Chengdu Parents’ Attitudes Toward English Native-speaking International Teachers versus Local Bilingual Teachers

Abstract

Situated in the background of China’s Chinese-English K-12 education, this study investigates into parents’ attitudes towards native-speaking international teachers versus local bilingual teachers. It examines the extent to which parents base their preferences for and perceptions of international teachers versus local bilingual teachers on native-speakerist mindsets through a mixed-methods questionnaire completed by 101 parent participants. Results show what parents look for when choosing a Chinese-English bilingual education, how they perceive the strengths and weaknesses of international and local bilingual teachers, respectively, and the extent to which they prefer international teachers or local bilingual teachers over the other. These results uncover 2 major assumptions, namely native-speakersim and Western superiority, embedded in parents’ attitudes toward teachers.