The Internationalization of Tertiary Education in Asia: Language, Identity and Conflict

Autor/in	Trent, John
Titel	The Internationalization of Tertiary Education in Asia: Language, Identity and Conflict
Quelle	In: Journal of Research in International Education, 11 (2012) 1, S.50-69 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240911434339
Schlagwörter	Communities of Practice; Discourse Analysis; Educational Change; Foreign Countries; Teaching Assistants; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Qualitative Research; International Education; Organizational Objectives; Self Concept; Language Teachers; Teacher Attitudes; Program Design; Conflict; Hong Kong + Suchen Sie Ihr Suchwort? Community; Diskursanalyse; Bildungsreform; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Qualitative Forschung; Internationale Erziehung; Business goal; Unternehmensziel; Selbstkonzept; Language teacher; Sprachunterricht; Lehrerverhalten; Programme design; Programmaufbau; Programmplanung; Konflikt; Hongkong
Abstract	This article reports on a qualitative study that examined the identity construction experiences of six international English-language teaching assistants (IELTAs) in a large English medium of instruction university in Hong Kong. The study explored the contribution of the IELTAs to the internationalization goals of the university using a framework of teacher identity construction. The study illustrates that the IELTAs faced significant challenges in constructing their identities as teachers, and that identity conflicts that arose with students at the host university could threaten the IELTAs' contributions to the internationalization goals of the university. The article draws upon aspects of critical discourse analysis to explore the reactions of the IELTAs to these conflicts and reveals how, through the exercise of agency and the emergence of an evolving community of practice, the IELTAs constructed their preferred teacher identities. Implications for the design of IELTA programs in analogous educational settings and future research are also considered. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10