Teacher identity, teaching vision, and Chinese language education for South Asian students in Hong Kong

Teachers and Teaching: Theory and Practice

Volumn 18, Issue 1, 2012, Pages 89-99

  Gao, F ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Chinese language; discourse; pedagogy; teacher identity

Indexed keywords

EID: 84859357392     PISSN: 13540602     EISSN: None     Source Type: Journal    
DOI: 10.1080/13540602.2011.622558     Document Type: Article

References (40)

1. Buzzelli, C.A., & Johnston, B. (2002). The moral dimensions of teaching: Language, power, and culture in classroom interaction. New York, NY: Routledge Falmer.
2. Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Clevedon: Multilingual Matters.
3. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
4. Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Ontario, CA: California Association of Bilingual Education.
5. Duff, P.A., & Uchida, Y. (1997). The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.
6. Education Bureau. (2008). Consultation paper on developing a supplementary guide to the Chinese language curriculum for Non-Chinese speaking students. Retrieved from http://www.edb.gov.hk/FileManager/TC/Content-93/devt- of-sg-to-chi-ncs-e.pdf.
7. Gao, F., & Shum, M.S.K. (2010). Investigating the role of bilingual teaching assistants in Hong Kong: An exploratory study. Educational Research, 52(4), 445-456.
8. Gao, F., Park, J., Ki, W.W., & Tsung, L. (2011). Teaching Chinese as a second language in China: The cases of South Asians and ethnic Koreans. Linguistics and the Human Sciences, 4(3), 265-288.
9. Gee, J.P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
10. Giroux, H. (1992). Border crossing: Cultural workers and the politics of education. New York, NY: Routledge.
11. Hall, J.K. (1995). (Re)creating our worlds with words: A sociohistorical perspective of faceto-face interaction. Applied Linguistics, 16(2), 206-232.
12. He, A.W. (1995). Co-constructing institutional identities: The case of student counselees. Research on Language and Social Interaction, 28(3), 213-231.
13. Hong Kong SAR Government, Census and Statistics Department. (2006). Introduction to the Consumer Price Index. Retrieved March 19, 2007, from http://www.censtatd.gov.hk/File-Manager/EN/UTIL-UARTICLE/pdf/cpi.pdf.
14. Johnston, B. (1999). The expatriate teacher as postmodern paladin. Research in the Teaching of English, 34(2), 255-280.
15. Johnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum.
16. Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
17. Kubota, R. (2001). Discursive construction of the images of US Classrooms. TESOL Quarterly, 35(1), 9-38.
18. Lee, E. (2008). The 'other(ing)' costs of ESL: A Canadian case study. Journal of Asian Pacific Communication, 18(1), 91-108.
19. Luke, A. (2004). Two takes on the critical. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 21-29). New York, NY: Cambridge University Press.
20. McKinney, C., & Norton, B. (2008). Identity in language and literacy education. In B. Spolsky & F. Hult (Eds.), The handbook of educational linguistics (pp. 192-205). London: Blackwell.
21. Miles, M., & Huberman, A. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
22. Miller, J. (2003). Audible difference: ESL and social identity in schools. Clevedon: Multilingual Matters.
23. Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualization in bilingual and second language education. In J. Brutt-Griffler & M. Varghese (Eds.), Re-writing bilingualism and the bilingual educator's knowledge base (pp. 80-96). Clevedon: Multilingual Matters.
24. Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429.
25. Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow: Longman/Pearson.
26. Nunan, D. (1988). The learner-centered curriculum: A study in second language teaching. Cambridge: Cambridge University Press.
27. Ochs, E. (1993). Constructing social identity: A language socialization perspective. Research on Language and Social Interaction, 26(3), 287-306.
28. Pavlenko, A. (2003). 'I never knew I was bilingual': Reimagining identities in TESOL classes. Journal of Language, Identity, and Education, 2(4), 251-268.
29. Peirce, B.N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.
30. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum.
31. Ramanathan, V. (2002). The politics of TESOL education: Writing, knowledge, critical pedagogy. New York, NY: Routledge Falmer.
32. Schmidt, R. (2000). Language policy and identity politics in the United States. Philadelphia, PA: Temple University Press.
33. Shohamy, E. (2004). Assessment in multicultural societies. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 72-92). Cambridge: Cambridge University Press.
34. Shum, M. S. K., Gao, F., & Tsung, L. (Forthcoming). Unlocking the racialized and gendered educational experiences of South Asian girls in Hong Kong: The case study of Pakistani girls. Asian Ethnicity.
35. Simon, R.I. (1995). Face to face with alterity: Postmodern Jewish identity and the eros of pedagogy. In J. Gallop (Ed.), Pedagogy: The question of impersonation (pp. 90-105). Bloomington, IN: University of Indiana Press.
36. Tankersley, D. (2001). Bombs or bilingual programmes: Dual-language immersion, transformative education and community building in Macedonia. Bilingual Education and Bilingualism, 4(2), 107-124.
37. Valdés, G. (2004). Between support and marginalization: The development of academic language in linguistic minority children. In J. Brutt-Griffler & M. Varghese (Eds.), Bilingualism and language pedagogy (pp. 10-40). Clevedon: Multilingual Matters.
38. Varghese, M. (2000). Bilingual teachers-in-the-making: Advocates, classroom teachers, and transients. (Unpublished doctoral dissertation). University of Pennsylvania, Philadelphia, PA.
39. Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4(1), 21-44.
40. Weedon, C. (1987). Feminist practice and poststructuralist theory. New York, NY: Basil Blackwell.