2022
Chen, Jizi
Investigating the Effects of English-only Learning in Chinese Education Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 58-72, 2022.
Abstract | Links | BibTeX | Tags: China, English-only Learning, Teaching
@article{nokey,
title = {Investigating the Effects of English-only Learning in Chinese Education},
author = {Jizi Chen},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2023/02/VF_GAF_edited_Jizi-Chen_Effects-of-Eng-only-learn-in-Chinese-Education-1.pdf},
year = {2022},
date = {2022-12-31},
urldate = {2022-12-31},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {58-72},
abstract = {Due to the rising need of higher education in China, nearly all schools have English
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included. },
keywords = {China, English-only Learning, Teaching},
pubstate = {published},
tppubtype = {article}
}
Due to the rising need of higher education in China, nearly all schools have English
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included.
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included.