Second language teachers’ conceptions of teaching literary texts

Second language teachers’ conceptions of teaching literary texts

• Cheung, Anisa The Education University of Hong Kong

TESL-EJ, 23(1), 2019

TESL-EJ

2019

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBG Teaching Methods of Literature & Their Outcomes

Teacher Cognition Language Arts Personal Practical Knowledge

• Hong Kong

• 1997.7 onwards

• Secondary Education

• View Full Text 全文連結

The present article lies at the intersection of research on teacher cognitions and the rising importance of literary texts in second language learning. It is a qualitative analysis of teacher reports on integrating Language Arts (LA) in the context of New Senior Secondary (NSS) English Language Curriculum in Hong Kong. In particular, this study explores three English teachers’ conceptions of teaching literary texts. Juxtaposing teachers’ views of LA integration and their personal experience of English language learning offers teacher educators a useful lens through which to view the personal practical nature of teacher cognition. It also unveils the factors influencing their conceptions of the place of literary texts in the English Language Curriculum. The results portray teachers as individuals with unique personal characteristics and backgrounds. It is hoped that the study will offer insights into the development of teachers’ personal practical knowledge (PPK) by highlighting their personal learning experience. The study suggests a reconsideration of the relationship between teacher knowledge and belief from various perspectives. Copyright © 2019 Editorial Board TESL - EJ. All rights reserved.

• English

Journal Articles

• 10724303

https://bibliography.lib.eduhk.hk/en/bibs/ebd4cc03

2020-02-04