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 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• M 教師與教師教育
  • ME 教師職責、專業精神與專業紀律
• G 課程與教學:個別教學範疇
  • GA 中文
• D 課程
  • DE 中學教育課程
• N 學生與學生服務
  • NO 少數民族及移民學生
• P 香港教育各層面與外地之比較
  • PH 少數民族的教育、種族及族群因素

Identity Language Teachers Teaching Process Secondary School Teachers Second Language Teaching

• Hong Kong

• 1997.7 onwards

• 中學教育

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]

• 英文

期刊論文

• 13540602

• 10.1080/13540602.2011.622558

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

2014-01-18