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1、ArticlesChangeandConflict:IntroductionoftheCommunicativeApproachinChinaJanicePennerChineseresistancetotheCommunicativeLanguageTeachingapproachisoftendismissedastheclassictraditionalversusmodernapproachdebate."TheChinesewillsoonchange."However,becausethisisanexampleofcross-culturalexporta•tionof
2、educationalinnovations,therearemanyconflictsthatmustberesolved.Thisarticleexamineshowthebeliefs,pedagogy,andstructuresthathavedevel•opedintheChineseEnglishlanguageclassroomculturerestrictpedagogicalchangeadvocatedbyforeignandChinesechangeagents.Theissuesraisedservetoacquaintthereaderwithsomeoft
3、hecomplexitiesofpedagogicalchange.TheissuesarealsoofsignificancetoeducatorswhoareconsideringteachinginanEFLcontext.China'smodernizationprogramandincreasedforeigncontacthaveneces•sitatedtheexpansionofEnglishlanguagetraining.AttherequestoftheChinesegovernmentandincreasinglythroughforeigninitiativ
4、es,foreignershavebeenactingascurriculumconsultantsanddevelopers,researchers,Englishteachers,andteachertrainersatbothtertiaryandsecondarylevels.After1979theMinistryofEducation,nowtheStateEducationCommission(SEC),launchednumerousEnglishasaForeignLanguage(EFL)teachertrainingprojects.Forexample,the
5、AdvancedTeacherTrainingCourses(ATTCs)focusedontheteacherspracticingatthecollegelevel(Gatey,1990a,1990b).AmbitiousplanswerealsomadetotrainorretrainallsecondaryEFLteachers(Wang,1986).Chinaservesasanexampleoftheproblemsinherentinthedirectexportofeducationalmethodologyacrosscultures.Morespecificall
6、y,thisarticleoutlinestheconflictsthatforeignandChineseeducatorsexperiencedwhenpedagogicalchange,intrinsictoimplementingtheCommunicativeLan•guageTeaching(CLT)approach,wasfirstintroducedinEFLteachertrainingprogramsandEFLclassesinChina.Examplesaredrawnfromteachertrain•ingandEFLclassroomsbecauseitw
7、ascommonlyassumedthattheinnova•tionpresentedtotheChineseEnglishteacherswouldmanifestitselfintheteacher'sownclassroom.TESLCANADAJOURNAUREVUETESLDUCANADAVOL.12,NO.2,SPRING1995ChangeIntheprocessofeducationalreform,itisoftenassumedtha
