Poster #2 - Learning to Be a Multiliteracies Educator in China: Mapping English Teachers' Tensions

• In Event: 35.081 - MTCC Poster Session Eight
  In Poster Session: 35.081-1 - Section 8 Poster Session 2

Abstract

This study addressed the tensions underpinning Chinese English teachers’ innovative practices confronting with new entrants of pedagogical transformation. It explored what tensions English teachers experienced while practicing a pedagogy of multiliteracies as an innovative approach responding ideologically and pedagogically to the policy makers’ great endeavour in new curriculum reform. It employed the ontological, epistemological, and axiological stances of narrative inquiry and Actor-Network Theory. The results demonstrated that the teachers were immersed in a complex system of tensions at three levels: students, teacher him/herself, and institutions at national and local levels. These tensions interplayed in a fluid, dynamic way full of competing and negotiating and performed its power with positive force rather than negative force to generate multilayered changes.

Author

• Lin Sun, The University of Western Ontario