Challenges in Implementing Content-based Language Pedagogy for Chinese Learners of English
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i2.3905
Abstract
As globalization accelerates and English solidifies its role as a global lingua franca, Content-Based Language Pedagogy (CBLP) has become widely adopted in English education for Chinese learners. Despite its promise to enhance both language proficiency and subject knowledge, the implementation of CBLP faces several challenges. This paper investigates the obstacles encountered when applying CBLP in China, encompassing issues related to teachers' professional expertise, the adaptability of textbooks, classroom management, students' motivation, and cultural differences. Solutions to these challenges are proposed, such as improving teacher training, developing diverse teaching materials, and modifying classroom activities, with the aim of enhancing the practical application of CBLP and offering theoretical and practical guidance for English teaching reforms in China.
Keywords
English learning, teaching challenges, language proficiency, subject knowledge, teacher training
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[2] Sultana, S., Fang, F. English as the medium of instruction and mother-tongue-based translanguaging: Challenges and prospects for tertiary education in Bangladesh and China. International Journal of Educational Development, 2024, 104, 102951.
[3] Maming, K., Jihad Saleh, N., Hakim Yassi, A. A preliminary study on teacher’s voices: their problems in ELT and content-based instruction (CBI). The Journal of Asia TEFL, 2020.
[4] Lin, A. M. Academic languages and literacies in content-based education in English-as-an-additional-language contexts. The Oxford encyclopaedia of curriculum studies. https://doi. org/10.1093/acrefore/9780190264093. 2020, 013, 22(4).
[5] Teng, Y., Wang, X. Full caption, English proficiency and their relationships with behavioral, cognitive and emotional student engagement in Chinese EFL college content-based instruction video learning. Education and Information Technologies, 2024, 29(1), 861-880.
[6] Hao, T., Sheng, H., Ardasheva, Y., Wang, Z. Effects of dual subtitles on Chinese students’ English listening comprehension and vocabulary learning. The Asia-Pacific Education Researcher, 2022, 31(5), 529-540.
[7] Zhang, F., Wu, C. Problems in Perception Content-based Learning Materials for Chinese EFL Learners. Theory and Practice in Language Studies, 2021, 11(5), 509-515.
[8] Hu, J., Wu, P. Understanding English language learning in tertiary English-medium instruction contexts in China. System, 2020, 93, 102305.
[9] Qiu, L., Swanto, S., Said, N. B., Din, W. A., Li, C. Teacher-Student Collaborative Assessment and Content-Based Instruction: A Case Study of English Writing at a Chinese University. Journal of Higher Education Theory & Practice, 2024, 24(3).
[10] Sariani, S., Yaningsih, Y., Rozi, F. Implementing Content-Based Instruction (CBI) on EFL student’s writing through technology-enhanced language teaching. Education Quarterly Reviews, 2022. 5(1).
[11] Pu, X., Lu, L. Effects of content-based curriculum on the language performance of Chinese English majors. International Journal of English for Academic Purposes: Research and Practice, 2021, (Autumn), 147-165.
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