ERIC Number: EJ1344274
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-8477
EISSN: EISSN-1747-759X
Experiences of and Preparedness for Intercultural Teacherhood in Higher Education: Non-Specialist English Teachers' Positioning, Agency and Sense of Legitimacy in China
Language and Intercultural Communication, v22 n1 p68-84 2022
This article focuses on a case study of English language teachers, who are asked to teach intercultural communication to mixed classes of local and international students in Chinese Higher Education, although they do not specialize in this complex field. They were interviewed to find out about their experiences and perceptions of this 'improvised' Intercultural Teacherhood. The study shows that their engagement with intercultural communication differs while the presence of international students has a major impact on all the teachers' identity and sense of legitimacy. The paper ends on recommendations for (research on) preparing teachers to teach IC.
Descriptors: Language Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Case Studies, Intercultural Communication, Foreign Students, Undergraduate Students, Professional Identity, Comparative Analysis, Teacher Attitudes, Student Characteristics, Teacher Characteristics, Finance Occupations, Economics Education, Institutional Characteristics, Universities
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A