Author Information
Guiping Yang, University of Glasgow, United KingdomAbstract
This study aims to find out how English teachers in Chinese public-school view and apply stratified teaching in their classroom. The study is part of a larger qualitative study. Four participants are from a middle (junior-high) school in China. This study adopts the combination of interpretivist paradigm and constructivism worldview. The methods used for the study included: one to one semi-structure interviews, and classroom observations. Based on the analysis of the field data, this paper explored the differentiation in teaching. Detailed examples are given to illustrate how and why teachers apply multi-level teaching in English teaching. The main findings include: The middle school English teachers in China consider differentiation as an effective method and tend to apply it in their classrooms. The reasons are not only to implement teaching students per their aptitude but to better meet the teaching objectives related to Zhong Kao (Chinese High School Entrance Examination).
Paper Information
Conference: ECE2024Stream: Teaching Experiences
This paper is part of the ECE2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Yang G. (2024) Exploring Differentiation of Chinese Public English Education in Middle School ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 991-1002) https://doi.org/10.22492/issn.2188-1162.2024.76
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.76
Comments
Powered by WP LinkPress