Identity Formation, Reformation, and Development of Teachers of Chinese in a Community-Based Heritage Language School

Autor/inn/en	Yang, Nuoyi; Tochon, Francois Victor
Titel	Identity Formation, Reformation, and Development of Teachers of Chinese in a Community-Based Heritage Language School
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 1, S.78-101 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Nuoyi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.2023861
Schlagwörter	Chinese; Heritage Education; Second Language Learning; Second Language Instruction; Native Language Instruction; Language Teachers; Self Concept; Experiential Learning; Community Schools; Personal Narratives; Professional Identity; Cultural Differences; Reflection; Teacher Attitudes; Ideology + Suchen Sie Ihr Suchwort? China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Language teacher; Sprachunterricht; Selbstkonzept; Experiental learning; Erfahrungsorientiertes Lernen; Community school; ; Gemeindeschule; Gemeinschaftsschule; Erlebniserzählung; Kultureller Unterschied; Lehrerverhalten; Ideologie
Abstract	This study investigates the language teacher identity of one teacher of Chinese in a community-based language school in the U.S. Inspired by Tochon's authentic learning model (2000) and Bourdieu's theory of habitus (1972/1977), this study developed a conceptual framework which views language teacher identity as a learning-practice relational triangle that is composed of experiential knowledge, learned knowledge, and knowledge-in-action. The life history of a teacher of Chinese in a community-based language school was investigated. Narrative inquiry was used as the methodology (Clandinin, 2013). The results show that teachers of Chinese are productive practitioners in forming their language teacher identities. Their problem solving and reflective thinking show that they continuously establish communication between different cultural ideological views, and establishing such dialogues is the ultimate goal for language teachers. The results also demonstrate the effectiveness of the learning-practice relational triangle for conceptualising language teacher identity as a contextualised and life-long process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01