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ERIC Number: ED518006
Record Type: Non-Journal
Publication Date: 2010
Pages: 195
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-8193-9
ISSN: N/A
A Tale of Two Teachers: Chinese Immigrant Teachers' Professional Identity in US Foreign Language Classrooms
Gao, Yunli
ProQuest LLC, Ph.D. Dissertation, University of Minnesota
This study looks at Chinese immigrant teachers' identity through the theoretical framework of the figured worlds, aiming to explore how the Chinese immigrant teachers navigate the cultural and educational practices and negotiate their professional identities in the figured world of foreign language classes in the US public schools, and how the two competing storylines of "Chinese" and "American" teacher interplay in the teachers' identity. Two Chinese immigrant teachers were interviewed and observed in their classrooms over a period of four months. The findings revealed the uncertainty and figuring involved in the inscribed acts and meaning regarding the "American" and "Chinese" pedagogical storylines of teaching, and the situated processes of the figuring, positioning, and choices made by the immigrant teachers. The teachers' professional identities are complex and highly contextualized, reflecting positioning in multiple memberships and orchestration of various discourses in the "space of authoring" in the cultural worlds of the schools. The study contributed to immigrant teacher research at the age of global migration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A