Speaking for Purpose: A Case Study of Bilingual Immersion Pedagogy Within the Chinese EFL Context

This qualitative caste study within the larger SSHRC partnership grant project explored the beliefs and perceptions of two Chinese EFL (English as a Foreign Language) teachers within the EFL program in China. The case study implemented data collection means of observations, interviews, and a document analysis. Observation in two Southwest Chinese EFL classrooms were conducted to gauge the implementation of bilingual education and language immersion within the classroom. Individual interviews were conducted with the Chinese EFL teachers to capture their teaching and learning experience in the English language learning program. Teaching documents were also analyzed to support the findings. Drawing upon the data collections means, this study reveals the consistent use of English as a primary language of instruction through the implementation of interactive play-based activities within the classroom. The study revealed that both primary and middle school teachers rely on the Chinese language to support English language learning. Furthermore, English language learning resources such as student and teacher textbooks were heavily relied upon. The study also describes the beliefs and perceptions of two Chinese EFL teachers through a narrative perspective which revealed the lifetime passion, aspiration, and dedication that the teachers have for education and English language learning while also integrating a bilingual and intercultural reciprocal learning experience from the researcher.