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College English Teachers' “Content-Based” Professional Development in China

Received: 22 July 2015     Accepted: 14 August 2015     Published: 29 August 2015
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Abstract

This paper mainly discusses the necessity of, and the way to college English teachers' content-based professional development in China, one of the main conclusions drawn from the case study of a provincial education department-funded project (see footnote). It draws on the pilot project on college English teaching reform which, with action research employed, aims to figure out the problems exposed to college English teaching and looks to put forward effective ways of college English teachers’ professional development fitted into Chinese educational and economic globalization.

Published in Communications (Volume 3, Issue 5)
DOI 10.11648/j.com.20150305.20
Page(s) 146-149
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Content-Based, Professional Development, College English, Participant Action Research, Experimental Action Research, Globalization

References
[1] Braine, G. ( 2010 ). Nonnative Speaker English Teachers: Research, Pedagogy and Profes- sional Growth. New York : Routledge.
[2] McCrum, Robert; MacNeil, Robert; Cran, William (2003). The Story of English(Third Revised ed.). London: Penguin Books. ISBN 978-0-14-200231-5.
[3] Crystal, David (2003a). English as a Global Language (2nd ed.). Cambridge University Press. p. 6. ISBN 978-0-521-53032-3. Retrieved 4 February 2015. Lay summary (PDF) – Library of Congress (sample) (4 February 2015). The statistics collected in chapter 2 suggest that about a quarter of the world's population is already fluent or competent in English, and this figure is steadily growing—in the early 2000s that means around 1.5 billion people.
[4] White, Garry (10 February 2013). "China trade now bigger than US". Daily Telegraph (London). Retrieved 15 February 2013.
[5] Hitchcock, G. and Hughes, D.( 1989) Research and the Teacher London: Routledge.
[6] Clem Adelman (1993) Kurt Lewin and the Origins of Action Research, Educational Action Research, DOI: 10.1080/0965079930010102, London: Routledge
[7] Swain, M. & Johnson, R.K. (1997). Immersion education: A category within bilingual education. In R. K. Johnson & M. Swain (Eds.)Immersion Education: International Perspectives (pp. 1-16). NY: Cambridge University Press.
[8] Raphan, D. and Moser, J. (1993/1994, Winter). Linking language and content: ESL and art history. TESOL Journal, 17-21.
[9] Met, M. (1991). Learning language through content: Learning content through language. Foreign Language Annals, 24(4), 281-295.
[10] Lightbown, P. M. & Spada, N. (1993). How languages are learned. NY: Oxford University Press.
[11] NAVES' GRID, CONTENT-BASED INSTRUCTION (USA) CLIC (Content and Language Integrated Classroom ) (Europe). Website.
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  • APA Style

    Wenmin Li, Shihan Hou, Juxia Zhai. (2015). College English Teachers' “Content-Based” Professional Development in China. Communications, 3(5), 146-149. https://doi.org/10.11648/j.com.20150305.20

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    ACS Style

    Wenmin Li; Shihan Hou; Juxia Zhai. College English Teachers' “Content-Based” Professional Development in China. Communications. 2015, 3(5), 146-149. doi: 10.11648/j.com.20150305.20

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    AMA Style

    Wenmin Li, Shihan Hou, Juxia Zhai. College English Teachers' “Content-Based” Professional Development in China. Communications. 2015;3(5):146-149. doi: 10.11648/j.com.20150305.20

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  • @article{10.11648/j.com.20150305.20,
      author = {Wenmin Li and Shihan Hou and Juxia Zhai},
      title = {College English Teachers' “Content-Based” Professional Development in China},
      journal = {Communications},
      volume = {3},
      number = {5},
      pages = {146-149},
      doi = {10.11648/j.com.20150305.20},
      url = {https://doi.org/10.11648/j.com.20150305.20},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.com.20150305.20},
      abstract = {This paper mainly discusses the necessity of, and the way to college English teachers' content-based professional development in China, one of the main conclusions drawn from the case study of a provincial education department-funded project (see footnote). It draws on the pilot project on college English teaching reform which, with action research employed, aims to figure out the problems exposed to college English teaching and looks to put forward effective ways of college English teachers’ professional development fitted into Chinese educational and economic globalization.},
     year = {2015}
    }
    

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    Y1  - 2015/08/29
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    DO  - 10.11648/j.com.20150305.20
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    AB  - This paper mainly discusses the necessity of, and the way to college English teachers' content-based professional development in China, one of the main conclusions drawn from the case study of a provincial education department-funded project (see footnote). It draws on the pilot project on college English teaching reform which, with action research employed, aims to figure out the problems exposed to college English teaching and looks to put forward effective ways of college English teachers’ professional development fitted into Chinese educational and economic globalization.
    VL  - 3
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Author Information
  • Culture and Communication School, Shaanxi University of Science and Technology, Xi’an, China

  • Foreign Languages Department, Haojing College of Shaanxi University of Science and Technology, Xi’an, China

  • Culture and Communication School, Shaanxi University of Science and Technology, Xi’an, China

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