The impact of multilingual education policy on university language teachers’ professional development

Bibliographic Data

ID21180831
AuthorsHao Xu (0000-0002-6507-4436, Beijing Foreign Studies University), Shi Pu (0000-0002-7647-0231, Beijing Foreign Studies University)
Year2020
Volume84
Pages77-84
Publication date2020-10-07
Open AccessYes
TypeARTICLE
VenueCírculo de lingüística aplicada a la comunicación (JOURNAL)
Journal identifiersISSN: 1576-4737 • E-ISSN: 1576-4737
PublisherUniversidad Complutense de Madrid (UCM) (PUBLISHER)
DOI10.5209/clac.71997
OpenAlexW3111708758
LanguageEN
Citations received6
References cited6

This article reports on a case study that investigated language teachers’ perceptions of a newly launched multilingual programme in a Chinese university. Forty-one teachers from the university were interviewed. Data analysis reveals that the teachers perceived the new programme as an administration-dominated initiative that would impact on their teaching practice and research engagements. Particularly, they questioned the viability of its pedagogical innovation, and cast doubt on its implications in terms of what type of knowledge and research would be valued. They also viewed the new programme as a form of institutionalisation, resulting in the reallocation of resources within the university. These perceptions demonstrate how the innovative programme, imposed as a policy initiative, could influence the ecosystem of the whole university and affect its sustainable development

Institutionalisation · Pedagogy · Perception · Political science · Professional development · Sociology · Sustainable development · Global Education and Multiculturalism · Psychology · Second Language Learning and Teaching · Teacher Education and Leadership Studies

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