Teaching English to Chinese Students
Voices from UK Higher Education
Summary
For contextualisation purposes and the encouragement of a meaningful understanding of contemporary Chinese students, the book includes an exploration of Chinese Education Reforms. The core argument sees a need for an increasing understanding of contemporary Chinese students in the UK HE academic community in relation to social, historical and cultural considerations, in order to enhance their Western education experience.
Excerpt
Table Of Contents
- Title Page
- Copyright Page
- Dedication
- Contents
- Tables
- Preface/Acknowledgements
- Abbreviations
- Chapter 1: Introduction
- 1.1 Aims of the Study
- 1.2 Professional Context
- Chapter 2: The Positioning of UK HE in the Globalised Arena
- 2.1 Globalisation and Neoliberalism
- 2.2 Human Capital Theory (HCT), the Knowledge Economy and the University
- 2.3 New Public Management (NPM)
- 2.4 The Purpose of Education
- Chapter 3: China’s Education Context
- 3.1 Background
- 3.2 Specific Tensions
- 3.2.1 Western Perceptions of Teacher-Student Relationship in China
- 3.2.2 Oral Communication
- 3.2.3 Critical Thinking
- 3.2.4 Writing
- 3.2.5 Memorisation
- 3.2.6 Motivation
- 3.3 The Chinese Learner
- 3.4 The Confucian-Heritage Culture (CHC) Connection
- 3.5 Cultures of Learning
- 3.6 Small Cultures
- 3.7 Social and Other Justifications
- 3.8 Periods of Chinese Education Reform
- 3.8.1 Transformation One: Interactions between the East and the West
- 3.8.2 Transformation Two: A Rejection of the Confucian Education Tradition of Interpretive Reading of Classics
- 3.8.3 Transformation Three: The Influence of the Soviet Unions’ Centralised System of Education
- 3.8.4 Transformation Four: Standardisation of Chinese Education
- Chapter 4: English for Academic Purposes (EAP)
- 4.1 EAP: Background, Purpose and Approaches
- 4.2 Tensions in the EAP Arena
- 4.3 The English for Academic Purposes (EAP) Module
- 4.3.1 Introduction to the Module
- 4.3.2 Academic Writing
- 4.3.3 Curriculum and Integration of Critical Thinking
- 4.3.4 The Development of Listening, Speaking and Reading Skills
- Chapter 5: Methodology
- 5.1 Narrative Inquiry
- 5.2 Participant Selection Process
- 5.3 Ethical Considerations
- 5.4 Method of Data Collection: The Narrative Interview
- 5.4.1 Narrative Interview Questions
- 5.5 The Transcription Process
- 5.6 Narrative Analysis
- 5.7 Thematic Analysis
- 5.7.1 Phase 1: Familiarising Yourself with the Dataset
- 5.7.2 Phase 2: Coding
- 5.7.3 Phase 3: Generating Initial Themes
- 5.7.4 Phase 4: Developing and Reviewing Themes
- 5.7.5 Phase 5: Refining, Defining and Naming Themes
- Chapter 6: Findings and Discussion
- 6.1 Theme: Motivations
- 6.2 Theme: Experiencing Education: China and the UK
- 6.2.1 Making Meaning of the English for Academic Purposes (EAP) Module
- 6.2.2 Challenges of Oral and Written Communication
- 6.2.3 Teacher-Student Relationship
- 6.3 Theme: Critical Thinking and Chinese Students
- 6.3.1 The EAP Module’s Approach to Critical Thinking
- 6.3.2 Returning to China with a Critical Mind
- 6.3.3 Tension with International Peers
- 6.4 Narrative Analysis Findings
- Chapter 7: Implications of the Findings and Research Opportunities and Recommendations, Reflections on Data Collection, Inquirer’s Journal, Limitations and Concluding Remarks
- 7.1 Implications of the Findings and Research Opportunities and Recommendations
- 7.1.1 Review and Potential Re-orientation of the EAP Module
- 7.1.1.1 Curriculum Development
- 7.1.1.2 A Re-thinking of Approaches to the Development of Oral and Written Communication
- 7.1.1.3 Critical Thinking
- 7.1.1.4 Teacher-Student Relationship
- 7.2 Reflections on Data Collection
- 7.3 Inquirer’s Journal
- 7.3.1 Initial Stages of Interviewing
- 7.3.2 Thoughts on the Transcription Process
- 7.3.3 Data Analysis
- 7.4 Limitations of the Study
- 7.5 Concluding Remarks
- Bibliography
- Appendix: Thematic Analysis Final Themes and Subthemes
Abbreviations
Ac Lits |
Academic Literacies |
BANA |
Britain, Australasia and North America |
BALEAP |
British Association of Lecturers in English for Academic Purposes |
CHC |
Confucian-Heritage Culture |
CPD |
Continuing Professional Development |
CEFR |
Common European Framework of References for Language |
CEAP |
Critical EAP |
CV |
Curriculum Vitae |
EdD |
Doctorate in Education |
EAP |
English for Academic Purposes |
EFL |
English as a Foreign Language |
EGAP |
English for General Academic Purposes |
ELT |
English Language Teaching |
EP |
Education Permanente |
ESL |
English as a Second Language |
ESP |
English for Specific Purposes |
ESAP |
English for Specific Academic Purposes |
HE |
Higher Education |
HEFCE |
Higher Education Funding Council for England |
HCT |
Human Capital Theory |
HRD |
Human Resource Development |
IELTS |
International English Language Testing System |
IC |
Intercultural Communication |
MOE |
Ministry of Education |
NPM |
New Public Management |
OECD |
Organisation for Economic Co-operation and Development |
PE |
Permanent Education |
PMP |
Pre-masters Programme |
RE |
Recurrent Education |
SELMOUS |
Special English Language Materials for Overseas University Students |
SFL |
Systemic Functional Linguistics |
TESOL |
Teaching English to Speakers of Other Languages |
TA |
Thematic Analysis |
UFP |
Undergraduate Foundation Programme |
UK |
Details
- Pages
- XVI, 196
- ISBN (PDF)
- 9781803748061
- ISBN (ePUB)
- 9781803748078
- ISBN (Softcover)
- 9781803748054
- DOI
- 10.3726/b22411
- Language
- English
- Publication date
- 2025 (May)
- Keywords
- English language English for Academic Purposes Internationalisation Chinese Students Chinese Education Reforms China Narrative Inquiry Thematic Analysis Stereotyping Orientalism New Public Management Knowledge Economy Educators Liberal Education
- Published
- Oxford, Berlin, Bruxelles, Chennai, Lausanne, New York, 2025. xvi, 196 pp., 1 fig. col., 6 tables.
- Product Safety
- Peter Lang Group AG