Shifting Sands: A Resilient Asian Teacher's Identity Work in Australia

Autor/in	Kong, Melinda
Titel	Shifting Sands: A Resilient Asian Teacher's Identity Work in Australia
Quelle	In: Asia Pacific Journal of Education, 34 (2014) 1, S.80-92 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2013.822791
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Asians; Self Concept; Electronic Mail; Foreign Students; Masters Degrees; Resilience (Psychology); Teacher Education Programs; Cognitive Style; Language Variation; Thinking Skills; Language Teachers; Vietnamese People; Semi Structured Interviews; Case Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Asian; Asiat; Asiatin; Asiaten; Asiate; Selbstkonzept; Elektronischer Briefkasten; Cognitive styles; Kognitiver Stil; Sprachenvielfalt; Denkfähigkeit; Language teacher; Sprachunterricht; Case study; Fallstudie; Case Study; Australien
Abstract	Many TESOL (Teaching English to Speakers of Other Languages) programmes focus on providing professional knowledge to Asian teachers who are pursuing their degrees in English-speaking countries. However, not much attention is given to their expectations, personal lived experiences and identity construction while studying in these countries. These aspects are important in their development as users and teachers of English. This article explores these aspects through interviews and email correspondence with Thinh, a highly accomplished TESOL professional who pursued a Master of TESOL degree as an international student in Australia. Findings suggest that when she was in Australia, she displayed strong agency as she changed some aspects of her identity in order to adapt to studying and living in the country. Nevertheless, there is also continuity in her identity construction, as she maintained other aspects of the identity that she brought from her home country. Her identity construction is best seen in the context of her investment in her career in her home country. As a resilient individual, Thinh demonstrates how she manages her process of identity construction through her reflections and strategic thinking. The findings of this study suggest the need for TESOL programmes to actively connect international students' lived experiences outside class to their pursuit of professional knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10