Abstract
China’s College English Teaching Guide (<i>Daxue Yingyu Jiaoxue Zhinan</i>) 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.
Highlights
College English is a compulsory course for non-English majors in China, which plays a major role in Chinese higher education
The implementation of College English Teaching Guide plays an important role in guiding college English teaching in China at present and in the future
It encourages different college English teaching methods in different schools, departments or disciplines and focus on the choice of language skills and highlight its characteristics in order to meet the different needs of colleges, departments and students
Summary
College English is a compulsory course for non-English majors in China, which plays a major role in Chinese higher education. The implementation of College English Teaching Guide plays an important role in guiding college English teaching in China at present and in the future It encourages different college English teaching methods in different schools, departments or disciplines and focus on the choice of language skills and highlight its characteristics in order to meet the different needs of colleges, departments and students. China’s Outline of the National Medium-and Long-term Education Reform and Development Plan (2010-2020) points out that “schools should be encouraged to develop their own characteristics, level, famous teachers and talents”. It is a new task for college English teaching in China to cultivate high-quality talents with both proficiency in English and cultural literacy. This paper zooms into how EFL teachers in China make intentional efforts to get better prepared for the change of contents and International Journal of Secondary Education 2020; 8(3): 87-95 forms of their classroom discourse, and how they perceive and understand the curriculum requirements in the new era
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