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Optimists would probably argue that Cathy’s strong determination to create learner-centred environments in her classroom and her strong belief in the necessity to reform education in her native country might yield viable fruit and eventually result in shifts in epistemologies and changes in the instructional practices of those around her. Cathy and her confederates, whom she will most probably find among other Chinese alumnae of US universities, may serve as innovators and early adopters (Rogers, 2003) who will inspire and ignite others for educational reforms.

The teachers found it essentially relevant to their pedagogical role in the course to establish a trustworthy and knowledgeable image of themselves. In addition, Professionalism included parts of discourse where the teachers mentioned (or elaborated on) any accomplishments that defined them as educated, well-travelled and competent adults. The Awareness of the Audience comprised discourse in which the teachers addressed students as the audience of the posts and outlined possible topics for further discussion.

Students here in the US have a very different learning styles comparing with learning styles Chinese students have. They are not very comfortable if you teach the US way. They will think that you are just a crazy teacher. While being labelled ‘a crazy teacher’ does not scare Cathy, behind her courage lies the acuteness of the problem she will most probably face when implementing US teaching approaches in her native discourse. Socialization Besides conflicting ideologies, multiple membership in discourse systems may result in fragmentation of socialization and experience.

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