Abstract
Business English as a lingua franca (BELF) has aroused increasing research interest in the fields of English for Specific Purposes (ESP) and business communication. In China, Business English as an undergraduate program was approved by the Ministry of Education in 2006 and Business English Studies as a discipline and postgraduate program was initiated in 2008. Under this context, the general English (GE) teachers are facing great challenges of identity change and career development bottlenecks in their transition to the Business English (BE) teachers. This paper discusses the professional qualities required of the BE teachers. Based on the status quo of BE teacher development at Chinese universities, it identifies the key challenges of identity transition and career development bottlenecks of BE teachers. The underlying reasons for transition difficulties and bottlenecks are explored and suggestions are put forth from the post-structural and socio-cultural perspectives.
Highlights
English as a lingua franca (ELF) is widely used in international business as a common language by business people with different language and cultural background
In China, since Business English as an undergraduate program was approved by the Ministry of Education in 2006 and Business English Studies as a discipline and postgraduate program was initiated in 2008, researches have emerged on the qualities and competence required of the BE teachers, identity change of general English (GE) teachers to BE teachers, and the career development of BE teachers
This paper aims to elucidate the professional qualities and competence required of BE teachers and to explore the key challenges and bottlenecks in BE teachers’ identity transition
Summary
English as a lingua franca (ELF) is widely used in international business as a common language by business people with different language and cultural background. In China, since Business English as an undergraduate program was approved by the Ministry of Education in 2006 and Business English Studies as a discipline and postgraduate program was initiated in 2008, researches have emerged on the qualities and competence required of the BE teachers, identity change of GE teachers to BE teachers, and the career development of BE teachers. Inadequate business subject knowledge and business practical experience as well as policy support at the governmental or university level has imposed great challenges on those green-hand BE teachers in the process of re-positioning themselves and reshaping their professional identity. This paper aims to elucidate the professional qualities and competence required of BE teachers and to explore the key challenges and bottlenecks in BE teachers’ identity transition. Based on the elaboration of underlying causes, some suggestions will be put forward to help smoothen the identity transition of green-hand or prospective BE teachers
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