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Transformative Learning: Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain

  • Óscar Fernández-Álvarez

    Óscar FERNÁNDEZ-ÁLVAREZ is a professor of anthropology and culture at León University, in Spain. His research efforts have been focused on anthropology and culture.

         , Qiuyang Li

    Qiuyang LI [corresponding author] is an associate professor at School of Foreign Languages of Tianjin Normal University. Her research efforts have been focused on contrastive linguistics and Chinese studies in Spain.

     EMAIL logo     and Chen Chen

    Chen CHEN is a professor at College of International Education and Exchange, Tianjin Normal University. His research efforts have been focused on international Chinese language education.
Published/Copyright: May 18, 2022
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Chinese Journal of Applied Linguistics
From the journal Chinese Journal of Applied Linguistics Volume 45 Issue 2

Abstract

In recent years there has been a proliferation of studies demonstrating the value of teaching abroad as much for its benefits for the training and professional development of these teachers, as for its impact and beneficial effects on students. This article uses transformative learning as a theoretical framework to interpret the achievements associated with the experience of teaching abroad, and to identify and analyze different motivational factors, adjustments, changes, challenges, and perspectives of Chinese teachers linked to a Confucius Institute in Spain, through a qualitative analysis of narratives elicited through in-depth interviews and focus groups. It highlights the role and potential of the transnational, intercultural experience of these teachers as authentic actors in the part played by the Confucius Institutes in language teaching and the promotion of Chinese culture, indicating many issues including language difficulties, professional adjustment, ideas about education, beliefs of teachers and the management of the program.

Keywords: Confucius Institute; intercultural adaptation; transformative learning; teacher training

About the authors

Óscar Fernández-Álvarez

Óscar FERNÁNDEZ-ÁLVAREZ is a professor of anthropology and culture at León University, in Spain. His research efforts have been focused on anthropology and culture.

Qiuyang Li

Qiuyang LI [corresponding author] is an associate professor at School of Foreign Languages of Tianjin Normal University. Her research efforts have been focused on contrastive linguistics and Chinese studies in Spain.

Chen Chen

Chen CHEN is a professor at College of International Education and Exchange, Tianjin Normal University. His research efforts have been focused on international Chinese language education.

Acknowledgments

This study is supported by the Key Research Project of International Chinese Education Research (Grant No. 20YH11B) and the Fund of 2021 International Chinese Education Research “Localization, Transformation and Upgrading of Chinese Education in Spain” (Grant No. 21YH04C). We would like to thank the reviewers for their comments and suggestions on earlier versions of this manuscript.

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Published Online: 2022-05-18
Published in Print: 2022-05-25

© 2022 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

Articles in the same Issue

  1. Frontmatter
  2. The Processing of Chinese as a Second Language Guest Editor: Huili WANG
  3. The Influence of Chinese Proficiency and Cultural Background on CFL Learners’ Comprehension of Chinese Logogriphs
  4. Motor Compatibility Effect on the Comprehension of Complex Manual Action Sentences in L2: An ERP Study
  5. Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words During Reading: Evidence From Eye Movements
  6. New Research Trends in TESOL Guest Editors: Rining (Tony) WEI & Xuesong (Andy) GAO
  7. New Research Trends in TESOL: An introduction
  8. Discourses of Chinese ELT Stakeholders on Native Speakerism
  9. The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability
  10. Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching
  11. Second Language Acquisition
  12. How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners
  13. Cross-Cultural Communications
  14. Transformative Learning: Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain
  15. Abstracts
  16. Chinese Abstracts
https://doi.org/10.1515/CJAL-2022-0209
Keywords for this article
Confucius Institute; intercultural adaptation; transformative learning; teacher training

Articles in the same Issue

  1. Frontmatter
  2. The Processing of Chinese as a Second Language Guest Editor: Huili WANG
  3. The Influence of Chinese Proficiency and Cultural Background on CFL Learners’ Comprehension of Chinese Logogriphs
  4. Motor Compatibility Effect on the Comprehension of Complex Manual Action Sentences in L2: An ERP Study
  5. Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words During Reading: Evidence From Eye Movements
  6. New Research Trends in TESOL Guest Editors: Rining (Tony) WEI & Xuesong (Andy) GAO
  7. New Research Trends in TESOL: An introduction
  8. Discourses of Chinese ELT Stakeholders on Native Speakerism
  9. The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability
  10. Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching
  11. Second Language Acquisition
  12. How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners
  13. Cross-Cultural Communications
  14. Transformative Learning: Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain
  15. Abstracts
  16. Chinese Abstracts
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