OPPORTUNITIES, CHALLENGES, AND DIRECTIONS FOR AN INTERNATIONAL ENGLISH LANGUAGE EDUCATOR IN CHINA AMIDST EDUCATIONAL INTERNATIONALISATION.

Abstract

China's educational system has changed in response to the nation's growing involvement in the world economy and the manner in which globalisation has changed institutional objectives and teaching strategies. The educational system is adjusting to these developments. This shift results in different objectives for English as a Foreign Language (EFL) teachers working in Chinese colleges. Examining how English as a Second Language (ESL) courses have changed in China over time might help one understand pertinent trends, issues, and solutions within the larger context of educational globalisation. First-person stories, document analysis, and semi-structured interviews help one to do this. Examining the everyday responsibilities of international English teachers in China helps one to see the value of student involvement, institutional support, intercultural communication, curriculum development, and flexibility. Participation of foreign teachers in curriculum development, cooperative research projects, and growing need of English competency has created a universe of opportunities. The present problems stem from a variety of educational strategies, linguistic barriers, changing immigration laws, and poor participation in institutional governance. Results imply that one must grasp the nuances of Chinese culture and apply innovative approaches of instruction if one wishes to achieve in China's educational system. Advice and views provided by overseas researchers who have worked in China would be much appreciated by politicians, companies, and instructors. As such, the worth of more education would expand globally. China wants to be an intellectual powerhouse; so, international academics have to assist in creating diverse classrooms honouring local ethical standards as well as global ones.