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A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching
Cultivating intercultural competence is a long-term and staged process requiring the efforts of all counterparts in the education field from primary school up to university. Currently, most research on intercultural education in China focuses on the tertiary education context, and little attention h...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10081789/ https://www.ncbi.nlm.nih.gov/pubmed/37027439 http://dx.doi.org/10.1371/journal.pone.0284146 |
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author | Wang, Huang Xu, Tianyuan Zhang, Mengxue |
author_facet | Wang, Huang Xu, Tianyuan Zhang, Mengxue |
author_sort | Wang, Huang |
collection | PubMed |
description | Cultivating intercultural competence is a long-term and staged process requiring the efforts of all counterparts in the education field from primary school up to university. Currently, most research on intercultural education in China focuses on the tertiary education context, and little attention has been paid to elementary education as well as primary school EFL teachers. Against this background, this study intends to investigate Chinese primary school EFL teachers’ preparedness for intercultural foreign language teaching (IFLT), its influencing factors, and the support teachers need to implement IFLT. A convergent mixed method was used in this study. Data was collected through questionnaires and interviews, SPSS and the thematic analysis method were used to analyze the data. Via both quantitative and qualitative methods, this empirical study found that: 1. Primary school EFL teachers are not well prepared for IFLT; 2. Textbooks, the current evaluation system, teachers’ lack of literacy in intercultural competence, insufficient teacher training on intercultural competence, and teachers’ lack of time and energy are five major factors that constrain the implementation of IFLT; 3. Support from school administration, the construction of intercultural-related materials and resources, and practice-oriented teacher training are the three main support teachers need. Based on these findings, the role of textbooks, experience abroad and general materials on culture in promoting IFLT were discussed. At last, implications and future research directions were proposed. |
format | Online Article Text |
id | pubmed-10081789 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-100817892023-04-08 A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching Wang, Huang Xu, Tianyuan Zhang, Mengxue PLoS One Research Article Cultivating intercultural competence is a long-term and staged process requiring the efforts of all counterparts in the education field from primary school up to university. Currently, most research on intercultural education in China focuses on the tertiary education context, and little attention has been paid to elementary education as well as primary school EFL teachers. Against this background, this study intends to investigate Chinese primary school EFL teachers’ preparedness for intercultural foreign language teaching (IFLT), its influencing factors, and the support teachers need to implement IFLT. A convergent mixed method was used in this study. Data was collected through questionnaires and interviews, SPSS and the thematic analysis method were used to analyze the data. Via both quantitative and qualitative methods, this empirical study found that: 1. Primary school EFL teachers are not well prepared for IFLT; 2. Textbooks, the current evaluation system, teachers’ lack of literacy in intercultural competence, insufficient teacher training on intercultural competence, and teachers’ lack of time and energy are five major factors that constrain the implementation of IFLT; 3. Support from school administration, the construction of intercultural-related materials and resources, and practice-oriented teacher training are the three main support teachers need. Based on these findings, the role of textbooks, experience abroad and general materials on culture in promoting IFLT were discussed. At last, implications and future research directions were proposed. Public Library of Science 2023-04-07 /pmc/articles/PMC10081789/ /pubmed/37027439 http://dx.doi.org/10.1371/journal.pone.0284146 Text en © 2023 Wang et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Wang, Huang Xu, Tianyuan Zhang, Mengxue A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching |
title | A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching |
title_full | A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching |
title_fullStr | A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching |
title_full_unstemmed | A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching |
title_short | A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching |
title_sort | mixed method study on chinese primary school efl teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10081789/ https://www.ncbi.nlm.nih.gov/pubmed/37027439 http://dx.doi.org/10.1371/journal.pone.0284146 |
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