Language Teacher Education in a Multilingual Context
Experiences from Hong Kong
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Beschreibung
This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts.
This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts.
Addresses language teacher education in multilingual contexts Includes a collection of studies from multiple perspectives and multiple authors Examines complexities of becoming language teachers in multilingual contexts Includes supplementary material: sn.pub/extras
Autor*in
John Trent
Themen in »Language Teacher Education in a Multilingual Context«
Contextual mediation English language teachers in multilingual contexts Falling language standards in Hong Kong Language teaching Multilingual contexts Multilingualism Multiple perspectives Native-speaking English teachers Pre-service English language teachers Socio-cultural boundaries Teacher education Teacher identity Teaching education in Hong Kong
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“The book provides readers with practical and inspiring information about teacher identities and teacher education programmes in Hong Kong. It is insightful for student teachers, teachers, teacher educators, policy makers and researchers interested in teacher education, For anyone who is interested in the field of L2 teacher education or the broader field of L2 learning and teaching, particularly in multilingual contexts, I would recommend the book without hesitation.” (Wei Ren, Journal of Education for Teaching, Vol. 41 (3), 2015)
“Trent, Gao, and Gu successfully showcase their research work from a multidimensional and multifaceted view to focus on teacher identity as a crucial issue for the professional development of language teachers … and set their work in Hong Kong’s multilingual context of rich complexity. … this volume makes a substantial contribution to our knowledge of teacher identity and the field of language teacher education … . recommended to teacher education researchers, teacher educators, and policy makers in similar contexts.” (Hao Xu, System, Vol. 47, December, 2014)
“‘Language Teacher Education in a Multilingual Context, Experiences in Hong Kong’ is a collection of studies exploring the situation of potential English language teachers in Hong Kong, and seeks to understand issues in this specific multilingual context. … The book will be of great significance to language teachers, policy makers and research
ers in applied and sociolinguistics, especially those focusing on language teacher development from an educational and/or political perspective.” (Christina Nicole Giannikas, The Linguist List, February, 2014)()