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|a LB1-3640
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|a Li, Yulong.
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|a Educational Change Amongst English Language College Teachers in China :
|b Transitioning from Teaching for General to Academic Purposes.
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|a 1st ed.
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|a Singapore :
|b Springer Singapore Pte. Limited,
|c 2020.
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|c ©2020.
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|a 1 online resource (157 pages)
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|a text
|b txt
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|a online resource
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|a Intro -- Contents -- Abbreviations -- 1 Introduction -- 1.1 An EAP Reform Coming to China -- References -- 2 EAP and EAP Teachers -- 2.1 The Concept of EAP -- 2.2 Redefinition of EAP as Multiple Literacies -- 2.2.1 Under Traditionalism: Language as a System and EAP as Academic Literacy -- 2.2.2 Under Progressivism: Language as Discourse and EAP as Disciplinary Cultural Literacy -- 2.2.3 Under Criticalism: Language as Ideology and EAP as Critical Literacy -- 2.2.4 Under Digitalism: New Meanings of Language and EAP as Digital Literacy -- 2.3 EAP Teacher Development -- 2.4 Research Rationales and Research Questions -- References -- 3 Research Methodology -- 3.1 Introduction -- 3.2 Philosophical Paradigms: Interpretivisim -- 3.3 Methodology -- 3.3.1 Ethnography -- 3.3.2 Phenomenology -- 3.3.3 Phenomenological Ethnography -- 3.4 Fieldwork Methods -- 3.4.1 Participant and Non-participant Observations -- 3.4.2 Ethnographic and Phenomenological Interviews -- 3.4.3 Researcher as Tool: Etic and Emic -- 3.4.4 Documentary Analysis -- 3.5 Positionality and Reflexivity -- 3.6 Plan for Data Analysis and Organisation -- 3.6.1 Thick Description: The First Layer of Data -- 3.6.2 Multiple Case Studies: The Second Layer of Data -- 3.7 Trustworthiness -- 3.8 Generalisability -- 3.9 Ethical Concerns -- 3.10 Summary -- References -- 4 Findings -- 4.1 Introduction -- 4.2 Thick Description -- 4.2.1 Field Context -- 4.2.2 Positionality of the Author as a Researcher Entering the Field: Summary of Field Notes -- 4.3 Case Study 1: Fielding -- 4.3.1 Life History of Fielding -- 4.3.2 Getting to Know Fielding -- 4.4 Case Study 2: Lisa -- 4.4.1 Life History of Lisa -- 4.4.2 From Knowing to Participation -- 4.4.3 EAP Is a Logic and "Disguised" Language for Doing Research -- 4.4.4 Lisa's Perspective on the Distinction Between EAP and EGP and the Shanghai EAP Reform.
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|a 4.4.5 Giving Prescriptive Discursive Samples -- 4.4.6 Inserted Humanity into EAP Teaching -- 4.4.7 Empowering Students and Helping Them Make Their Voices Heard -- 4.4.8 Locating Problems in EAP Reform and Teaching -- 4.5 Case Study 3: Bluewitch -- 4.5.1 Life History of Bluewitch -- 4.5.2 My Interaction with Bluewitch -- 4.5.3 The Uniqueness of Bluewitch's EAP Theory -- 4.5.4 What Does Bluewitch Think About the EAP Reform and the EAP Courses Offered at Other Similar Universities? -- 4.5.5 The Features of Bluewitch's EAP Course -- 4.6 Case Study 4: Rui -- 4.6.1 Life History of Rui -- 4.6.2 My Two Years of Contact with Rui -- 4.6.3 Rui's Understanding of EAP -- 4.6.4 The Difference Between EGP and EAP -- 4.6.5 Rui's Opinion on Shanghai EAP Reform -- 4.6.6 Using the Classics to Enlighten Students' Thinking -- 4.6.7 Using Emotion to Teach -- 4.6.8 The Influence of Rui's Background on Her EAP Teaching -- 4.7 Summary -- References -- 5 Discussion -- 5.1 Introduction -- 5.2 How Do the Teachers in a Pedagogical Transition from EGP Formulate Their Epistemology of EAP? -- 5.2.1 Knowledge of EAP Is from the Teachers' Eclectic Theories and Experiences -- 5.2.2 The Overlap Between the Teachers' EAP Knowledge and Current Theories -- 5.2.3 Teachers' Perception of Difference Between EGP and EAP -- 5.3 How Does the Transition from Teaching EGP to EAP Influence the Teachers' Career as College English Teachers? -- 5.3.1 The Transition from EGP to EAP Fulfils the Teachers' Education Ideals -- 5.3.2 EGP-EAP Transition as Teachers' Self-growth -- 5.3.3 EAP Helped Teachers Boycott Career Crisis -- 5.3.4 EAP Stimulates Teachers to Become Researchers with Visions of Home and Abroad -- 5.4 How Do the Teachers Perceive the Challenges and Opportunities Posed by the Shanghai EAP Reform? -- 5.4.1 "Teachers Are not Ready" -- 5.4.2 Challenges Arising from Limited Resources.
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|a 5.4.3 Potential Gaps for Chinese Students to Study EAP -- 5.4.4 Problems with the Shanghai EAP Reform Policy from Teachers' Perspectives -- 5.5 Summary -- References -- 6 Implications and Conclusion -- 6.1 Introduction -- 6.2 Implications for EAP Theory Update -- 6.3 Implication for Improving EAP Teachers' Professionalism -- 6.4 Implications for Updates to the Shanghai EAP Language Policy -- 6.5 Implications for Preparing Students for Learning EAP -- 6.6 Implications for How to Optimise the EAP Pedagogy -- 6.7 Implications for Coordinating Resources -- 6.8 Conclusion -- 6.8.1 Recap and Significance of the Research -- 6.8.2 Limitations and Future Works -- References.
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|a Description based on publisher supplied metadata and other sources.
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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|i Print version:
|a Li, Yulong
|t Educational Change Amongst English Language College Teachers in China
|d Singapore : Springer Singapore Pte. Limited,c2020
|z 9789811530524
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| 797 |
2 |
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|a ProQuest (Firm)
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| 856 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6177230
|z Click to View
|
