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, F
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
2011 Impact Factor: 0.744
2011 SCImago Journal Rankings: 0.033
DOIhttp://dx.doi.org/10.1080/13540602.2011.622558
DC Field
Value
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
2011 Impact Factor: 0.744
2011 SCImago Journal Rankings: 0.033
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