By Phiona Stanley
Tens of hundreds of thousands of Western 'teachers', a lot 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 identified, other than anecdotally, approximately their reports, concerning the influence 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 studies educating English in Shanghai, China. it truly is in keeping with 3 years of groundbreaking learn into the pre-service education, school room practices, own identities and explanations, and native socially developed roles of a gaggle of 'backpacker teachers' from the united kingdom, america and Canada. it's a learn that is going past the school room, addressing broader questions about the sociology, and politics, of transnational schooling and China's evolving courting with the surface global.
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Additional info for A Critical Ethnography of 'Westerners' Teaching English in China: Shanghaied in Shanghai
In fact, successful Chinese learners of English have often acquired English through process-oriented use of English, albeit not in the classroom; ‘English corners’ are a home-grown participatory learning environment (Lixian Jin and Cortazzi 2006) and online communities of language learners also offer learners a chance to use English (Gao 2007). It appears, and there is an irony here, that some critical ELT scholars may themselves be culturally imperialistic, while doing Chinese learners a disservice, if they put their own agenda of methodological relativism and postcolonial hyper-awareness ahead of responding to demands for effective language teaching.
Not sure where to look for a job or haven’t even started looking yet? Looking for an exciting opportunity to work, travel and try new experiences? (Google Inc. 2009) Thus, for young Westerners, a ‘gap year’ teaching English in China may be less to do with English teaching or even China, and more connected with ‘seeing the world’ on an extended working holiday. This would help explain: [T]he behaviour of the majority of Westerners in Taiwan who are recent college graduates passing through Taipei for a year or two and are quite happily embracing the hedonistic identity that has been thrust upon them.
English teaching in China 25 ‘Foreign experts’ In the meantime, one way in which Chinese institutions have sought to overcome the difficulties in implementing CLT is to import native- and near-native-speaker teachers, or perhaps ‘teachers’. Phillipson (1992: 195) considers unqualified native speaker teachers ‘potentially a menace’, and an analogy with which to understand the problem might be that the teaching of English by untrained native speakers is like employing fish to teach SCUBA diving: fish are perfectly at ease in the water but have no idea how they are doing it, let alone how to teach it.
A Critical Ethnography of 'Westerners' Teaching English in China: Shanghaied in Shanghai by Phiona Stanley