Neo-Liberal Paradox of Teaching among ESL Teachers of Ethnic Minority Students in Hong Kong

Autor/inn/en	Gu, Michelle Mingyue; Lee, John Chi-Kin; Lai, Chun
Titel	Neo-Liberal Paradox of Teaching among ESL Teachers of Ethnic Minority Students in Hong Kong
Quelle	In: Journal of Multilingual and Multicultural Development, 44 (2023) 4, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1822852
Schlagwörter	Foreign Countries; Neoliberalism; Language Teachers; English (Second Language); Second Language Instruction; Minority Group Students; Ethnic Groups; Faculty Development; Secondary School Teachers; Educational Policy; Teacher Attitudes; Native Language; Language Usage; Teaching Methods; Equal Education; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Neo-liberalism; Neoliberalismus; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ethnie; Politics of education; Bildungspolitik; Lehrerverhalten; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	This article reports on a qualitative study investigating the teaching experiences of ESL teachers of ethnic minority students from South Asian countries. Eight ESL teachers from two secondary schools in Hong Kong were interviewed. Informed by the concept of neoliberal governmentality, this study explores the shaping effect of neoliberal education on these teachers' professional development, their negotiation with the current examination-oriented educational policy, and the overall neoliberal discourse in education. The teachers were found to be ambivalent in their contradictory positions regarding whether to encourage or prohibit the use of heritage languages in English learning, whether to conform to the curriculum or develop new materials and try out new ways, and how to unravel social responsibility for ethnic minority groups' development. This study has implications for the importance of awareness of the impact of macro-level neoliberalism on micro-level educational practices among teachers, principals, and policy makers, and for the necessity of developing teacher education programmes to prepare teachers with a particular concern about the well-being of children (especially those in underprivileged communities), and enable them to think critically about scripted curriculum packages and to work within more diverse and challenging contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01