Language teachers' identity in teaching intercultural communicative competence

Language teachers' identity in teaching intercultural communicative competence

• Gong, Yang Frank University of Macau
• Lai, Chun University of Hong Kong
• Gao, Xuesong Andy University of New South Wales

Language Culture and Curriculum, (0), -, 2021

Routledge

2021

• G 課程與教學:個別教學範疇
  • GA 中文
    • GAA 教學目標、課程及評鑑
• 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

Teacher Identity Intercultural Communicative Competence Chinese Language Teachers Cross-cultural Teaching Contexts Chinese as an Additional Language

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This paper reports on our inquiry into how language teachers' identities relate to their efforts to teach intercultural communicative competence. In the study, we collected data through in-depth interviews with and observations of 16 Chinese language teachers in Hong Kong's international schools. The analysis revealed that the participants simultaneously embraced multiple professional and sociocultural identities related to intercultural communicative competence teaching. Specifically, the professional identities included a Chinese language teacher identity and a school staff member identity, while the sociocultural identity comprised a Chinese culture bearer identity, a multicultural identity, a cultural transmitter identity, a culture learner identity, and a cultural bridge identity. These identities were found to compete with or reinforce each other in mediating the participants' efforts in relation to teaching intercultural communicative competence; different identities were often associated with different understandings of and approaches to teaching intercultural communicative competence. The findings suggest that language teacher educators need to recognise teacher identities as an important pedagogical resource when preparing language teachers for teaching in cross-cultural contexts. Copyright ©2021 Routledge.

• 英文

期刊論文

• 07908318

• 10.1080/07908318.2021.1954938

https://bibliography.lib.eduhk.hk/tc/bibs/c9374333

2022-05-12