Journal of Advances in Education Research
Critical English Foreign Language Teacher Education in China
- Ru Shang*
Graduate School of Education, University of Exeter, Heavitree Road, EX1 2LU, Exeter, England
- Salah Troudi
Graduate School of Education, University of Exeter, Heavitree Road, EX1 2LU, Exeter, England
 Akbari, B. (2008). Postmethod Discourse and Practice. TESOL Quarterly, 42(4), 641-652.
 Alexander, R. J. (1986). Innovation and Continuity in the Innitial Teacher Education Curriculum. In R. J. Alexander, M. Craft, & J. Lynch (Eds.), Change in Teacher Education: Context and Provision Since Robbins (pp. 103-160). London: Holt, Rinehart, Winston.
 Arikan, A. (2006). Postmethod Condition and Its Implications for English Language Teacher Education. Journal of Language and Linguistic Studies, 2(1), 1-11.
 Barduhn, S., & Johnson, J. (2009). Certification and Professional Qualifications. In A. Burns, & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 59-65). Cambridge: Cambridge University Press.
 Bartlett, L. (1990). Teacher Development Though Reflective Teaching. In J. C. Richards, & D. Nunan (Eds.), Second Language Teacher Education (pp. 202-214). Cambridge: Cambridge University Press.
 Bolton, K. (2004). World Englishes. In A. Davies, & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 367-396). Oxford: Blackwell Publishing Ltd.
 Boyle, J. (2000). Education for Teachers of English in China. Journal of Education for Teaching: International Research and Pedagogy, 26(2), 147-155.
 Braine, G. (1999). From the Periphery to the centre: One Teacher’s Journey. In G. Braine (Ed.), Non-native Educators in English Language Teaching (pp. 15-28). London: Routledge.
 Burns, A., & Richards, J. C. (2009). Introduction. In A. Burns, & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 1-8). Cambridge: Cambridge University Press.
 Campbell, K. P., & Yong, Z. (1993). The Dilemma of English Lanague Instruction in People’s Republic of China. TESOL Journal, 2(4), 4-6.
 Carr, D. (2000). Professionalism and Ethics in Teaching. London: Routledge.
 Chang, H. C., & Holt, G. R. (1994). A Chinese Perspective on Face as Inter-relational Concern. In S. Ting- Toomey (Ed.), The Challenge of Facework: Cross-cultural and Interpersonal Issues (pp. 95-132). Albany: State University of New York Press.
 Cheng, X. T. (2011). The ’English Curriculum Standards’ in China: Rationales and Issues. In A. W. Feng (Ed.), English Education across Greater China (pp. 133-150). Bristol: Multilingual Matters.
 Cheng, X., & Sun, X. (2010). Issues and Challenges with Englsih Language Teacher Education and Professional Development in China. Foreign Language Learning Theory and Practice, 3, 1-6.
 Cook, V. J. (1992). Evidence for Mulicompetence. Language Learning, 42(4), 557-591.
 Crookes, G. (1997). What Influences What and How Second Language and Foreign Language Teacher Teach? The Modern Language Journal, 81(1), 67-79.
 Crookes, G. V. (2013). Critical ELT in Action Foundations, Promises, Praxis. London: Routledge Taylor & Francis Group.
 Crookes, G., & Lehner, A. (1998). Aspects of Process in an ESL Critical Pedagogy Teacher Education Course. TESOL Quarterly, 32(2), 319-328.
 Day, R. R. (1991). Models and the Knowledge Base of Second Language Teacher Education. In E. Sadtono (Ed.), Issues in Language Teacher Education (pp. 38-48). Sigapore: Regional Language Centre.
 Diamond, C. T. (1993). In-service Education for Somthing More: A Personal Construct Approach. In J. Janangelo, L. A. Perry, & P. Kahaney (Eds.), Theoretical and Critical Perspectives on Teacher Change (pp. 45-66). Norwood: Ablex Publishing Corporation.
 Ding, G. (2001). The Integration of Pre-service and In-service Teacher Education: The Cases of Shanghai and Jiangsu. Asia-Pacific Journal of Teacher Education & Development, 4(2), 61-72.
 Dogancay-Aktuna, S. (2006). Expanding the Socio-Cultural Knowledge Base of TESOL Teacher Education. Language, Culture and Curriculum, 19(3), 278-295.
 Dunkin, M. J., & Briddle, B. J. (1974). The Study of Teaching. Oxford: Holt, Rinehart & Winston.
