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Sustainable Careers of Teachers of Languages Other than English (LOTEs) for Sustainable Multilingualism in Chinese Universities

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Listed:
  • Yadong Guo

    (School of Foreign Languages, Tongji University, Shanghai 200092, China)

  • Helena Sit

    (School of Education, The University of Newcastle, Newcastle, NSW 2308, Australia)

  • Min Bao

    (School of Foreign Languages, Southeast University, Nanjing 211189, China)

Abstract

This paper explores Chinese universities’ policies related to the research performance review of language other than English (LOTE) teachers with respect to promotion. Drawing on a variety of data including policy documents and interviews with 32 individual LOTE teachers from 16 universities, we identified that Chinese universities have unreasonable expectations in terms of research publications and research funding for language teachers, including LOTE teachers, which make their career prospects unsustainable. We also evaluated the contextual realities for LOTE teachers regarding academic publication and research funding, and identified a widespread feeling of anxiety and stress among LOTE teachers. Though LOTE teachers are committed to undertaking various efforts to overcome challenges in their research performance review for promotion, we call on university management and policy makers to provide additional support to LOTE teachers, so that they can develop sustainable careers and universities, including Chinese universities, will be able to rely on sustainable multilingualism.

Suggested Citation

  • Yadong Guo & Helena Sit & Min Bao, 2020. "Sustainable Careers of Teachers of Languages Other than English (LOTEs) for Sustainable Multilingualism in Chinese Universities," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6396-:d:396342
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    References listed on IDEAS

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    1. Xiuwen Chen & Ke Zhao & Jian Tao, 2020. "Language Learning as Investment or Consumption? A Case Study of Chinese University Students’ Beliefs about the Learning of Languages Other than English," Sustainability, MDPI, vol. 12(6), pages 1-15, March.
    2. Jian-E Peng & Xuesong (Andy) Gao, 2019. "Understanding TEFL Academics’ Research Motivation and Its Relations With Research Productivity," SAGE Open, , vol. 9(3), pages 21582440198, July.
    3. Zhang, Han & Patton, Donald & Kenney, Martin, 2013. "Building global-class universities: Assessing the impact of the 985 Project," Research Policy, Elsevier, vol. 42(3), pages 765-775.
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    Cited by:

    1. Siqi Liu & Yu Chen & Qi Shen & Xuesong (Andy) Gao, 2022. "Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding," Sustainability, MDPI, vol. 14(16), pages 1-15, August.
    2. Min Bao & Wei Ren & Danping Wang, 2020. "Understanding the Professional Practice of Teachers of Chinese as an Additional Language through the Lens of Teacher Agency," Sustainability, MDPI, vol. 12(18), pages 1-15, September.
    3. Bao, Li & Tian, Xiaoming, 2022. "Climbing the academic ladder: Chinese women academics seeking recognition on the way to becoming professors," International Journal of Educational Development, Elsevier, vol. 91(C).
    4. Minghao Kang & Qi Shen & Yongyan Zheng, 2022. "LOTE (Languages Other than English) Teachers’ Emotions and Professional Identity in Response to Educational Reforms: A Social-Psychological Perspective," Sustainability, MDPI, vol. 14(17), pages 1-13, August.

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