Beyond Replication: Rural EFL Teachers’ Sense Making of Place‐Based Pedagogy in China
Summary. Rural English teachers in China adapt place-based pedagogy to their local contexts rather than copying Western models. They navigate tensions between national policies, test-focused schools, and community needs by connecting English learning to rural identity, moral education, and community development. Teacher agency emerges as crucial for translating global pedagogical ideas into locally meaningful practices that address educational equity.
Cite this article
Kong, D.. (2026). Beyond Replication: Rural EFL Teachers’ Sense Making of Place‐Based Pedagogy in China. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70128
Kong, Delin. “Beyond Replication: Rural EFL Teachers’ Sense Making of Place‐Based Pedagogy in China.” International Journal of Applied Linguistics, 2026. https://doi.org/10.1111/ijal.70128.
Kong, Delin. 2026. “Beyond Replication: Rural EFL Teachers’ Sense Making of Place‐Based Pedagogy in China.” International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70128.
@article{kong-2026-beyond-replication-rural-efl-teachers,
title = {Beyond Replication: Rural EFL Teachers’ Sense Making of Place‐Based Pedagogy in China},
author = {Delin Kong},
journal = {International Journal of Applied Linguistics},
year = {2026},
doi = {10.1111/ijal.70128},
url = {https://doi.org/10.1111/ijal.70128}
}
TY - JOUR TI - Beyond Replication: Rural EFL Teachers’ Sense Making of Place‐Based Pedagogy in China AU - Delin Kong JO - International Journal of Applied Linguistics PY - 2026 DO - 10.1111/ijal.70128 UR - https://doi.org/10.1111/ijal.70128 ER -
Details
- DOI
- 10.1111/ijal.70128
- Countries
- China
- Regions
- Asia
- Categories
- education, regional-innovation-systems, general-innovation
- Added
- 2026-04-29