Linguistic and cultural impacts on English medium instruction : Chinese teacher-researchers' cases

Abstract

This research investigates linguistic and cultural impacts on English medium instruction (EMI) of a group of Chinese teacher""researchers who teach Mandarin in Australian public schools. Due to fast growing internationalisation, EMI has gained unprecedented prevalence across subjects and significant numbers of non-English background countries adopt it to face global market. After a literature review on EMI study through linguistic, pedagogical and cultural lenses, different factors that impede teacher development are found. Linguistically, lack of English proficiency hinders EMI teachers' overall progress from the language base. Pedagogically, insufficient understanding of teaching strategies results in unfavourable outcomes and training shortage obstructs consistent improvement. Culturally, EMI teachers struggle with finding their identity and power in foreign environment. There is scarce study on linguistic and cultural background influence of EMI teachers on their teaching practice and development. Therefore, this research seeks to contribute in this aspect. To obtain in-depth data for exploration of linguistic and cultural background impacts on Chinese Mandarin teachers' EMI in Australian classes, case study was applied. Through classroom observation and semi-structured interview, three cases with nine participants and three research sites were involved. Data were coded and categorised after transcription and further reduced based on relevance and manageability. Four main themes emerged from data analysis, which fell into places of four respective evidentiary chapters. The theoretical framework for this research was constructed through a combination and synthesis of theories and concepts from resources of both Western and Chinese origin. It covers Western concepts of culture (e.g., cultural universality, cultural commonality, and cultural difference), concepts of intercultural capabilities (e.g., cultural sensitivity, cultural adaptability, and cultural tolerance), Chinese concepts (e.g., bÇŽihuÄqífà ng, bÇŽijiÄzhÄ"ngmíng and héshíshÄ"ngwù, tóngzébújì), incarnations of culture (e.g., cultural subjects, their identity, and language) as well as biological concepts (e.g., symbiosis and mutualism). This framework was named the theoretical framework of wénhuà gòngshÄ"ng, which was used for data analysis and yet tested by the data. Significant findings are revealed from data analysis. First, the teacher""researchers' native language influences their EMI. Language patterns and grammatical forms of Chinese root are uncovered in interactions with students. Second, the teacher""researchers'cultural background exerts influence on their EMI. Embodiment of cultural patterns permeates the process of instruction and demonstrates extensive impact. Third, identity dilemma caused by a range of reasons such as environmental unfamiliarity leads to uncertainty to both teaching and their self-cognition. Fourth, coming from a culture where teacher "authority" is assumed, these teacher""researchers struggle in Australian classes claiming power. In many cases, they find themselves caught on the horns of a dilemma between being authoritativeanddemocratic. Based on the findings of this research, it is salubrious to be cross-cultural teachers with competence of wénhuà gòngshÄ"ng that explore and utilise both background and targeted linguistic and cultural elements instead of avoiding them. Comprehensive awareness of relationship amongst culture, language, identity and power is conducive to appropriate selfappreciation and connection recognition. For these teacher""researchers, their background resources could be strategically accommodated and applied to facilitate their Australian classroom. Through wénhuà gòngshÄ"ng valuable ingredients from both Chinese and Australian culture is suggested to be integrated to generate inclusive associations.

Date of Award	2019
Original language	English