Disagreement is face-threatening but necessary for teachers to correct errors and prompt learning. However, little research has examined how teachers employ disagreement as feedback, especially from a multimodal perspective. This study investigated the differences in linguistic markers (LMs) and accompanying nonverbal behaviours (NVBs) associated…

Foreign or second-language (L2) pre-service teachers (PSTs) are simultaneously learners and teachers of the target language, adding to the complexity of teacher education. How these two identities are intertwined with their pedagogical beliefs and dominant ideologies has not been fully investigated, especially with PSTs in longitudinal studies. To…

Despite the large numbers of Chinese students in Western TESOL and English language teacher (ELT) programs, very little research has been conducted on these students and we know little about their practicum teaching. This qualitative research study addresses this knowledge gap by investigating the student teaching and post-lesson reflections of…

Foreign language textbooks not only aid language learners in developing their linguistic skills and knowledge but also reshape their cultural identities. Drawing on theories of critical curriculum studies, this paper examines cultural representation in two sets of US-produced Chinese as a foreign language (CFL) textbooks for American college…

Drawing on ethnographic fieldwork conducted between 2011 and 2018, this article examines how Uyghurs, a Turkic-speaking ethnic minority in China, found ways to excel in English language learning despite efforts by the national education system to focus their training in Chinese, the language of the colonizer. It argues that the alienation that…

This book engages Canadian and Chinese language educators, graduate students, pre-service teachers, school principals and teachers in an enhanced reciprocal learning process by collaboratively reflecting on and writing up the school-based language curriculum projects and school-based language teachers' professional development activities in…

EFL teaching plays a special and important role in development of a country shouldering the responsibility of development of intercultural competence. EFL teaching in China to some extent cannot fully realize the teaching aims due to its narrowed focus on linguistic objectives more than cultivation of interculturality. Integration of intercultural…

This study focuses on exploring the difficulties that native-English-speaking teachers (NESTs) and non-native-English-speaking teachers (NNESTs) encounter in their collaborative teaching in a Chinese context. Using an open-ended questionnaire and semi-structured interview, the researchers discovered that the difficulties in team teaching were…

Tensions between vision and reality in the teaching practicum is a significant issue in research and practice globally, but scanty attention has been awarded to research into areas of tension in teaching practice itself. This paper reports on a study that examines a cohort of Chinese English as a Foreign Language (EFL) student teachers'…

Western teachers working in China often experience cultural conflicts arising from, for instance, the ways that Chinese students perceive face and express criticism. To better understand these face-concerned conflicts, this paper explores the role and significance of email for a group of Chinese students to communicate pedagogical criticism with…

This paper presents an on-going study of the enactment of The International Promotion of Chinese Policy (Chinese characters omitted). It explores how Chinese teaching and learning take place in a Chinese university under the Study in China Programme which allows international students, after a period of intensive Chinese language learning, to…

From an investigation about the factors influencing the trilingual education in Chinese ethnic minority regions, the author find out that the minority students are incompetent in English learning. Inappropriate teaching strategies, learning materials as well as language policy hinder the development of teaching and learning progress in those…

Although studies have been done in China's large cities on education policy issues, research is lacking on China's smaller towns, which are more indicative of the situations throughout China. This article presents lessons learned from studying Chinese English teachers at four different schools that were adopting new English textbooks, in…

While increasing attention is being paid to the ideological debate on Confucian-influenced cultural values communicated in Chinese language textbooks, EFL textbooks remain under-examined since the TEFL/TESOL is typically assumed to be "technical" and "neutral". Drawing on critical theoretical perspectives on curriculum,…

Research has shown that the underlying teaching beliefs or theories of any particular teacher have generally been considered relatively stable and static throughout his or her career. However, this study investigates how one teacher's beliefs regarding both teaching and learning were changed during a short-term study and immersion program abroad.…