This chapter explores the themes of acculturation and identity transformation among seven Chinese language teachers in Hong Kong. These teachers, who initially taught Chinese as a first language in local Chinese schools, later transitioned to teaching Chinese as a second or near-native language in English-dominant international schools. This study utilises a qualitative research approach, focusing on the long-term teaching experiences of the participants to gain insights into their transformational experiences and acculturation processes from their narratives. We draw on flexible acculturation theory and teacher identity theory to examine the connections and disconnections between acculturation processes and identity change across schools. The findings underscore the participants’ profound meaning-making processes as they trainsitioned from teaching in local schools to international schools. The participants’ previous professional identities as L1 teachers allowed them to draw on multiple resources with a deeper understanding about language teaching and and self-assurance in their changing roles as language educators. They critically reflected on these changing experiences in their subsequent teaching practices within international school contexts. This study holds implications for teacher education and professional development programmes, suggesting the need for tailored initiatives designed to support Chinese language teachers during their transition to teaching in international schools. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

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.

本研究旨在探討香港中國語文教師「自主學習」（SRL）的反思特徵，並檢視職級和教學年資對反思表現的影響。研究參與者是在職教師專業進修課程的學員，研究樣本是他們的反思報告。本研究採用質化和量化混合法—文本分析法、內容分析法及數據統計分析。結果顯示，參加者反思「自主學習」理念的更新，贊同「自主學習」理念，並聚焦於「自主學習」實踐；事實陳述和推理探索的反思表現較佳，而感情表達的反思表現稍遜；他們的反思表現受教師職級的影響，而非教學年資的影響。This study aims at identifying the characteristics of Hong Kong in-service Chinese language teachers’ reflective writing on self-regulated learning (SRL) and examine how the teaching ranks and years of teaching experience affect their reflection performance. A mixed method approach was adopted in the analysis of the written reflections. Text analysis and content analysis of the written reflection was conducted. The cross tabulations of reflective and thematic categories were calculated to investigate how the each category interacted. Results demonstrated that the participants were impressed by the theories of SRL and most of them focused on the practices of SRL. The reflections on facts and reasoning were the strengths of the participants while the reflections on feelings were their weakness. Moreover, the reflective performance was affected by teaching ranks, but not years of teaching experience. Copyright © 2020 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.

This qualitative study investigates the language ideology of a groups of Chinese language teachers working in Hong Kong’s secondary schools when they teach ethnic minority students. Drawing on interview data, this study reports on how these teachers’ language ideologies are in accordance/discordance with dominant discourse, and in what ways their ideologies impact their teaching approach and attitudes towards the students’ heritage language and culture. Key findings indicate that instead of promoting homogeneity as a prerequisite for success, the teachers hold a pluralistic language ideology and outline the potential for ethnic minority students to become linguistic and cultural brokers between the heritage communities and mainstream society. An inconsistence was found between the teachers’ positive language attitude towards heritage language and their self-distancing from the heritage language learning and use in school contexts. The findings implied that teacher education courses could enable teachers, as active agents, to re-negotiate the separate language ideology of the language policy at the macro level, deconstruct it in classroom settings and develop knowledge and beliefs to challenge and resist the ideologies that sustain the marginalisation of heritage language and culture. Copyright © 2017 Informa UK Limited, trading as Taylor & Francis Group.