Language Teachers' Identity in Teaching Intercultural Communicative Competence

Autor/inn/en	Gong, Yang Frank; Lai, Chun; Gao, Xuesong Andy
Titel	Language Teachers' Identity in Teaching Intercultural Communicative Competence
Quelle	In: Language, Culture and Curriculum, 35 (2022) 2, S.134-150 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gong, Yang Frank) ORCID (Lai, Chun) ORCID (Gao, Xuesong Andy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.1954938
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; Professional Identity; Intercultural Communication; Teaching Methods; Communicative Competence (Languages); Teacher Attitudes; Sociocultural Patterns; Asians; Asian Culture; Cultural Background; Correlation; Foreign Countries; Chinese; International Schools; Cultural Differences; Teacher Characteristics; Hong Kong + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrerverhalten; Soziokulturelle Theorie; Asian; Asiat; Asiatin; Asiaten; Asiate; Korrelation; Ausland; China; Chinesen; International school; Internationale Schule; Kultureller Unterschied; Hongkong
Abstract	This paper reports on our inquiry into how language teachers' identities relate to their efforts to teach intercultural communicative competence. In the study, we collected data through in-depth interviews with and observations of 16 Chinese language teachers in Hong Kong's international schools. The analysis revealed that the participants simultaneously embraced multiple professional and sociocultural identities related to intercultural communicative competence teaching. Specifically, the professional identities included a Chinese language teacher identity and a school staff member identity, while the sociocultural identity comprised a Chinese culture bearer identity, a multicultural identity, a cultural transmitter identity, a culture learner identity, and a cultural bridge identity. These identities were found to compete with or reinforce each other in mediating the participants' efforts in relation to teaching intercultural communicative competence; different identities were often associated with different understandings of and approaches to teaching intercultural communicative competence. The findings suggest that language teacher educators need to recognise teacher identities as an important pedagogical resource when preparing language teachers for teaching in cross-cultural contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01