Change and Conflict: Introduction of the Communicative Approach in China

Abstract

Chinese resistance to the Communicative Language Teaching approach is often dismissed as the classic traditional versus modern approach debate. "The Chinese will soon change." However, because this is an example of cross-cultural exportation of educational innovations, there are many conflicts that must be resolved. This article examines how the beliefs, pedagogy, and structures that have developed in the Chinese English language classroom culture restrict pedagogical change advocated by foreign and Chinese change agents. The issues raised serve to acquaint the reader with some of the complexities of pedagogical change. The issues are also of significance to educators who are considering teaching in an EFL context.