A Comparative Study On Teachers' Social Status Identification:Second Language Teachers Of Chinese And English In Language Learning Institutions In Shanghai Area

The CSL(Chinese as a second language)international education market is booming,with training institutions joining into the CSL international education market.Also,English as a Second Language(ESL)education market is still very hot in China,a lot of training institutions are dynamic in it.In order to promote the standardized and healthy development of the CSL international education market and the ESL education market,and improve the perception of teachers' own value and future career planning for TCSL,it is necessary to invest the self social status identity for these two types of teachers,and to explore the differences and find out the influencing factors.This paper introduces 'self social status identity',a common concept of developmental psychology and sociology,to study second language teachers in Shanghai language training institutions.With the combination of questionnaire and interview,we collect the data from these two types of teachers,and used SPSS and Excel to do statistical and data analysis.This paper finds:1.The social status identification level for TCSL is higher than TESL;but at the same time,there is a huge difference for the economic and cultural capital between these two types of teachers.2.The satisfaction level of economic and cultural capital for TCSL is far lower than TESL.3.The influence factors of these two types of teachers' self-social status identity level include:salary,family housing and education background.On this basis,effective strategies have been put forward to improve self-social status identity for TCSL teachers:The government should give the policy support,strengthen the supervision and guidance,create a good domestic CSL international education market;TCSL teachers should strive to improve self-cultural and social capital,and maintain their competitive advantage.