Read e-book online A Critical Ethnography of 'Westerners' Teaching English in PDF
By Phiona Stanley
Tens of hundreds of thousands of Western 'teachers', lots of whom wouldn't be thought of lecturers somewhere else, are hired to educate English in private and non-private schooling in China. Little has formerly been recognized, other than anecdotally, approximately their reviews, concerning the impact they've got on schooling within the context, or on students' perceptions of 'the West' that end result from this touch.
This booklet is an ethnographic examine of Westerners' lived reviews educating English in Shanghai, China. it really is according to 3 years of groundbreaking learn into the pre-service education, lecture room practices, own identities and explanations, and native socially developed roles of a gaggle of 'backpacker teachers' from the united kingdom, the united states and Canada. it's a research that is going past the study room, addressing broader questions on the sociology, and politics, of transnational schooling and China's evolving dating with the surface global.
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Extra resources for A Critical Ethnography of 'Westerners' Teaching English in China: Shanghaied in Shanghai
G. g. backpackers irritating turtles in the name of reef protection in Central America). English teachers qualified by university degrees, short ELT courses, and native English language skills fall between these extremes. The motivations of ‘seeing the world’ and ‘saving the world’ are similar in that they take as their basic premise the assumption of the right, for Westerners, to spend extended periods of time in developing countries for their own reasons, whether framing this as enjoying themselves on holiday or as philanthropically ‘helping’.
While individuals’ cultures are not deterministically linked to their country of origin, Chinese students and Western teachers are acculturated by different assumptive models, and these are discussed further in Chapters 3 and 6. For now, though, I have reviewed the debates on cultures of learning and localized approaches to ELT. These allow for a more nuanced understanding of the teachers’ experiences in this study. In particular, the notion of context-appropriate ELT methodologies has been reviewed as this appears to be an area in which the teachers, trained on one-sizefits-all short courses in English language teaching, may struggle to adapt their practice to ‘fit’ the context.
The second is skills in interacting appropriately and effectively with people from different cultures (the behavioural domain). The third component is knowledge about cultures, cultural differences, and possible cultural misreadings (the cognitive domain) (Bodycott and Walker 2000; Brick 2004; Byram 2006; Dogancay-Aktuna 2005; Ehrenreich 2007; Gudykunst 2003; Kurtyka 2007; Lin 2006; Murphy-Lejeune 2007; Signorini et al. 2009; Song and Fu 2004; Sparrow 2008; Ting-Toomey 1999; Ward et al. 2001; Wiseman 2003).
A Critical Ethnography of 'Westerners' Teaching English in China: Shanghaied in Shanghai by Phiona Stanley