Language Teacher Education in a Multilingual Context: Experiences from Hong Kong

ISBN-13: 9789402402551 / Angielski / Miękka / 2016 / 196 str.

John Trent; Xuesong Gao; Mingyue Gu

Opis

This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong.

Recenzje

"The book provides readers with practical and inspiring information about teacher identities and teacher education programmes in Hong Kong. It is insightful for student teachers, teachers, teacher educators, policy makers and researchers interested in teacher education, For anyone who is interested in the field of L2 teacher education or the broader field of L2 learning and teaching, particularly in multilingual contexts, I would recommend the book without hesitation." (Wei Ren, Journal of Education for Teaching, Vol. 41 (3), 2015)

"Trent, Gao, and Gu successfully showcase their research work from a multidimensional and multifaceted view to focus on teacher identity as a crucial issue for the professional development of language teachers ... and set their work in Hong Kong's multilingual context of rich complexity. ... this volume makes a substantial contribution to our knowledge of teacher identity and the field of language teacher education ... . recommended to teacher education researchers, teacher educators, and policy makers in similar contexts." (Hao Xu, System, Vol. 47, December, 2014)

"'Language Teacher Education in a Multilingual Context, Experiences in Hong Kong' is a collection of studies exploring the situation of potential English language teachers in Hong Kong, and seeks to understand issues in this specific multilingual context. ... The book will be of great significance to language teachers, policy makers and research

ers in applied and sociolinguistics, especially those focusing on language teacher development from an educational and/or political perspective." (Christina Nicole Giannikas, The Linguist List, February, 2014)

Spis treści

1. Introduction by Xuesong (Andy) Gao and John Trent.- 2. It is Not a Bad Idea for Me to Be a Language Teacher! by Xuesong (Andy) Gao and John Trent.- 3. Cross-Border Pre-service Teachers in Hong Kong: Identity and Integration by Mingyue (Michelle) Gu.- 4. Journeys towards teaching. Pre-service English language teachers’ understandings and experiences of teaching and teacher education in Hong Kong by John Trent.- 5. Language Teachers and the Falling Language Standards in Hong Kong:  An Internet-based Inquiry by  Xuesong (Andy) Gao.- 6. A Comparative Study on Commitment to Teaching by Mingyue (Michelle) Gu.- 7. The construction and reconstruction of teacher identities: The case of second career English language teachers in Hong Kong by John Trent.- 8. Learning, teaching, and constructing identities abroad: ESL pre-service teacher experiences during a short-term international experience programme by John Trent.- 9. Identity construction in a foreign land: Native-speaking English teachers and the contestation of teacher identities in Hong Kong schools by    John Trent.- 10. Political Conspiracy or Decoy Marketing?: Experienced Chinese teachers’ perceptions of using Putonghua as a Medium of Instruction in Hong Kong by Xuesong (Andy) Gao & John Trent.- 11. An Ethico-political Analysis of Teacher Identity Construction by Mingyue (Michelle) Gu.- Conclusion: Crossing boundaries and becoming English language teachers in multilingual contexts by John Trent

Blurb

This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts.