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Article: Teacher identity, teaching vision, and Chinese language education of South Asian students in Hong Kong
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TitleTeacher identity, teaching vision, and Chinese language education of South Asian students in Hong Kong
 
AuthorsGao, F1
 
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
 
CitationTeachers and Teaching: theory and practice, 2012, v. 18 n. 1, p. 89-99 [How to Cite?]
DOI: http://dx.doi.org/10.1080/13540602.2011.622558
 
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.
 
ISSN1354-0602
2012 Impact Factor: 0.481
2012 SCImago Journal Rankings: 1.098
 
DOIhttp://dx.doi.org/10.1080/13540602.2011.622558
 
DC FieldValue
dc.contributor.authorGao, F
 
dc.date.accessioned2011-08-26T15:35:49Z
 
dc.date.available2011-08-26T15:35:49Z
 
dc.date.issued2012
 
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.identifier.citationTeachers and Teaching: theory and practice, 2012, v. 18 n. 1, p. 89-99 [How to Cite?]
DOI: http://dx.doi.org/10.1080/13540602.2011.622558
 
dc.identifier.doihttp://dx.doi.org/10.1080/13540602.2011.622558
 
dc.identifier.epage99
 
dc.identifier.hkuros190457
 
dc.identifier.issn1354-0602
2012 Impact Factor: 0.481
2012 SCImago Journal Rankings: 1.098
 
dc.identifier.issue1
 
dc.identifier.scopuseid_2-s2.0-84859357392
 
dc.identifier.spage89
 
dc.identifier.urihttp://hdl.handle.net/10722/138537
 
dc.identifier.volume18
 
dc.languageeng
 
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.asp
 
dc.publisher.placeUnited Kingdom
 
dc.relation.ispartofTeachers and Teaching: theory and practice
 
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 Kong
 
dc.typeArticle
 
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<description.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. &#169; 2012 Taylor &amp; Francis.</description.abstract>
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Author Affiliations
  1. The University of Hong Kong