Transitioning to the New Normal: Experiences From a Sino-British Institution

Gareth Richard Morris (Perse School, Suzhou, China), Jiaxin Xu (Xi'an Jiaotong-Liverpool University, China), and Li Li (University of Exeter, UK)
Copyright: © 2022 |Pages: 229
EISBN13: 9781668476130|DOI: 10.4018/978-1-6684-4148-0.ch009
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This chapter considers EAP language teachers' perceptions of the working reality English educators are faced with during the 2021-2022 academic year. It draws on experiences at a specific case study institution, namely a Sino-British one based in China. Adopting a qualitative study design and interviewing eight practitioners, the results from semi-structured interviews suggest that for EAP teachers in a time of technology-enhanced learning that a transition has occurred from pre-pandemic to today, a time in which the challenges of the pre-COVID-19 era now reside alongside the difficulties that the pandemic has presented. Some of these are global issues, such as how to integrate technology best and deal with new teaching norms and disruptions, while others may be more localised on a national and institutional level and include working around growing student numbers and expatriate departures which taken together can stretch resources. That said, technology, increased autonomy, and enhanced staff motivation (in some cases) are also positives that have been derived in some instances.
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