Reviewed by Martha Michieka, East Tennessee State University
China’s growing interaction with the rest of the world during the twenty-first century has led to an increasing demand for the use of the English language. In response to the increased demands, the government has implemented several new policies regulating the curriculum. This book, consisting of eight chapters, examines the effects of the newly implemented curriculum. In Ch.1, Xin-min Zheng and Chris Davison set the background by giving the historical context review of English language teaching (ELT) in China.
Ch. 2, ‘ELT as methodology’, defines ELT methodology and shows the incredible transformation ELT methods have undergone in the last century. These ELT methods have several implications on the pedagogy of Chinese secondary school teachers of English, as is discussed in the chapters that follow. In Ch. 3, ‘Pedagogy in ELT’, the authors challenge the assumption that pedagogy and methodology can be used interchangeably. They argue that pedagogy is an internal process focusing on the teacher while methodology is an external process that encompasses the system or range of methods used in teaching.
Chs. 4–6 explore how three teachers representing three generations of ELT in China negotiate the changing times in their language classrooms. Ch. 4, ‘Mr. Yang’s pedagogy’, shows the decisions Mr. Yang, a fifty-five year old teacher with over thirty years of teaching experience, makes in his language classroom. According to Mr. Yang, grammar and vocabulary should be the priorities in teaching and learning. In Ch. 5, Miss Wu, a recent college graduate, is portrayed as one who believes that language should be used for communication. She prioritizes listening and speaking in her instruction. However, she has to negotiate between the need for spoken English and the rote memorizing for examination purposes. Ch. 6 examines the teaching pedagogy of Ms. Ma, a thirty-five year old teacher with twelve years of teaching experience. Ms. Ma believes that grammar, reading, and translation should be given the highest priority.
Ch. 7, ‘The interplay of complex forces’ examines three factors that create conflicts for English language teachers and how the teachers try to cope. These factors include external forces (e.g. the curriculum and standardized examinations), internal forces (e.g. teacher training and personal experiences), and situated forces (e.g. the collegial network and the school culture). The final chapter, ‘Conclusions and implications’, revisits these three factors and offer suggestions for improving pedagogy and practice in the schools. The authors close by proposing directions for future research.
This insightful and very readable book covers core concerns of English language teaching in China. The issues raised here, however, are not just limited to China but can be applied to any foreign language teaching context. Language teachers interested in curriculum development and implementation will find this book to be an invaluable resource.