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

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

• Gao, Fang Faculty of Education, University of Hong Kong

Teachers and Teaching: Theory and Practice, 18(1), 89-99, 2012

Routledge

2012

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• D Curriculum
  • DE Secondary Education Programmes
• N Students & Student Services
  • NO Minorities & Immigrant Students
• P Social Context of Education
  • PH Minorities & Education, Racial & Ethnic Factors

Identity Language Teachers Teaching Process Secondary School Teachers Second Language Teaching

• Hong Kong

• 1997.7 onwards

• Secondary Education

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]

• English

Journal Articles

• 13540602

• 10.1080/13540602.2011.622558

https://bibliography.lib.eduhk.hk/en/bibs/8a05cdcb

2014-01-18