Identity constructions of ESP teachers in a Chinese university

Tao, Jian; Gao, Xuesong

doi:10.1016/j.esp.2017.09.003

Cited by 65 publications

(74 citation statements)

References 33 publications

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“…Although the current educational database contains a significant number of research studies about teacher retention [1][2][3][4], there are few works in the field that focus on the retention of international school teachers, particularly in Fiji and the surrounding Pacific regions. It is worth noting that, besides financial, family, and career development factors, individuals also take their previous life experience and lived stories as considerations when choosing to teach internationally [5][6][7]. There is no one single factor that can guarantee the retention of in-service teachers, attract potential pre-service teachers, or cause post-service teachers to leave international schools.…”

Section: Introductionmentioning

confidence: 99%

Recruitment and Retention of International School Teachers in Remote Archipelagic Countries: The Fiji Experience

Santos¹,

Miguel²

2019

Education Sciences

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In current school environments, teacher recruitment, turnover, and retention present significant problems, particularly for rural and remote international schools in archipelagic countries. Employing the Social Cognitive Career Theory (SCCT), this study analyzed international school teachers with teaching experience at a Fijian international school about their career development, retention ideas, and the decision of teaching service. As there is not a large population of international school teachers in archipelagic countries due to the unique environment of the school and country, the researcher employed the Interpretative Phenomenological Analysis (IPA) to better understand six international school teachers who have taught and are teaching at one of the Fijian international schools. The study categorized two directions for leaving and staying at a remote location. Participants indicated that the managerial styles, negative leadership, and limited social networking were the most significant challenges while respectfulness and simple living style were the most significant advantages of their Fijian teaching experience. As this study mainly focused on the issues for rural, remote, and archipelagic countries, the result of this study serves as one of the first blueprints for organizational leaders in those regions to improve their management styles in order to recruit and retain their skillful professionals.

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Section: Introductionmentioning

confidence: 99%

Recruitment and Retention of International School Teachers in Remote Archipelagic Countries: The Fiji Experience

Santos¹,

Miguel²

2019

Education Sciences

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“…Forth, for business English teachers with no academic expertise in business education, teaching business-related topics for MPAcc candidates will be of challenge in terms selecting and utilizing teaching materials, arranging topics for classroom activities, discussing business and accounting related issues in specific disciplines, which resonated with previous ESP research findings (Wu & Badger, 2009;Tao & Gao, 2018).…”

Section: Discussionmentioning

confidence: 81%

“…Consequently, the researcher recommends that business English teachers should be expanded beyond language teachers within linguistic disciplines, inviting subject faculty with excellent English language abilities and native English-speaking teachers to deliver the courses based on their academic expertise in different modules, as was recommended by previous ESP/EAP instruction for Chinese master students (Cargill et al, 2012, Shi, 2018b. Meanwhile, in-service training for language teachers needs to be addressed either by teachers' individual initiatives or by collaborative schemes engaged by subject faculty, professional experts and language teachers (Tao and Gao, 2018;Shi, 2018b).…”

Section: Discussionmentioning

confidence: 99%

Evaluating an English Course for Master Students in China: A Case of Business English for Accounting Program

Shi¹

2020

IJELT

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This study aims to evaluate a business English course for students registered in Master of Professional Accounting or Accountancy (hereafter MPAcc) based on needs analysis of the degree candidates. An online questionnaire, semi-structured interview and classroom observation were used to gain data on the candidates' perception and motivation of learning Business English, learning needs concerning language skills, course contents and course delivery. The results show that the candidates placed importance on learning the language for practical use in business-related domain in general, and for accounting business in particular, and the current in-house business English syllabus has better satisfied the learners need by adopting up-to-date business literature, engaging the learners in discussion. The findings also reveal some issues in designing and teaching courses of English for Specific Purposes (hereafter ESP), including inadequate involvement of accounting specific knowledge in the course contents, lower-than-expected learning outcomes caused by super-large class sizes and limited course availability. Finally, recommendations are given based on the findings as to revise course syllabus and update course arrangement by taking account of the adult language learners' needs pertaining to MPAcc program.

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“…Since the concept of English for specific purposes (ESP) was put forward formally in mainland China, about 40 years have passed when it has undergone processes of the theoretical exploration and implementation [12]. It has enjoyed a rapid development under the curriculum reform of English language education in Chinese universities [24,28]. "The public expectation that college graduates should be able to use English to engage in a wide range of international communication activities and different disciplinary areas."…”

Section: Literature Reviewmentioning

confidence: 99%

“…The most important thing is to find a proper and efficient way to fill the gap between EGP and ESP in the tertiary level. To find out a "bridge" by consideration of the applicable curriculum, use textbooks, teaching methodology, assessment in College English Teaching [24,28]. In my discussion part, there will be a practice review of college English teaching reform in DMU under the situation of the shifting from EGP to ESP.…”

Section: Introductionmentioning

confidence: 99%

Literature Review on Shifting from EGP to ESP in College English Teaching in the Context of the 21st-Century China

2019

2019 2nd International Conference on Contemporary Education and Economic Development (CEED 2019)

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This study draws on a literature review on the issue of shifting EGP to ESP in College English Teaching in China. The literature review reveals that there is a difference in language researchers' attitude toward the discussion on the orientation of College English Teaching, and ESP instruction into the College English course. In the discussion part, use DMU's College English Education reforms, revising maritime students apply College Teaching textbooks, updating the outdated maritime curriculum and enhancing teaching resources to show that the strategies of language learning should combine the EGP and ESP together, to help the student achieve the competency-oriented goal.

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Identity constructions of ESP teachers in a Chinese university

Cited by 65 publications

References 33 publications

Recruitment and Retention of International School Teachers in Remote Archipelagic Countries: The Fiji Experience

Recruitment and Retention of International School Teachers in Remote Archipelagic Countries: The Fiji Experience

Evaluating an English Course for Master Students in China: A Case of Business English for Accounting Program

Literature Review on Shifting from EGP to ESP in College English Teaching in the Context of the 21st-Century China

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