Abstract:
The basic education reform in China since 2001 has triggered the transition of the pedagogic code from strong classification and strong frame to weak classification and weak frame. And the curriculum of English in high school stage has undergone profound changes of pedagogic code. Compared with other subjects, English course has more advantages in introducing international learning theories and methods. Hence weakening classification could be found in the full fields of curriculum, textbooks and pedagogy of English.
Achievements in the High School/ College Entrance Examination are the most authoritative evaluation method for English teachers just like their counterparts in other subjects. Result assessment instead of process assessment in English education strengthens the strong classification and frame. English teachers in basic education in China have to be confronted with the tension between different classifications and frames. English teachers from different SES (socio-economic status) schools construct their own identities against the tension between different classifications and frames.
A case study will research six high school English teachers and the research questions will include: 1.what are the concrete expressions of the contrast between different classifications and frames in the curriculum, textbooks and pedagogy of English subject ? 2. How does the tension between different classifications and frames interact with high school English teachers’ identity negotiation (in the professional values, the view of expanding teaching beliefs, the view of promoting English language competence, the view of teaching reform and the view of teaching and research training)? 3.What are the reactions of high school English teachers from different SES schools in balancing the conflict of the contrasting classifications and frames?
The study shows that the contrast between different classifications and frames has much to do with the great disparity between identities constructed by English teachers from high SES schools and low SES schools. Different classifications and frames in English subject witness different reactions from students and teachers of different SES backgrounds. The different identities of English teachers from different SES schools, which is closely related to the pedagogic code of strong classification and frame vs weak classification and weak frame, are critical to rural teacher recruitment and retention, one of the key problems of rural teachers.
Achievements in the High School/ College Entrance Examination are the most authoritative evaluation method for English teachers just like their counterparts in other subjects. Result assessment instead of process assessment in English education strengthens the strong classification and frame. English teachers in basic education in China have to be confronted with the tension between different classifications and frames. English teachers from different SES (socio-economic status) schools construct their own identities against the tension between different classifications and frames.
A case study will research six high school English teachers and the research questions will include: 1.what are the concrete expressions of the contrast between different classifications and frames in the curriculum, textbooks and pedagogy of English subject ? 2. How does the tension between different classifications and frames interact with high school English teachers’ identity negotiation (in the professional values, the view of expanding teaching beliefs, the view of promoting English language competence, the view of teaching reform and the view of teaching and research training)? 3.What are the reactions of high school English teachers from different SES schools in balancing the conflict of the contrasting classifications and frames?
The study shows that the contrast between different classifications and frames has much to do with the great disparity between identities constructed by English teachers from high SES schools and low SES schools. Different classifications and frames in English subject witness different reactions from students and teachers of different SES backgrounds. The different identities of English teachers from different SES schools, which is closely related to the pedagogic code of strong classification and frame vs weak classification and weak frame, are critical to rural teacher recruitment and retention, one of the key problems of rural teachers.