Becoming a teacher of Business English in China: a critical narrative

Bin Ai, Lifei Wang, Alexander Kostogriz

    Research output: Contribution to journalArticleResearchpeer-review


    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
    Issue number2
    Publication statusPublished - 2019


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

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