Experiencing Different Identity Prototypes in Learning and Teaching English: A Chinese Learner's Autoethnography

Autor/in	Ai, Bin
Titel	Experiencing Different Identity Prototypes in Learning and Teaching English: A Chinese Learner's Autoethnography
Quelle	In: Changing English: Studies in Culture and Education, 23 (2016) 3, S.280-291 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2016.1162090
Schlagwörter	Stellungnahme; Personal Narratives; Second Language Learning; Second Language Instruction; English (Second Language); Self Concept; Language Teachers; Teaching Methods; Foreign Countries; Learning Processes; Ethnography; Classification; Asians; Instructional Effectiveness; College Faculty; Australia; China + Suchen Sie Ihr Suchwort? Erlebniserzählung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Learning process; Lernprozess; Ethnografie; Classification system; Klassifikation; Klassifikationssystem; Asian; Asiat; Asiatin; Asiaten; Asiate; Unterrichtserfolg; Fakultät; Australien
Abstract	In this paper, I narrate highlights of my long process of learning and teaching English as a foreign language in mainland China and Australia, presenting a picture of the practices of learning and teaching English in mainland China from the bottom up. Over the past 50 years, English learners in mainland China, as Gao Yihong has written, have demonstrated four different identity prototypes-- faithful imitator, legitimate speaker, playful creator and dialogical communicator. Framed by Gao's classification, this autoethnographic narrative responds to these identity prototypes and reflects on how the process of learning and teaching English interacts with the identity of a Chinese learner of English. I then propose a pedagogy for teaching English effectively and invite university teachers of English in mainland China to consider whether and how this could be applied in their future practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01