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Abstract(s)
This study aimed at examining the effects of an international education and teaching
experience on Chinese academic staff, particularly on the way they communicate with their
students. The main question was whether an “internationalization” of communication
strategies could be found. The focus was placed on interpersonal communication between
Chinese teachers and their students. Taking into account existing literature, it was expected
to find teachers adapt to a higher degree to the students than vice versa.
This qualitative study presents case studies of teachers’ praxis within international
classrooms. Interviews were used to examine the participants’ perceptions about the topic
and their transformation.
The participants in this study comprised of Chinese university teachers who gained
experience (studying and/or teaching) outside of China and are now back in the country,
teaching either Chinese or international (i.e. non-Chinese) students or who are currently
still living outside of China, teaching international students.
The findings of this study suggest that Confucianism still presents a key determinant of Chinese
communication approaches. However, those perceptions are not perpetual but in a constant
process of change and (re)alignment to the environment. We could see that with a growing
exposure time the internationalization of the communication approaches deepened.
Description
Keywords
Intercultural communication Communication accommodation theory In-class communication