Developing Global Awareness for Global Citizenship Education: English Language Teachers’ Beliefs and Practices in China (Intercultural Communication and Language Education)

Acknowledgments
Contents
Part I Exploring Core Issues of Global Awareness and Global Citizenship
1 Introducing the Global Awareness Study
	1.1 Overview of Context
	1.2 The Global Awareness Case Study
	1.3 Research Methods
		1.3.1 Rationale for Qualitative Approach
		1.3.2 Site and Participants
		1.3.3 Research Design
		1.3.4 Data Collection and Analysis
	1.4 Organization of the Book
	References
2 Global Awareness, Intercultural Communicative Competence, and Global Citizenship
	2.1 Global Awareness
		2.1.1 Concept of Global Awareness
		2.1.2 Empirical Research on Global Awareness
	2.2 Teacher Cognition and Intercultural Communicative Competence
		2.2.1 Teachers’ Beliefs About Culture and Cultural Teaching
		2.2.2 Teachers’ Knowledge About Intercultural Communicative Competence
		2.2.3 Teachers’ Beliefs About Intercultural Language Teaching
		2.2.4 Teachers’ Intercultural Language Teaching Practices
	2.3 Global Citizenship Education and Intercultural Citizenship Education
		2.3.1 Global Citizenship Education
		2.3.2 Intercultural Citizenship Education
	2.4 Conclusion
	References
3 Global Englishes, Global Learning, and Teacher Cognition
	3.1 Global Englishes
		3.1.1 WE, EIL, and Global Englishes
		3.1.2 Studies on WE, EIL, and Global Englishes
	3.2 Global Learning
		3.2.1 Theory of Global Learning
		3.2.2 Research on Global Learning
	3.3 Teachers’ Beliefs and Practices
		3.3.1 Concept of Teacher Cognition
		3.3.2 Studies of Teachers’ Beliefs and Practices
	3.4 Conclusion
	References
4 Global Awareness and Intercultural Language Teaching in China
	4.1 Global Awareness and ICC in School Curriculum in China
	4.2 Chinese Perspectives on Global Awareness
	4.3 Models of Intercultural Communicative Competence in China
	4.4 Studies into Intercultural Communicative Competence in the Chinese Context
	4.5 Global/Intercultural Citizenship Education in China
	4.6 Conclusion
	References
Part II Teacher Cognition about Global Awareness
5 Teachers’ Beliefs and Reported Practices Regarding Global Awareness
	5.1 The Global Awareness Model
	5.2 Global Awareness in the Curriculum
	5.3 General Teaching Methods
	5.4 Global Awareness Teaching Methods
	5.5 Conclusion
	References
6 Factors That Shape Teachers’ Beliefs About Global Awareness
	6.1 Teacher Professional Development and Global Awareness
	6.2 Students and Global Awareness
	6.3 Global Awareness in Tests
	6.4 Global Topics in Teaching Materials
	6.5 Conclusion
	References
Part III Global Awareness in Classroom Practice
7 Chinese English Teachers’ Classroom Practices
	7.1 Vocabulary Lessons
	7.2 Grammar Teaching
	7.3 Multimedia Lessons
	7.4 Teachers’ Joint Preparation for Instruction
	7.5 Conclusion
	References
8 Classroom Practices of Three Canadian English Teachers
	8.1 Reading an English Newspaper
	8.2 Christmas Class
	8.3 Drama Class
	8.4 Conclusion
	References
Part IV Discussion and Conclusions
9 Teacher Cognition, Practice, and Global Awareness
	9.1 Understanding Teachers’ Cognition About Teaching Global Awareness
		9.1.1 Teachers’ Beliefs Regarding Global Awareness
		9.1.2 Global Awareness in the Curriculum
		9.1.3 Teachers’ Reported Practices Regarding Global Awareness
	9.2 Exploring Factors Affecting Teachers’ Beliefs Regarding Global Awareness
		9.2.1 Teaching Training
		9.2.2 Students’ Global Awareness
		9.2.3 Tests
		9.2.4 Teaching Materials
	9.3 Developing Global Awareness in Classroom Practice
		9.3.1 Discussion of the Regular High School English Department
		9.3.2 Discussion of the Sino-Canadian Program
	9.4 The Relationship Between Teachers’ Beliefs and Teaching Practices
	9.5 Conclusion
	References
10 Preparing Language Teachers for Intercultural/Global Citizenship Education
	10.1 Intercultural Teaching and Learning
	10.2 Assessment of ICC
	10.3 Online Intercultural Exchange
	10.4 CLIL and ICC
	10.5 Global Englishes and ICC
	10.6 Conclusion
	References
11 Conclusions
	11.1 Summary of Findings from Studies on Global Awareness
	11.2 Implications for Language Education
	11.3 Limitations of the Study
	11.4 Suggestions for Further Research
	References