Journal Articles

Teacher identity, teaching vision, and Chinese language education for South Asian students in Hong Kong

Title:
Teacher identity, teaching vision, and Chinese language education for South Asian students in Hong Kong
Authors:
- Gao, Fang Faculty of Education, University of Hong Kong
Source:
Teachers and Teaching: Theory and Practice, 18(1), 89-99, 2012
Publisher:
Routledge
Year Published:
2012
Education Categories:
Keywords:
Identity Language Teachers Teaching Process Secondary School Teachers Second Language Teaching
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Secondary Education
Abstract:
There is a growing interest in research on language teacher identity as relevant research suggests that language teacher self-identification has an impact on their language teaching. The present paper explores the self-identification and subsequent effects on their actual teaching vision and practice of 16 Chinese language subject teachers teaching Chinese as a second language to South Asians in Hong Kong. Data collected from classroom observations and interviews with the teachers demonstrate that Chinese language subject teachers negotiate with South Asian learners and construct their teaching in ways that enable them to create an environment where they see themselves as linguistic torchbearers and cultural transmitters while acquiring a strong feeling of success professionally. This research implies that teacher identity is a kind of pedagogy through which language teachers can reproduce or counteract hegemonic discourses and ideologies that oppress South Asians as non-native language minorities.
[Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540602.2011.622558]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 13540602
DOI:
- 10.1080/13540602.2011.622558
Permalink:
https://bibliography.lib.eduhk.hk/bibs/8a05cdcb
Entry Date:
2014-01-18