Explanation of the Abbreviations
Part 1 Background of the Research
Chapter 1 Introduction
1.1 National Training Plan
1.2 English Language Education Policy in China: Ideology Changes from Political-Oriented to Utilitarian-Oriented
1.2.1 Political-oriented English education: the 1860s to the mid-1970s
1.2.2 Economic-oriented English education: 1978 to
1.2.3 Instrumental English education: expansion after
1.3 Problems of English Education in Multilingual Ethnic Minority Areas of Yunnan
1.3.1 Language barriers in multilingual areas
1.3.2 English teachers' poor teaching quality
1.4 Significance of the Research
1.5 Research Questions
1.6 Research Rational
Part 2 Theoretical Framework of the Research
Chapter 2 Key Concepts on Teacher Professional Development
2.1 Teaching as a Profession
2.2 Professional Teachers in Western Terms and Shide in Chinese Context
2.2.1 Professional teachers in Western terms
2.2.2 Shide: old Confucian requirements
2.3 Stage of Teacher Professionalism in Current China
2.4 Teacher Knowledge Base
Chapter 3 Social Constructed Cognitive Process
3.1 Constructivist Learning Theory
3.1.1 The "novice" and the "expert" in constructivist learning process
3.1.2 Vygotsky's dialectical constructivism
3.1.3 Instructional scaffolding
3.1.4 Organizational context
3.2 Constructivist Learning Theory and In-service Teachers' Training
Chapter 4 Motivation and Adults' Education Participation
4.1 From Maslow to Herzberg
4.2 Roger Boshier's EPS
Chapter 5 Teacher Beliefs
5.1 Bandura's Model of Reciprocal Determinism
5.2 Teacher Efficacy and Its Influencing Factors
5.3 Attitudes in Language Learning
Part 3 Major Findings
Chapter 6 Language Learning Attitudes of Secondary School English Teachers in Multilingual Areas
6.1 Distribution and Strength of ELA
6.1.1 General English learning attitudes
6.1.2 Five English learning attitudinal dimensions
6.1.3 Spearman rank correlation analysis of ELA
6.2 Distribution and Strength of Ethnic Minority Language Learning Attitudes
6.2.1 General learning attitudes towards ethnic minority languages
6.2.2 Five ethnic minority language learning attitudinal dimensions
6.2.3 Spearman rank correlation analysis of the ethnic minority language learning attitudes
6.3 Strength and Correlation of Language Learning Attitudes
6.3.1 Strength and correlation of AC
6.3.2 Strength and correlation of AS
6.3.3 Strength and correlation of AL
6.3.4 Strength and correlation of attitudes to social value of the target language
6.3.5 Strength and correlation of attitudes to the particular uses of the target language (PU)
6.4 Teachers, General Attitudes to Language Learning
6.4.1 "English is a cultural carrier."
6.4.2 "English has more social values than ethnic minority languages."
Chapter 7 Teacher Efficacy of Secondary School English Teachers in Multilingual Areas
7.1 ETE Strength
7.2 Teacher Efficacy Strength and the Demographic Features
7.2.1 Age
7.2.2 Teaching years
7.2.3 Teaching subjects
7.2.4 Professional titles
7.2.5 Ethnicity
7.3 Difficulties for Teaching English in Rural Areas
7.3.1 "I don't know how I can motivate my students to learn English."
7.3.2 "The principal always assigned me to do other things not related to my teaching."
7.3.3 "Family guidance is so poor that parents barely have positive influences on students."
7.4 The language Barrier for Teaching English in Multilingual Areas
7.4.1 "This is a multilingual area and you don't need to learn English to survive."
7.4.2 "English can only be taught in Chinese, but I have many students who cannot speak Chinese

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