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ERIC Number: EJ964318
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1354-0602
Teacher Identity, Teaching Vision, and Chinese Language Education for South Asian Students in Hong Kong
Gao, F.
Teachers and Teaching: Theory and Practice, v18 n1 p89-99 2012
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. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong