Chinese and American EFL teachers’ beliefs about curricular and pedagogical practices: cross-cultural similarities and differences

Abstract

Instructional practices are fundamentally influenced by teacher beliefs. Cultural and pedagogical belief differences in EFL teachers can fuel a lack of professional understanding among teachers with contrasting perspectives about effective teaching practices. The present study examined the alignment between the beliefs of Chinese English teachers (CETs, n = 94) and American English teachers (AETs, n = 30) related to classroom practices in the English language classroom. Data sources included a questionnaire and one-on-one individual interviews with AETs and CETs. Results found many similarities in beliefs held by both groups. Notable differences were a preference for grammatical approaches and support for grammar translation method in teaching grammar and writing (CETs), and communicative approaches (AETs). Capacity for student-centeredness in large classes, more than about 25 students, was also an area of divergence among CETs and AETs. Future contexts of English use, either global or local, and the need to perform on EFL tests were both factors in shaping teacher beliefs about pedagogy for their students. With Chinese English learners increasing in number both in China and abroad, this study makes an important contribution to the cross-cultural understanding of practices and beliefs held by English teachers of Chinese learners.

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