Mainland Chinese students’ perceptions of language, learning, and identity in an English language teacher education program in Hong Kong

Mainland Chinese students’ perceptions of language, learning, and identity in an English language teacher education program in Hong Kong

• Trent, John Gilbert

The Journal of Asia TEFL, 8(3), 243-270, 2012

2012

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MI Teachers from Mainland China, Teacher from Foreign Countries, Expatriate English Language Teacher Pilot Scheme

Chinese Learners of English Teacher Identity Teacher Education

• Hong Kong
• China

• 1997.7 onwards

• Unknown or Unspecified

This paper reports on a qualitative study that examined the perceptions of eight preservice English language teachers from mainland China about their English language learning experiences within an undergraduate teacher education program in Hong Kong. Based upon a framework of identity construction, and using in-depth interviews conducted at regular intervals during their freshman year, the study explored how the participants’ constructed identities as English language learners as they crossed geographical and educational boundaries to pursue higher education in Hong Kong. The study illustrates that the participants’ experienced challenges in realizing the multiple language learner identities they sought to attain and that this may have resulted in conflicts and antagonism between different identities positions. Implications for providing language learning opportunities to mainland Chinese learners enrolled in higher education institutions in English speaking environments are discussed and suggestions for future research considered.
[Copyright © 2011 The Asian Association of Teachers of English as a Foreign Language.]

• English

Journal Articles

• 17383102

https://bibliography.lib.eduhk.hk/en/bibs/3e9afd30

2015-11-05