Becoming a bilingual teacher in a Chinese university: a case study.

Autor/in	Ai, Bin
Titel	Becoming a bilingual teacher in a Chinese university: a case study.
Quelle	In: Reflective practice, (2016) 5, S.605-620 PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1462-3943
DOI	10.1080/14623943.2016.1184637
Schlagwörter	Chinese bilingual education; Professional development; Hybrid identity; Third space; Bilingual teachers; Higher education; Teachers; Learning; Bilingual education
Abstract	Higher education in China has developed significantly over the past decades. Many universities have established cooperative partnerships with western universities, and overseas courses are being progressively introduced to China. At many Chinese universities, a cohort of teachers endeavor to open up bilingual subjects as a bridge to their students' future learning; accordingly, there are higher expectations of the teachers involved in bilingual education and challenges for their professional development. In this case study, the researcher invites a Chinese professor to reflect on his experiences of bilingual instruction at a university situated in central China. After describing how the bilingual course in the case study was set up and the difficulties confronted, this study uses theories of hybrid identity and third space to contextualize how bilingual teachers experience hybrid identity construction and transformation in their adaptation to the new challenges. This in-depth study will shed light on the professional development of bilingual teachers in China's higher education industry.
Erfasst von	OLC
Update	2021/4/12