"It's Very Complicated" Exploring Heritage Language Identity with Heritage Language Teachers in a Teacher Preparation Program

Autor/in	Cho, Hyesun
Titel	"It's Very Complicated" Exploring Heritage Language Identity with Heritage Language Teachers in a Teacher Preparation Program
Quelle	In: Language and Education, 28 (2014) 2, S.181-195 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2013.804835
Schlagwörter	Teacher Education Programs; Heritage Education; Teacher Educators; Self Concept; Community Schools; Language Maintenance; Internet; Diaries; Language Teachers; Reflective Teaching; Preservice Teachers; Undergraduate Students; Personal Narratives; Cultural Background; Teacher Attitudes; Student Attitudes; Korean; Korean Americans; Native Language Instruction; Bilingualism; English (Second Language); Second Language Learning; Qualitative Research; Discourse Analysis; Hawaii + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Selbstkonzept; Community school; ; Gemeindeschule; Gemeinschaftsschule; Sprachpflege; Diary; Tagebuch; Language teacher; Sprachunterricht; Erlebniserzählung; Lehrerverhalten; Schülerverhalten; Koreanisch; Native language education; Muttersprachlicher Unterricht; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Qualitative Forschung; Diskursanalyse
Abstract	Despite the proliferation of research in heritage language (HL) education, pedagogically based research that examines teacher education practice for promoting critical reflection of HL teachers is sparse. This article describes how preservice teachers working in community-based HL schools changed their views of HL identity during their participation in a teacher preparation program in Hawaii. The researcher as a teacher educator collected data over the course of three semesters while closely working with a cohort of five HL-speaking undergraduate students. The data included class transcripts, interviews and online reflection journals. This article delineates the ways in which the teacher educator and her students co-constructed the meaning of HL identity by (1) problematizing academic constructs of HL; (2) sharing personal and professional narratives and (3) capitalizing on linguistic and cultural funds of knowledge of HL teachers. Data analysis shows that HL teachers exhibited transformed views of HL identity while becoming aware of the dynamic, shifting and conflicting nature of teacher identity. Based on the findings, this article calls for the reconceptualization of HL identity and offers suggestions for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10