |
| Library of Congress Subject Headings (LCSH): | English language -- Study and teaching (Higher) -- China, English language -- Study and teaching (Higher) -- Chinese speakers |
| Journal or Publication Title: | Language Teaching Research |
| Publisher: | Sage Publications Ltd. |
| ISSN: | 1362-1688 |
| Official Date: | September 2023 |
| Dates: | Date Event September 2023 Published 24 December 2020 Available 19 November 2020 Accepted |
| Volume: | 27 |
| Number: | 5 |
| Page Range: | pp. 1246-1267 |
| DOI: | 10.1177/1362168820979855 |
| Status: | Peer Reviewed |
| Publication Status: | Published |
| Access rights to Published version: | Restricted or Subscription Access |
| Date of first compliant deposit: | 5 January 2021 |
| Date of first compliant Open Access: | 7 January 2021 |
| URI: | https://wrap.warwick.ac.uk/146772/ |
Request changes or add full text files to a record
Repository staff actions (login required)
 |
View Item |