Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18206
Title: 
Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China
Authors: 
Issue Date: 
2002
Citation: 
Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Education, 15(2), 93-105. http://dx.doi.org/10.1080/07908310208666636
Abstract: 
Since the late 1980s there has been a top-down movement to reform English language teaching (ELT) in the People’s Republic of China (PRC). An important component of this reform has been an effort to import communicative language teaching (CLT) in the Chinese context. CLT, however, has failed to make the expected impact on ELT in the PRC. This paper examine some of the most important potential constraints on the adoption of CLT in the Chinese classroom,namely, the Chinese culture of learning. It argues that CLT and the Chinese culture of learning are in conflict in several important respects, including philosophical assumptions about the nature of teaching and learning, perceptions of the respective roles and responsibilities of teachers and students, learning strategies encouraged, and qualities valued in teachers and students. In view of such fundamental differences, the paper contends that it is counterproductive to
take an 'autonomous' attitude, rather than an 'ideological' one, to pedagogical innovations developed in a different socio-cultural milieu. It concludes by arguing for the necessity of taking a cautiously eclectic approach and making well-informed pedagogical choices that are grounded in an understanding of socio-cultural influences.
URI: 
ISSN: 
0790-8318 (print)
1747-7573 (online)
Other Identifiers: 
10.1080/07908310208666636
Website: 
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