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Educational Change Amongst English Language College Teachers in China : Transitioning from Teaching for General to Academic Purposes.

Bibliographic Details
Main Author: Li, Yulong.
Format: eBook
Language:English
Published: Singapore : Springer Singapore Pte. Limited, 2020.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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.
  • 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.
  • 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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