Spanish language teachers’ pedagogical beliefs in Chinese universities

Xiuchuan Lu,Xiao Zou,Jian Tao

doi:10.5209/clac.71994

Abstract

Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types of pedagogical beliefs: “integrated capacity-building”, “ELE learning outcome-focused”, and “social interaction-focused”. The findings suggest that ELE teachers in China no longer subscribe to the traditional teaching methodology which places themselves at the class center, and have instead progressed along a continuum from teacher-centeredness to student-centeredness. With a novel focus on Spanish teachers’ beliefs in Chinese universities, this study provides insights into the teaching of languages other than English (LOTEs) in China, and helps to expand the methodological repertoire in the field of linguistic research.

Highlights

In the field of language teaching, the beliefs of language teachers have been shown to have a significant impact on their teaching practice, which may lead to different learning outcomes or learning efficiency among students (Li, 2012)
A dichotomy has been found in previous studies regarding the beliefs of language teachers, in terms of a
Based on the extreme statements shared by each group, the three factors were defined as “Integrated capacity-building” (Factor 1), “ELE learning outcome-focused” (Factor 2), and “Social interaction-focused” (Factor 3)

Summary

Introduction

In the field of language teaching, the beliefs of language teachers have been shown to have a significant impact on their teaching practice, which may lead to different learning outcomes or learning efficiency among students (Li, 2012). A dichotomy has been found in previous studies regarding the beliefs of language teachers, in terms of a CLAC 84: 41-53. CLAC 84 2020: 41-53 confrontation between teacher-centered and student-centered approaches (Postareff & Lindblom-Ylänne, 2008; Amiri & Saberi, 2017). Teachers upholding the former approach tend to lay emphasis on language learning outcomes, while those endorsing the latter approach tend to pay more attention to interacting with their students and to change their perceptions

Methods

Results

Discussion

Conclusion