The Language Ideology in Chinese English Lesson Planning and Implications for Future EFL Intercultural Teaching Approaches: A Mixed Method Study in Shanghai
- DOI
- 10.2991/assehr.k.220704.259How to use a DOI?
- Keywords
- The language ideology; the intercultural competence; mixed methods; teaching documents
- Abstract
With the continuous development of internationalization, China has been emphasizing the integration of intercultural competence into foreign language classes, but there is currently a lack of clear guidance on how to teach intercultural competence in high school English courses. This research focuses on the language ideology reflected in the design and characteristics of teaching plans, as well as the intercultural teaching methods used by teachers to meet the demands of intercultural English teaching. In this study, a mixed-method was used to collect and generate qualitative and quantitative data through online face-to-face interviews and teaching-related literature analysis. Through the analysis of teaching documents and interviews, the two researchers found that most Shanghai high school teachers no longer follow the mainstream standards of the United States and Britain but pay more attention to improving students’ Chinese ethnic identity and confidence. This paper classified the teaching methods and teaching styles of selected teachers and expounded the characteristics and universality of the intercultural teaching methods adopted by them.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article distributed under the CC BY-NC 4.0 license.
Cite this article
TY - CONF AU - Na Xiao PY - 2022 DA - 2022/07/11 TI - The Language Ideology in Chinese English Lesson Planning and Implications for Future EFL Intercultural Teaching Approaches: A Mixed Method Study in Shanghai BT - Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022) PB - Atlantis Press SP - 1415 EP - 1420 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220704.259 DO - 10.2991/assehr.k.220704.259 ID - Xiao2022 ER -