Becoming a teacher of Business English in China

a critical narrative

Bin Ai, Lifei Wang, Alexander Kostogriz

Research output: Contribution to journalArticleResearchpeer-review

Abstract

In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers’ experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.
Original languageEnglish
Pages (from-to)182-198
Number of pages17
JournalChinese Journal of Applied Linguistics
Volume42
Issue number2
DOIs
Publication statusPublished - Apr 2019

Keywords

  • teacher identity
  • critical narrative
  • Business English
  • professional development
  • autoethnography

Cite this

@article{d19ec2e8ac1848fbb372db4d3e492e0b,
title = "Becoming a teacher of Business English in China: a critical narrative",
abstract = "In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers’ experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.",
keywords = "teacher identity, critical narrative, Business English, professional development, autoethnography",
author = "Bin Ai and Lifei Wang and Alexander Kostogriz",
year = "2019",
month = "4",
doi = "10.1515/CJAL-2019-0011",
language = "English",
volume = "42",
pages = "182--198",
journal = "Chinese Journal of Applied Linguistics",
publisher = "de Gruuyter",
number = "2",

}

Becoming a teacher of Business English in China : a critical narrative. / Ai, Bin ; Wang, Lifei; Kostogriz, Alexander.

In: Chinese Journal of Applied Linguistics, Vol. 42, No. 2, 04.2019, p. 182-198.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Becoming a teacher of Business English in China

T2 - a critical narrative

AU - Ai, Bin

AU - Wang, Lifei

AU - Kostogriz, Alexander

PY - 2019/4

Y1 - 2019/4

N2 - In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers’ experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.

AB - In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers’ experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.

KW - teacher identity

KW - critical narrative

KW - Business English

KW - professional development

KW - autoethnography

U2 - 10.1515/CJAL-2019-0011

DO - 10.1515/CJAL-2019-0011

M3 - Article

VL - 42

SP - 182

EP - 198

JO - Chinese Journal of Applied Linguistics

JF - Chinese Journal of Applied Linguistics

IS - 2

ER -