Teachers’ Voices on the Integration of Content and Language in a Business English Programme in China: Through a Pluriliteracies Lens (76145)

Session Information: Education Development: Policy & Experiences
Session Chair: Alexandra Vasile

Saturday, 25 November 2023 10:50
Session: Session 1
Room: Room D (Live Stream)
Presentation Type: Live-Stream Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

The Business English (BE) programme is traditionally defined as a branch of English for Specific Purposes (ESP). By problematising ESP in such a scenario, this research takes a Content and Language Integrated Learning (CLIL) perspective to examine a common dilemma many BE programmes face – integration (Wang & Ge, 2016). It addresses three research questions: 1) BE teachers’ perceptions of integration of business content and English, 2) their self-reported practices of integration, and 3) their perceived challenges of integration. Using a qualitative case study, this study aimed to understand teachers’ voices on integrating content and language in BE teaching by interviewing ten teachers and conducting a reflective thematic analysis (Braun & Clarke, 2006). The study found that 1) teachers emphasise the importance of integration for its merits. However, they argue that many students lack an integrated mindset due to various reasons; 2) teachers’ pedagogic integrated teaching is designing integrated tasks, scaffolding learning, and assessing learners’ learning outcomes; 3) teachers’ perceived challenges are lacking competence, insufficient collaboration, and scarce resources. A key contribution of this study is that it bridges the gap – a contextualised CLIL in China, especially in BE programmes. This research also highlights the need for school-based teachers’ professional development (PD) informed by the increasingly momentous pluriliteracies approach to enhance integration.

Zixiang Yu, The University of Edinburgh, United Kingdom

About the Presenter(s)
Mr Zixiang Yu is a University Postgraduate Student at The University of Edinburgh in United Kingdom

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00