000 03841nam a22005175i 4500
001 978-94-007-7392-9
003 DE-He213
005 20140220082531.0
007 cr nn 008mamaa
008 131007s2014 ne | s |||| 0|eng d
020 _a9789400773929
_9978-94-007-7392-9
024 7 _a10.1007/978-94-007-7392-9
_2doi
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aEDU024000
_2bisacsh
082 0 4 _a370.711
_223
100 1 _aTrent, John.
_eauthor.
245 1 0 _aLanguage Teacher Education in a Multilingual Context
_h[electronic resource] :
_bExperiences from Hong Kong /
_cby John Trent, Xuesong Gao, Mingyue Gu.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2014.
300 _aX, 196 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aMultilingual Education,
_x2213-3208 ;
_v6
505 0 _a1. Introduction -- 2. It is Not a Bad Idea for Me to Be a Language Teacher! -- 3. Cross-Border Pre-service Teachers in Hong Kong: Identity and Integration -- 4. Journeys towards teaching. Pre-service English language teachers’ understandings and experiences of teaching and teacher education in Hong Kong -- 5. Language Teachers and the Falling Language Standards in Hong Kong:  An Internet-based Inquiry -- 6. A Comparative Study on Commitment to Teaching -- 7. The construction and reconstruction of teacher identities: The case of second career English language teachers in Hong Kong -- 8. Learning, teaching, and constructing identities abroad: ESL pre-service teacher experiences during a short-term international experience programme -- 9. Identity construction in a foreign land: Native-speaking English teachers and the contestation of teacher identities in Hong Kong schools -- 10. Political Conspiracy or Decoy Marketing?: Experienced Chinese teachers’ perceptions of using Putonghua as a Medium of Instruction in Hong Kong -- 11. An Ethico-political Analysis of Teacher Identity Construction.-Conclusion: Crossing boundaries and becoming English language teachers in multilingual contexts.  .
520 _aThis 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.
650 0 _aEducation.
650 0 _aApplied linguistics.
650 0 _aLanguage and languages.
650 1 4 _aEducation.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aLanguage Education.
650 2 4 _aApplied Linguistics.
700 1 _aGao, Xuesong.
_eauthor.
700 1 _aGu, Mingyue.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400773912
830 0 _aMultilingual Education,
_x2213-3208 ;
_v6
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-7392-9
912 _aZDB-2-SHU
999 _c94018
_d94018