ÊTRE ENSEIGNANT NATIF ET NON NATIF DE FLE EN CHINE : LA DYNAMIQUE DES REPRÉSENTATIONS RELATIVES AUX « RÔLES » D’ENSEIGNANT DE LANGUE
BEING A NATIVE AND NON-NATIVE TEACHER OF FLEM IN CHINA: THE DYNAMICS OF REPRESENTATIONS OF LANGUAGE TEACHING 'ROLES

Summary/Abstract: This article aims to show that the representation of French as a Foreign Language (FLE) teachers in the Chinese context is changing and exhibiting diversity when it comes to approaching the issue of “native/ non-native” teacher. Through interviews with seventeen FLE teachers of five educational authorities, seven French and ten Chinese, our objective is to reconstruct the crossed judgments concerning the differentiated (or not) skills of two parties existing in their speeches, thus to understand what they think about the roles of FLE teachers in real teaching scenes. This analysis turns to a discussion of the professionalism of language teaching as well as the socio-cultural factor to be taken into account in the Chinese context.

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