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Chun Zhang

Non-native Chinese Foreign Language (CFL) Teachers: Identity and Discourse

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningpeer review

Abstract

Native Chinese foreign language (CFL) teacher identity is an emerging subject of research interest in the teacher education. Yet, limited study has been done on the construction of Non-native CFL teachers in their home culture. Guided by a concept of teacher identity-in-discourse, the paper reports on a qualitative study that explores how three Non-native CFL teachers construct their teacher identity as they interact with Danish students while teaching CFL at one Danish university. Data collected from in-depth interviews over a period of two years show that the Non-native CFL teachers face tensions and challenges in constructing their identities as CFL teachers, and the tensions and challenges that arose from Danish teaching culture could influence the Non-native CFL teachers' contributions to CFL teaching in their home cultures. The findings further show that in order to cope with the tensions and challenges, the Non-native CFL teachers create an alternative space in ways that enable them to construct their identities as Non-native CFL teachers.

OriginalsprogEngelsk
Udgivelsesår11 jun. 2014
StatusUdgivet - 11 jun. 2014

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