专题研讨：Teacher education and professional development
发言专家：
Wang Xuemei (王雪梅), Shanghai International Studies University
Zhang Lian (张莲), Beijing Foreign Studies University, Beijing
发言题目：A Study on the construction of English teachers’ integrated pedagogical knowledge
发言专家：Wang Xuemei (王雪梅), Shanghai International Studies University
It
is widely accepted that global competence can be developed in school
settings. Based on a curriculum project entitled “Global
Competence-oriented Integrated Curriculum Reform” implemented in a
secondary school in Shanghai, China, this study analyzed the process of
English teachers’ knowledge construction by drawing on data from
questionnaires, semi-structured interviews, and lesson plans. The study
reveals that English teachers’ integrated pedagogical content knowledge
includes knowledge of global competence, general pedagogical knowledge,
and content knowledge. The knowledge construction consists of five
steps: brainstorming, designing, practicing, reflecting, and theorizing.
These findings shed light on English teachers’ professional development
and students’ global competence development.
专家简介：Wang Xuemei (王雪梅)
is a professor and Ph.D. supervisor at the Shanghai International
Studies University, China. She was recognized as one of China’s “New
Century Excellent Talents” by the Ministry of Education in 2011. She has
presided over many national and provincial academic research projects
and won many prizes for her research and teaching reform, including the
National Teaching Achievement Award (2018) and Shanghai Municipal
Educational Achievement Award (2015).
发言专家：Zhang Lian (张莲), Beijing Foreign Studies University, Beijing
发言题目：EFL teacher learning through classroom discourse analysis: Evidence from case studies
Despite
decades of research on EFL teacher learning, more and more researchers
have realized that it does not necessarily occur as expected, even when
teachers are engaged in some of the best professional development
programs (PDGs). Based on case studies, this presentation argues that
the effectiveness of EFL teacher learning can be improved by engaging
teachers in classroom discourse analysis (CDA). The reason for this to
happen is that the CDA process helps teachers critically (re)examine
their knowledge and experience and thus further their understanding of
their own teaching practice. This process allows teachers to situate and
substantiate their reflections upon their practice – a process of
bridging theory and practice. To further the argument, the speaker
proposes a multi-level coding system for classroom discourse that will
help teachers achieve a comprehensive understanding of the complex
interrelations between teaching and learning.
专家简介：Zhang Lian （张莲）is
a professor at Beijing Foreign Studies University, China. She is
currently working on a book titled EFL Classroom Discourse Research and
Teacher Development and a research project on the integrated development
of language, critical thinking, and intercultural competence in Chinese
EFL contexts. She has served as deputy secretary-general for the MOE
Steering Committee for Undergraduate Programs in Foreign Languages and
Literatures (2018-2022).
Evidence-based practice of teaching
academic English writing: An Output-Oriented Approach
Zhang Li (张荔), Shanghai
Jiao Tong University, Shanghai
Researchers and teachers have emphasized
the approaches to improving writing ability, among which strategies and
motivation are among the most influential factors in evidence-based practices
for teaching and researching English writing. This study intends to investigate
how strategies and motivation can influence students’ academic English writing
ability. Seventy-two undergraduates from Shanghai Jiao Tong University attended
the course and undertook a series of production tasks, with the motivation to
participate in an international conference and the adoption of strategies based
on a production-oriented approach. The researcher described the
teacher-mediated teaching process of motivating, enabling, and assessing,
revealing how the teaching principles and hypotheses were embodied in the
process. Using a questionnaire, the teaching evaluation feedback from the
university and students’ reflective diaries, the researcher found that the
course not only improves students’ academic reading, writing and speaking
ability, but also enhances their motivation for learning. The exploration of
how a production-oriented approach can be used in an academic English course
will be significant to the teaching of second language writing and the
evidence-based teaching practice.
专家简介：Zhang Li (张荔) is a
professor and Ph. D. supervisor for the School of Foreign Languages at Shanghai
Jiao Tong University. She used to be a visiting scholar at the Center for
Advanced Research on Language Acquisition (CARLA) at the University of
Minnesota and the Digital Learning Lab (DLL) at the University of California,
Irvine. She has also been a principal investigator of over 20 research projects
and published more than 60 research papers and books.
发言题目：What can Educational Linguistics
inform English language education for Chinese young learners?
发言专家：Shen Qi （沈骑），Tongji University
Recent years have witnessed a surge of
academic engagement in college English teaching in the context of Chinese
higher education, but insufficient attention has been paid to Chinese young
learners. In the past twenty years, English language teaching for Chinese young
learners has posed as a controversial topic in the public society. Current
perspectives of SLA may not reveal hidden language problems perplexed by the
interactions between shifting language policies and diversified language
practice at the local contexts. This talk, informed by the theoretical insights
from Education Linguistics as a transdisciplinary field centering around the
role of language (in) education, tends to conceptualize the scope of
Educational Linguistics in the context of English language education for
Chinese young learners and propose future directions for academic explorations through
the lens of Educational Linguistics.
