Language, Immigration and Naturalization by Ariel Loring Vaidehi Ramanathan

Author:Ariel Loring, Vaidehi Ramanathan [Ariel Loring, Vaidehi Ramanathan]
Language: eng
Format: epub
ISBN: 9781783095179
Barnesnoble:
Goodreads: 27912006
Publisher: Channel View Publications
Published: 2016-04-20T00:00:00+00:00

Figure 5.1 CSU classroom with desks ‘unbolted’ (Personal photo, 2013)

By advocating student-centered approaches, communicative teaching methods and extracurricular activities often associated with the global West, CSU and the MOE were clearly aligning with ‘imagined communities’ (Anderson, 1983) and international teaching norms, and the sketch of the university and ELC program presented above provides the overall context of the key cultural tensions and native speaker ideologies that frame the reform teaching agenda, the positioning of foreign and local teachers and the citizenship practices of teachers and students at CSU.

‘Raise Your Hand. I Just Want You to Open Your Mouth’: Local Teacher Conceptions of CLT and Foreign Teachers

Moving from a discussion of national Chinese and local CSU policies and practices that delineate teaching methods and learning goals, in this section, I focus on interpretations of CLT and student-centered learning by local teachers as well as their views on the role of foreign teachers. To start, consider the following examples from a local teacher’s classroom. Sue came to CSU in 2002 and holds an MA-TESOL degree from a UK university. Sue had allowed me to participate in her classroom as an observer and participant during the spring 2007 semester, and we often discussed her teaching activities, the characteristics of Chinese learners and how she was changing her position in the classroom from one of ‘knowledge provider’ to one of ‘skills facilitator.’ As she readily accepted the national teaching reforms through a focus on ‘all around skills,’ she would often ask me, ‘Is my classroom communicative?’ or ‘Do my students speak enough?’ In one recorded interview, she discussed how she was changing the way students view teachers in China:

Su: So that in Chinese culture in student’s mind teachers should be resourceful, knowledgeable just like a living dictionary. If you are not sure of the meaning of the word, the teacher will be very embarrassed.

P: Do you think that is changing in China?

Su: For me, I think that I change. If the students ask me some questions, I will turn to the dictionary or turn to other foreign teachers and often share my frustration with the students. And, it seems that they respect me more than before. (Personal interview, April 4, 2007)

In addition, Sue felt that CSU students were ‘too passive’ and worried about being correct when they speak, and she worked to create activities where students would feel comfortable to make mistakes. An example of Sue’s desire to force her students to be more active came during the first weeks of her class in the spring of 2007. On the first day of class, Sue presented the following three PowerPoint slides:

Slide 1: ‘Why English is very important’

1. English has become an international language for communication around the world.

2. Over 1 billion people use English in the world today.

3. Many companies around the world require English for job positions.

4. Find a better job with good English.

Slides 2: What is a successful learner?

- Having their short and long-term goals.

- Grasping every opportunity to practice with native speaker or other people both in and outside of class.

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