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Article: Teacher identity, teaching vision, and Chinese language education of South Asian students in Hong Kong

TitleTeacher identity, teaching vision, and Chinese language education of South Asian students in Hong Kong
Authors
KeywordsChinese language
Discourse
Pedagogy
Teacher identity
Issue Date2012
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.asp
Citation
Teachers and Teaching: theory and practice, 2012, v. 18 n. 1, p. 89-99 How to Cite?
Abstract
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. © 2012 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/138537
ISSN
2013 Impact Factor: 0.557
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorGao, Fen_US
dc.date.accessioned2011-08-26T15:35:49Z-
dc.date.available2011-08-26T15:35:49Z-
dc.date.issued2012en_US
dc.identifier.citationTeachers and Teaching: theory and practice, 2012, v. 18 n. 1, p. 89-99en_US
dc.identifier.issn1354-0602-
dc.identifier.urihttp://hdl.handle.net/10722/138537-
dc.description.abstractThere 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. © 2012 Taylor & Francis.-
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.asp-
dc.relation.ispartofTeachers and Teaching: theory and practiceen_US
dc.subjectChinese language-
dc.subjectDiscourse-
dc.subjectPedagogy-
dc.subjectTeacher identity-
dc.titleTeacher identity, teaching vision, and Chinese language education of South Asian students in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailGao, F: gaofang@graduate.hku.hken_US
dc.identifier.doi10.1080/13540602.2011.622558-
dc.identifier.scopuseid_2-s2.0-84859357392-
dc.identifier.hkuros190457en_US
dc.identifier.volume18-
dc.identifier.issue1-
dc.identifier.spage89-
dc.identifier.epage99-
dc.identifier.isiWOS:000303570600007-
dc.publisher.placeUnited Kingdom-

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