Applied English Teacher Development

Applied English Teacher Development

Presented by WU FENG, Hezhou University, Guangxi, China
Outlines
1. Higher Education Transformation in China: From Local University
to University of Applied Technology
2. What is University of Applied Technology?
3. The Competences that the Applied-English-Teacher need
4. Current Competence of English Teachers in Local UniversityA
Case Study of Hezhou University.
5. Collaboration of local government, school, department, English
teachers to help develop applied English teachers.
6. Significance
1. Higher Education Transformation in China: From Local
University to University of Applied Technology
The Minister of Education in China announced that about 600
universities in China would transform to vocational education. Most
of the school that need transforming are local universities,
supported by local authorities and developed from junior college. It
is hard for students who graduate from this kind of school to find a
good job. In brain work, they havent enough knowledge and
research ability to compete with students from academic
universities, like 985,211. As for skillful work they fall behind
students form vocational schools. On the one hand, millions of
graduates cannot find a job, especially from local university. On the
other hand, a great number of companies and manufactures are
short of skillful employee. Therefore, structural unemployment
phenomenon appears. Transforming some local universities to
university of applied technology helps to solve the problem to some
extent.
2. What is University of Applied Technology?
There is no clear definition of what the University of Applied
Technology is. University of Applied Technology is different from
traditional university or junior college, it is the combine of academic
education and vocational education. The aim of this kind of school is
to train students practice skills and help them be competitive in job
market. It is somewhat like Community College in U.S. Students are
un-academic and learn some practical skills to satisfy the job needs.
However, different from Community Colleges 2-year-education and
focusing mostly on craft, University of Applied Technology is of 4year-educaiton, and cultivating students both skills and
comprehensive qualities.
1

Applied English Teacher Development

3. The Competences that the Applied-English-Teacher need

The teachers are the operator of cultivating talents. Improving
teachers skills and applied ability is the prerequisite of transforming
students to be applied. To be applied-English-teachers, they should
have both identities of as a language teacher and as an applied
teacher.
1) As language teachers, they should have language proficiency,
relevant course knowledge and teaching philosophy. Language
proficiency is the most important skill for English teachers.
Because when giving explanations and instructions, or providing
examples of words and grammatical structures, teachers
language proficiency directly affects students understanding.
Secondly, owning enough knowledge related to the course he or
she teaches such as linguistic, literature, cultures, the teacher
can better give lectures and give directions to students. Lastly,
teachers should know how to teach and how to put what they
know to students and have ways of help students to be
interested in the course and pursue their knowledge after class.
2) As applied teachers, they should have knowledge and skills
related to English profession, theyd better have working
experience in related companies and institutions and they should
also know how to theorize from practice and put theory into
practice. Teachers who teach students of business English or tour
English they should not only have theoretical professional
knowledge but also practical skills and working experience. Only
those who themselves are applied are qualified to give students
practical instructions and directions.
3) Questions
Who do you think yourself are qualified to be a language
teacher?
Most of you satisfy the qualification of being a good language
teacher. Because you all are English teachers.
Who do you think yourself are qualified to be an applied to be
an applied teacher.
Though you are theoretical, you lack of working experience on
English profession.
If you qualify both, congratulations you are a qualified applied
English teacher.
From analysis above, it is concluded that being a good language
teacher is a tough task, to be an applied English teacher even
harder.
4. Current Competence of English Teachers in Local
UniversityA Case Study of Hezhou University.
1) Why I Choose Hezhou University as A Case Study
2

Applied English Teacher Development

It is a newly-established university under administration of local

authorities.
It is un-academic and only offers bachelor degree
The graduates facing the challenge of finding a satisfying job.
Joined the Universities Union of Applied Technology
There are more than 600 local universities are like Hezhou university
in China. All those local universities share some similarities.
As the limitation of time and condition and I havent gather data of
some other local university. To some extent, a case study of Hezhou
University reflects the problems and challenges of local universities
in transforming.
2) Faculty Status in English Department of Hezhou University
Currently, there are 65 teachers in the department, among which 7
teachers(11%) are in pursuing doctor degree, 34 teachers(52%)
have master degree, 24 teachers(34%) have bachelor degree or no
degree. 2 professors(4%), 15 associate professor(27%), 38
lecturers(69%).

3) Teachers dilemma
In transforming to university of applied technology, teachers career
development fall in dilemma. On one hand, they need promote their
rank and degree, on the other hand, they need grow the skills and
experience for vocational education.
The progress they made
From 2012 to 2014, 8 teachers were promoted to associate
professor, 3 were enrolled by domestic universities and 5 were
enrolled by overseas universities to pursue their doctor Degree.
The challenges they meet
Approximately 15(23%) come directly from university after getting
their master degree. 24(36%) upgraded from middle school
teachers
Only 7(11%) come from the trade, industry, business, English
training center, tour, and government. About 4(0.6%) have
vocational qualification certificate. 6(0.9%) were sent by Hezhou
University to enterprises and companies to gain jobplacement
working experience.
5. Collaboration of local government, school, department,
English teachers to help develop applied English teachers.
1) Local government
3

Applied English Teacher Development

Building bridge
Exert the government management function, building the bridge
between university and local enterprises and governmental
agencies. Therefore, by collecting with enterprise, teachers know
much about social needs, gain working experience.
2) School
Policy support
Most teachers exert their time and energy in promoting degree and
ranks, which have a bearing on their income and prestige. If the
university want to motivate teachers to be applied, the encouraging
policy is necessary. For instance, give rewards to those who get
vocational qualification certificate. In title evaluation, give
preemption to those who are applied. Guarantee the benefit of the
teachers who are having replacement work in companies, industry
or governmental institution.
Employ faculty from walks of trade, tour, business
Employing faculty who have working experience related to English
professions, which is a direct way to solve the problem of shorting of
applied English teachers.
Send teachers to companies and institutions
To help those who are lack of working experience and know few
about English industry, sending them to industries to have a short
term training is a solution. Those who teach tour English or business
English must have working experience. Only in this way can they
give students practical direction.
3) English Department
Educating
The department can call together all faculty some meetings, telling
the necessity of developing applied abilities.
Direction
Give direction to all the English teachers, by inviting experienced
experts and professors to give lectures.
Supervision
Reward those who actively take part in the transformation. Urgent
teachers to have their own career plan.
4) English Teachers
English teachers themselves are the principal parts in developing
applied English teaching abilities. Firstly, they need know the
importance and necessity of developing applied abilities and form
the awareness of self-development. Secondly, they need update
their knowledge and skill to catch up the social development and
teaching need. Lastly, they need take actions to have a short term
training or working experience in industries. To better qualify
teaching, information technology, teaching methods are also
4

Applied English Teacher Development

important.
6. Significance
1) For China
Though it is a case study of Hezhou University, it gives
references and solutions to those who face the same problems in
transformation.
2) For America
Currently, there is no English paper introducing higher education
transformation in China. The study helps America people know
about Chinese higher education.