The objective of this paper is to investigate the cultural differences between Chinese English teachers and foreign English teachers by employing Hofstede’s Dimensions of National Cultures and then propose current policy implementation of foreign English teachers in Taiwan primary schools. In this study, Lu’s Nation Culture Values is used as the survey tool. Depth interviews with a principal, Chinese English teachers and foreign English teachers are conducted. The results of study found that South African teachers have masculinity and high uncertainty avoidance compared with Chinese English teachers. South African teachers have long-term orientation compared with American and Canadian teachers. Policy implementation suggestions are made accordingly. Improving foreign teachers’ teaching skill in teaching English as a foreign language to meet masculinity. Chinese English teachers teach textbook lessons whereas foreign English teachers teach theme-based lessons to meet individualism and masculinity. Perform consistent policy requirements to both Chinese and Foreign teachers to satisfy high uncertainty avoidance. School administrators enforce management power to foreign English teachers in order to improve short power distance. Contract fulfillment bonus is added for long term orientation. The research findings are further discussed in the following text.
Chang-Hsi Yu, Yu Da University of Science and Technology, Taiwan
Ya-Lan Hsieh, Yu Da University of Science and Technology, Taiwan
Stream: Humanities - Teaching and Learning
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