 Dymoke, S. (2008). An Overview of Learning. In S. Dymoke, & J. Harrison (Eds.), Reflective Teaching & Learning (pp. 45-68). London: Sage.
 Eacute, J., & Esteve, M. (2000). The Transformation of the Teachers’ Role at the End of the Twentieth Century: New Challenges for the Future. Educational Review, 52(2), 197-207.
 Edge, J. (2003). Imperial Troopers and Servants of the Lord: A Vision of TESOL for the 21st Century. TESOL Quarterly, 37(4), 701-709.
 Forde, C., McMahon, M., McPhee, A. D., & Patrick, F. (2006). Professional Development Reflection and Euqiry. London: Sage Publication Ltd.
 Freeman, D. (2002). The Hidden Side of the Work: Teacher Knowledge and Learning to Teach. A Perspective from North American Educational Research on Teacher Education in English Language Teaching. Language Teaching, 35(1), 1-13.
 Freeman, D. (2004). Language, Sociocultural Theory, and L2 Teacher Education: Examining the Technology of Subject Matter and the Architecture of Instructions. In M. R. Hawkins (Ed.), Language Learning and Teacher Education: a Sociocultural Approach (pp. 169-197). Clevedon: Multilingual Matters Ltd.
 Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the Knowledge-base of Language Teacher Education. TESOL Quarterly, 32(3), 397-417.
 Freeman, D., & Johnson, K. E. (2004). Comments on Robert Yaltes and Dennis Muchisky’s "on Reconceptualizing Teacher Education" Readers React... Common Reconceptions about the Quiet Revolution. TESOL Quarterly, 38(1), 119-127.
 Freeman, D., & Richards, J. C. (1993). Conceptions of Teaching and the Education of Second Language Teachers. TESOL Quarterly, 27(2), 193-216.
 Freire, P. (1972). Pedagogy of the Oppressed. Middlesex: Penguin Books.
 Fullan, M., & Hargreaves, A. (1992). Teacher Development and Educational Change. London: Routledge.
 Furlong, J., & Maynard, T. (1995). Mentoring Student Teachers: the Growth of Professional Knowledge. London: Routledge.
 Giroux, H. A. (1983). Theory and Resistance in Educatio: A Pedagogy for the Opposition. South Hardley: Bergin.
 Giroux, H. A. (1988). Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. London: Bergin & Gravey.
 Giroux, H. A. (2009). Teacher Education and Democratic Schooling. The Critical Pedagogy Reader, 2, 438-459.
 GIroux, H. A., & McLaren, P. (1989). Schooling, Cutural Politics, and the Struggle for Democracy. In H. A. Giroux, & P. McLaren (Eds.), Critical Pedagogy, the State and the Struggle for Culture (pp. xi-xxxv). Albany, NY: SUNY.
 Gu, Y. Q., & Wu, Y. A. (2014). Voices from Chinese Teacher-educators. Language Teaching Research, 18(2), 146-151.
 Guthrie, D. (2012). China and Globalization: the Social, Economic and Political Transformation of Chinese Society (3rd ed.). Oxon: Routledge.
 Hargreaves, A. (1994). Changing Teachers, Changing Times. New York: Teacher College Press.
 Hargreaves, D. (1994). The New Professionalism: The Synthesis of Professional and Institutional Development. Teaching & Teacher Education, 10(4), 423-438.
 Harrison, J. (2008). Professional Development and the Reflective Practitioner. In H. A. Giroux, & P. McLaren (Eds.), Reflective Teaching & Learning (pp. 7-44). London: Sage.
 Hawkins, M. R. (2004). Language Learning and Teacher Education: A sociocultural Approach. Clevedon: Multilingual Matters Ltd.
 Hawkins, M., & Norton, B. (2009). Critical Language Teacher Education. In A. Burns, & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 30-39). Cambridge: Cambridge University Press.
 Ho, J., & Crookall, D. (1995). Breaking with Chinese Cultural Traditions: Learner Autonomy in English Language Teaching. System, 23(2), 235-243.
 Hu, G. W. (2005). English Language Education in China: Policies, Progress, and Problems. Language Policy, 4(1), 5-24.
 Jin, J. (2005). Which is Better in China, a Local or a Native-English Speaking Teacher? English Today, 21(3), 39-46.
 Johnson, K. E. (2000). Innovations in TESOL Teacher Education: A quiet Revolution. 1-7.
