Dominant pedagogical approaches and diverse teaching conditions: Integrating CLT in a Chinese university as a danwei community of practices
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Huhua Ouyang,
Huhua Ouyang is Professor of English in Guangdong University of Foreign Studies, Guangzhou, China. He has published in journals such asAnthropology & Education Quarterly and E'ducation et Socie'te's , and is the author ofRemaking of Faces and Community of Practices (2004, Peking University Press).
Abstract
With life stories of local and international teachers practicing Communicative Language Teaching (CLT) in a university in China, this article reveals how CLT ideological presumptions of individualism, egalitarianism and liberalism have been in a state of tension with the traditional methods and Chinese danwei characterized by collectivism, paternalism and conservatism. This tension explains the strong resistance against pedagogical agents of change in China. The article calls for a more sociological understanding of the seemingly linguistics-based and egalitarian communicative approaches to language teaching/learning.
About the author
Huhua Ouyang is Professor of English in Guangdong University of Foreign Studies, Guangzhou, China. He has published in journals such as Anthropology & Education Quarterly and E'ducation et Socie'te's, and is the author of Remaking of Faces and Community of Practices (2004, Peking University Press).
©[2012] by Walter de Gruyter Berlin Boston
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Articles in the same Issue
- Masthead
- On the roles of repetition in language teaching and learning
- Cognitivism, adaptive intelligence, and second language acquisition
- A neo-Hymesian trajectory in applied linguistics
- Migrant ethnic identities, mobile language resources: Identification practices of Sri Lankan Tamil youth
- Dominant pedagogical approaches and diverse teaching conditions: Integrating CLT in a Chinese university as a danwei community of practices
- The language of development and the development of language in contemporary Africa
- Language plurality of South Asia: A search for alternate models in knowledge construction
- Linguistic inequality and its effects on participation in scientific discourse and on global knowledge accumulation – With a closer look at the problems of the second-rank language communities
