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China
This article reports on a case study that investigated language teachers’ perceptions of a newly launched multilingual programme in a Chinese university. Forty-one teachers from the university were interviewed. Data analysis reveals that the teachers perceived the new programme as an administration-dominated initiative that would impact on their teaching practice and research engagements. Particularly, they questioned the viability of its pedagogical innovation, and cast doubt on its implications in terms of what type of knowledge and research would be valued. They also viewed the new programme as a form of institutionalisation, resulting in the reallocation of resources within the university. These perceptions demonstrate how the innovative programme, imposed as a policy initiative, could influence the ecosystem of the whole university and affect its sustainable development.
本研究考察一所中国大学的外语教师对一个新实施的多语项目的认知。对41位外语教师的访谈发现，他们认为新项目是学校行政主导的产物，对教师个人的教学和研究都产生影响。外语教师质疑此类教学创新的可行性以及这种创新带来的专业发展导向，而这种导向涉及学校将看重何种类型的知识贡献和科学研究。外语教师还将新项目看做会导致资源重新分配的体制化活动。这些认知作为新项目实施带来的结果，也有可能进一步影响学校的生态系统和可持续发展。