简介：Shen Qi（沈骑）, Shanghai Shu Guang Scholar, is
Professor and Ph.D supervisor of Applied Linguistics in English Department,
School of Foreign Languages, Tongji University. He is now Director of Centre
fof Language Planning and Global Governance at Tongji University and Guest
Professor of Centre for Applied Linguistics at UCL, England. His research
focuses on the interrelationship between language policy and language education
and on the sociology of multilingualism. Dr. Shen has published widely in these
areas. He has authored more than 100 peer reviewed articles published at home
and abroad. His works appeared in SSCI & A&HCI indexed journals, such
as International Journal of Bilingual Education and Bilingualism, Language
Policy, Multilingua and Current Issues in Language Planning,
etc. Professor Shen serves in the board of editors of Language
Policy (Indexed in SSCI) published by Springer. He is also Editor in Chief
of Language Education Policy book series (Fudan University Press) and
in the board of editors of the Journal Language Policy and Planning in
China (the Commercial Press). Professor Shen has been appointed as
Managing Editor of the Journal of Educational Linguistics (De Gruyter).
工作坊：EFL writing teaching methods and activities
发言专家：Yang Luxin (杨鲁新), Beijing Foreign Studies University, Beijing
This workshop aims to present EFL writing
teaching methods and activities. It first illustrates the nature of writing and
the role of writing within second language (L2) teaching and learning.
Secondly, it demonstrates the role that language teachers could play in
students’ writing education. Thirdly, it explains the methods that L2 teachers
could use in the classroom. Finally, it illustrates the writing activities
which L2 teachers (or EFL teachers) could apply in the classroom to engage
students better.
专家简介：Yang Luxin (杨鲁新) is a professor of applied linguistics and an associate dean of the
Graduate School of Education, Beijing Foreign Studies University, China.
专题研讨：English for young learners
发言专家：
Li Lixin (李立新) (Chair), Primary
English Teaching Researcher of Hainan
Liang Xiaohua (梁小华),
Zhongnan University of Economics and Law
Jin Haifeng (金海峰), Beijing Royal
Foreign Language School, Beijing
Carrying out teaching activities guided by
the exploration of thematic significance to cultivate pupils’ English core
competencies and achieve morality education goal
Li Lixin (李立新), Primary English
Teaching Researcher, Hainan
In this presentation, I will take the
teaching design of “Module 7 Unit 1 I helped Mum” as a case to briefly explain
the following teaching strategies: 1) carefully study the content of the text,
understand the context, clarify the topic, establish the target languages based
on the context and the topic, and explore the cultivation points of the other
core competencies except language ability and morality; 2) determine
educational theme and establish the thematic significance according to the
context, topic and target languages; 3) design the step-by-step teaching
activities guided by thematic significance exploration.
专家简介：Li Lixin (李立新) is a senior
English teacher, and academic leader of primary English of Hainan Province.
Being a host of Excellent Teacher Studio, he is a member of Foreign Language
Teaching Committee of the Chinese Education Society, a Deputy Secretary-General
of Foreign Language Teaching Committee of Hainan Education Society.
Investigation
on the implementation of the English language core competences in elementary
schools: routes and strategies
Liang Xiaohua (梁小华),
Zhongnan University of Economics and Law, Hubei
Grounded in
sociocultural theory, activity theory in particular, this research aims to
investigate the routes and strategies of implementing the English language core
competences in elementary schools in Hubei so as to provide insights into how
they can be enhanced among young learners in elementary school in China. It is
carried out through case studies in Hubei Province, including 11 schools from
both the rural areas and the urban areas, public schools and private schools as
well as schools on privately- funded and public-assisted basis. Observations
and interviews as well as questionnaires were conducted and analyzed.
Liang Xiaohua got her PhD at Hong Kong University, and is
now a professor at Zhongnan University of Economics and Law, Hubei. She is the chairperson
of Hubei Provincial Education Association of Primary and Secondary School
Foreign Language Professional Committee, and the primary investigator of the
Key Hubei Provincial Educational Sciences Project.
Phonics instruction
and assessment based on the Orton-Gillingham Approach
Jin Haifeng (金海峰),
Beijing Royal Foreign Language School, Beijing
This research studied
the English Curriculum Standards for Compulsory Education and analyzed all the
words in the vocabulary lists. Based on the Orton-Gillingham Approach, it
established a systematic and sequential phonics instruction framework, which
lists all the phonics rules and skills that are useful for native Chinese
students and carefully set the learning objectives. It also explored various
phonics activities, and categorized these activities into three groups,
according to the three learning styles. Findings show that it is necessary for native Chinese
students to learn phonics and the Orton-Gillingham Approach is a helpful tool
for them. Also, as a significant indicator of students’ learning outcomes,
phonics assessment will guide teachers to make their instructions more
beneficial for students.
