Teaching English in Cross-Cultural Settings

This study inquired into the potential sources of the problems encountered by expatriate English language teachers in China. A case study was conducted in 1997 in nine Chinese tertiary institutions in a southwestern province in China. Expatriate English teachers, Chinese university students, teachers, and administrators participated in the survey. On investigation, it seemed that the conflicts arose from the significant perceptual differences between Chinese students and expatriate teachers in some fundamental conceptions about language learning and teaching. Cultural incompatibilities derived from differing cultural values and beliefs seemed to have led to mismatches between teachers intentions and learners interpretations, to disparities in pedagogical and role expectations, and to conflicts in teacher-student relationships. The solution to the conflicts should be sought through the development of cultural understanding. This approach embraces a positive attitude towards differences by creating a cultural synergy in which differing views are respected and accommodated, mutual trust and confidence built, common agendas shared, cultural borders crossed, and problems resolved.

Autorentext

Mingsheng Li, PhD: studied Intercultural Communication at La Trobe University, Australia. Senior Lecturer at Massey University, Wellington, New Zealand, teaching intercultural communication and business communication. Research interests include intercultural communication, migrant studies, international education, and second language acquisition.