 Johnson, K. E. (2006). The Sociocultural Turn and Its Challenges for Second Language Teacher Education. TESOL Quarterly, 40(1), 235-257.
 Johnson, K. E. (2009). Trends in Second Language Teacher Education. In A. Burns, & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 20-29). Cambridge: Cambridge University Press.
 Johnston, B. (1997). Do EFL Teachers Have Careers? TESOL Quarterly, 31(4), 681-712.
 Johnston, B. (1999). Putting Critical Pedagogy in Its Place: A Personal Account. TESOL Quarterly, 33(3), 557-565.
 Kirkpatrick, R., & Zang, Y. B. (2011). The Negative Influences of Exam-Oriented Education on Chinese High School Students: Backwash from Classroom to Child. Language Testing in Asia, 1(3), 36-45.
 Kumaravadivelu, B. (1994). The Postmethod Condition: (E)merging Strategies for Second/ Foreign Language Teaching. TESOL Quarterly, 28(1), 27-48.
 Kumaravadivelu, B. (2001). Toward a Postmethod Pedagogy. TESOL Quarterly, 35(4), 537-560.
 Kumaravadivelu, B. (2003a). A Postmethod Perspective on English Language Teaching. World Englishes, 22(4), 539-550.
 Kumaravadivelu, B. (2003b). Beyond Methods: Macrostrategies for Language Teaching. New Haven and London: Yale University Press.
 Kumaravadivelu, B. (2006a). TESOL Methods: Changing Tracks, Challenging Trends. TESOL Quarterly, 40(1), 59-81.
 Kumaravadivelu, B. (2006b). Understanding Language Teaching: from Method to Postmethod. London: Lawrence Erlbaum Associations Publishers.
 Kumaravadivelu, B. (2012). Language Teacher Education for a Global Society: a Modular Model for Knowing, Analyzing, Recognizing, Doing and Seeing. Oxon: Routledge.
 Leavitt, H. B. (1991). Worldwide Issues and Problems in Teacher Education. Journal of Teacher Education, 42(5), 323-331.
 Lee, C. (2000). Encouraging Chinese Learners Participate. Modern English Teacher, 9(1), 51-54.
 Li, D. (1999). Modernization and Teacher Education in China. Teaching and Teacher Education, 15(2), 179- 192.
 Little, J. W. (1990). The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations. Teachers’ College Record, 91(4), 509-536.
 Littlewood, W. (2009). Chinese Learners and Interactive Learning: the Chinese Context. In T. Coverdale- Jones, & P. Restall (Eds.), Internationalising the University (pp. 206-222). London: Palgrave Macmillan.
 Lu, R. C. (2011). Chinese Democracy and Elite Thinking. New York: Palgrave Macmillan.
 Malderez, A., & Medgyes, P. (1996). Taking Stock. In P. Medgyes, & A. Malderez (Eds.), Changing Perspectives in Teacher Education (pp. 111-119). Oxford: Heinemann.
 McCormick, B. L. (1990). Political Reform in Post-Mao China: Demacracy and Bureaucracy in a Leninist State. Oxford: University of California Press.
 McIntyre, D. (1993). Theory, Theorizing and Reflection in Initial Teacher Education. In J. Calderhead, & P. Gates (Eds.), Conceptualizing Reflection in Teacher Development (pp. 39-52). London: The Falmer Press.
 Mellen, B. (2014). An Investigation into Perceptions of Non-native English Teachers in Shanghai about their English Teaching Role and Responsibilities in Secondary Schools. Durham: (Doctoral dissertation, Durham Universituy).
 MOE, C. (2001). English Curriculum Standards for Compulsory Education and Senior Secondary Education. Beijing: MOE.
 MOE, C. (2011a). National Teacher Development Plan for Primary and Secondary School Teachers. Beijing: MOE.
 MOE, C. (2011b). Establishing Teacher Professional Standards for a Quality Teacher Force. Beijing: MOE.
 Murray, J. (2009). Teacher Competencies in the Post-method Landscape: the Limits of Competency-based Training in TESOL Teacher Education. Research Online, 24(1), 17-29.
 Pan, L., & Block, D. (2011). English as a ’Global Language’ in China: An Investigation into Learners’ and Teachers’ Language Beliefs. System, 39(3), 391-402.
 Pan, L., & Seargeant, P. (2012). Is English a Threat to Chinese Language and Culture? English Today, 28(3), 60-66.
