Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560298
Title: Behind classroom codeswitching : culture, curriculum and identity in a Chinese university English department
Author: Zhou, Xiaozhou
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2011
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Abstract:
This is an exploratory mixed methods case study which investigates a number of critical issues regarding the teaching and learning of an English Language and Literature Department (henceforth the ELLD) in a Chinese university, including curriculum development, content-based instruction, and teachers’ cultural, professional and disciplinary identities etc. It originally aimed to examine three university teachers’ codeswitching behaviours. Classroom observation, interview and stimulated recall were employed to collect data for the Phase I of the study. However, analysis of codeswitching categories identified a predominance of extended expositions of Western and Chinese literature, culture and philosophy etc., which prompted the follow-up interviews (Phase II) further exploring the relevant issues concerning the disciplinary construction of ELLD in China. Findings from follow-up interviews suggested that teachers’ classroom practice was influenced by their cultural, professional and disciplinary identities. It also became clear that in the ELLD context, approaching literature, culture and philosophy from both the Chinese and Western perspectives reflected a cross-cultural view of the content-based teaching for the teachers. Moreover it highlighted the current lack of courses on liberal arts and excessive emphasis on English language skills in the national curriculum for the English majors. This study reveals a fundamental problem of the development of the ELLD in Chinese universities. It is suggested that awareness should be raised of target language use in both skills-based and content-based courses in the EFL context in China. In addition, it recommends further research to explore ways in which the national curriculum might be reformed to reflect the humanities characteristics of ELLD and universities should be given more space and freedom to address their specific requirements within the national curriculum.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.560298  DOI: Not available
Keywords: LB2300 Higher Education ; PE English ; PR English literature
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