Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.

The Forming Mechanism of Foreign language Teachers＇ Professional Development Community

Learning community is an important approach to the professional development of foreign language teachers in colleges and universities. Based on the concept of professional development community, this paper analyzes the common connotation and classification of foreign language teachers＇ professional development community, and constructs the model and forming mechanism of foreign language teachers＇ professional development community, aiming at providing enlightenment and reference for the professional development of foreign language teachers in colleges and universities

Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

The Perceptions of Chinese ELT Stakeholders on the Employment of Foreign English Language Teachers

This article reports on part of the findings of an investigation into the perceptions of Chinese English as a foreign language(EFL)education stakeholders on native-speakerism.Data were collected via semi-structured interviews with 26 students,14 teachers and eight EFL program administrators from six Chinese universities.The analysis of data reveals that the three groups of participants as an entirety expected their universities to hire native English speaker teachers(NESTs),particularly those from Britain and/or America and a certain proportion of them expressed preference for white native English speaker(NES)teachers.The vast majority of the students and teachers were also found to be unaware of workplace inequalities between NNESTs and local Chinese EFL teachers,contending that NESTs deserve better treatment.Although many administrators displayed critical awareness on this issue,they argued that the inequalities need tolerating for the well-being of their EFL programs.All these findings are indicative of the persistence of native-speakerism among Chinese ELT stakeholders and by extension the tenacity of this chauvinistic ideology across the terrain of EFL education in China.

University Students＇ Perceptions of English Teachers＇ Codeswitching in Class

Foreign language teachers＇ codeswitching （CS） between Foreign Language （FL） and Mother Tongue （MT） in class has been under discussion for years. Out of the pedagogical concern, many teaching practitioners conducted various studies in different contexts aiming at describing, quantifying, and interpreting teachers＇ CS between FL and MT in class. However, up till now little attention is paid to students＇ perceptions and understandings of teachers＇ CS, which may help improve educators＇ understanding of the phenomenon in FL classrooms. This paper presents the result of two focus group interviews with groups of Chinese university students at their third and fourth year of college. Following a formal interview outline, issues on students＇ recall, understanding and evaluation of teachers＇ CS are addressed in the interview. Based on the analysis of the interviews, a better understanding on foreign language teachers＇ CS is gained, and students＇ perceptions on teachers＇ purposes and reasons for CS are drawn. A framework for investigating foreign language teachers＇ CS in Chinese universities is proposed with two hypotheses generated.

The Development and Practice of English teaching in Science and engineering college

With the deepening reform and education system, teacher development is increasingly being taken seriously. Teachers＇ professional development ability is related to the overall level of higher education. For science and engineering colleges, the traditional light text is serious on a weight management, science and engineering university foreign language teacher development is severely limited. In this view, I try to start from the theory of teacher development, combined with the actual characteristics of the University of Science and Engineering, University of Science and Engineering is to expLore the implementation of foreign language teachers＇ professional development path.