 Pennycook, A. (1989). The Concept of Method, Interested Knowledge, and the Politics of Language Teaching. TESOL Quarterly, 23(4), 589-618.
 Pennycook, A. (1990 a). Critical Pedagogy and Second Language Education. System, 18(3), 303-314.
 Pennycook, A. (1990 b). Towards a Critical Applied Linguistics for the 1990s. Issues in Applied Linguistics, 1(1), 8-28.
 Pennycook, A. (1998). English and the Discourses of Colonialism. New York: Routledge.
 Pennycook, A. (1999). Introduction: Critical Aproaches to TESOL. TESOL Quarterly, 33(3), 329-348.
 Pennycook, A. (2000). English, Politics, Ideology from Colonial Celebration to Postcolonial Performativity. In T. Ricento (Ed.), Ideology, Politics and Language Policies: Focus on English (pp. 49-66). Amsterdam: Benjamins Publishing Company.
 Pennycook, A. (2001). Critical Applied Linguistics: A Critical Introduction. London: Lawrance Erlbaum Associates.
 Phillipson, R. (1999). Voice in Global English: Unheard Chords in Crystal Loud and Clear. Review of the Book English as a Global Language. Applied Linguistics, 20(2), 265-276.
 Prabhu, N. S. (1990). There is No Best Method-Why? TESOL Quarterly, 24(2), 161-176.
 Qi, L. (2007). Is Testing an Efficient Agent for Pedagogical Change? Examining the Intended Washback of the Writing Task in a High-stakes English Test in China. Assessment in Education, 14(1), 51-74.
 Richards, J. C. (1990). The Dillema of Teacher Education in Second Language Teaching. In J. C. Richards, & D. Nunan (Eds.), Second Language Teacher Education (pp. 3-15). Cambridge: Cambridge University Press.
 Richards, J. C. (1998). Beyond Training. Cambridge: Cambridge University Press.
 Richards, J. C. (2008). Second Language Teacher Education Today. Regional Language Centre Journal, 39(2), 158-177.
 Rosenholtz, S. (1989). Teachers’ Workplace: The Social Organization of Schools. New York: Longman.
 Schön, D. (1983). The Reflective Practitioner: How Professionals think in Action. London: Temple Smith.
 Scollon, R., & Scollon, S. (1994). The Post-Confucian Confusion. Hong Kong: Hong Kong City Polytecnic University.
 Seargeant, P. (2012). Exploring World Englishes: Language in a Global Context. Abingdon: Routledge.
 Singh, G., & Richards, J. C. (2006). Teaching and Learning in the Language Teacher Education Course Room: A Critical Sociocultural Perspective. Regional Language Centre Journal, 37(2), 149-175.
 Skutnabb-kangas, T. (2000). Linguistic Human Rights and Teachers of English. In J. K. Hall, & W. G. Eggington (Eds.), The Sociopolitics of Englsih Language Teaching (pp. 22-44). Clevedon: Multilingual Matters.
 Taylor, G., Borys, A., & LaRocque, L. (1992). Reforming Teacher Education: Toward an Alternative Model of Practicum. International Journal of Teacher Reform, 1(4), 376-391.
 Troudi, S. (2005). Critical Content and Cultural Knowledge for Teachers of English to Speakers of Other Languages. Teacher Development, 9(1), 115-129.
 Tsui, B. M. (2009). Teaching Expertise: Approaches, Perspectives, and Characterizations. In A. Burns, & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 190-198). Cambridge: Cambeidge University Press.
 Usher, R., & Edwards, R. (1994). Postmodernism and Education: Different Voices, Different Worlds. London: Routledge.
 Wallace, M. J. (1991). Training Foreign Language Teachers: A Reflective Approach. Cambridge: Cambrisge University Press.
 Walter, C., & Briggs, J. (2012). What Professional Development Makes the Most Difference to Teachers? Oxford: A Report Sponsored by Oxford University Press.
 Wood, D. R. (2007). Professional Learning Communities: Teachers, Knowledge, and Knowing. Theory Into Practice, 46(4), 281-290.
 Zahorik, J. A. (1986). Acquiring Teaching Skills. Journal of Teacher Education, 37(2), 21-25.
 Zhou, C. Q. (2007). Global Englishes: a Challenge for English Padagogy in China. Jounal of English as an Interbational Language, 2, 82-102.
 Zhu, H. M. (2003). Globalization and New ELT Challenges in China. English Today, 19(4), 36-41.