國立虎尾科技大學 |

Imagined Professional Identities in International Chinese Language Teacher Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Imagined Professional Identities in International Chinese Language Teacher Education./
作者:	Si, Yanfang.
面頁冊數:	1 online resource (180 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798494453150

Imagined Professional Identities in International Chinese Language Teacher Education.
Si, Yanfang.

Imagined Professional Identities in International Chinese Language Teacher Education. - 1 online resource (180 pages)

Source: Dissertations Abstracts International, Volume: 83-05, Section: A.

Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2021.

Includes bibliographical references

Learning is a dynamic process of socialisation involving meanings being negotiated as part of identity formation particularly for those who are developing as, or becoming teachers. There needs to be alignment between the curriculum design, learning and the imagined professional identity of becoming Chinese language teachers in the future. A professional identity, which is assumed in and has meaning in an imagined community, is critical to bridge the gap between professional education and future work. Programmes taught in English at East China International University (ECIU) located in China encourage and engage students to invest in English instead of Chinese as their main medium of communication. Teaching Chinese as an International Language (TCIL), as a pathway in Chinese Language International Education (CLIE) designed within a curriculum focused on learning about China at the university, created a challenge because Chinese language teachers who are prepared in a setting where the language of instruction is English share learning outcomes with a pathway in Contemproray China Studies(CCS). This resulted in their grasp of language knowledge structures to be less specialised in Chinese and Chinese teaching. This qualitative case study, focusing on a curriculum design preparing Chinese language teachers in the medium of English, involved all six students and utilised semistructured interviewstogether with documentary analysis. Thisthesisreportsthe impact of curriculum design and language of instruction on students' actual learning experiences. The focus is on the development of imagined professional identities for future teachers of Chinese whose programme is mostly delivered in English. Findings indicated that prolonged investment in English language communication detracts from solid domain knowledge in Chinese as an essential component in Chinese language teacher education. The dominance of English in learning with less focus on the content design creates strong social connections to English-speaking contexts as imagined communities, which encouraged the TCIL stduents to imagine different professional worlds to the detriment of their future in teaching Chinese. I suggest that it is essential that an integrated knowledge structure of Chinese language is part of the TCIL curriculum, which should be delivered in Chinese to collaborate with EMI. In addition, there should be an increased focus on teaching practice as authentic learning in the context of the Chinese teaching profession. I conclude that such changes would play an influential role in forming TCIL students' imagined professional identity of becoming Chinese language teachers in the Learning is a dynamic process of socialisation involving meanings being negotiated as part of identity formation particularly for those who are developing as, or becoming teachers. There needs to be alignment between the curriculum design, learning and the imagined professional identity of becoming Chinese language teachers in the future. A professional identity, which is assumed in and has meaning in an imagined community, is critical to bridge the gap between professional education and future work. Programmes taught in English at East China International University (ECIU) located in China encourage and engage students to invest in English instead of Chinese as their main medium of communication. Teaching Chinese as an International Language (TCIL), as a pathway in Chinese Language International Education (CLIE) designed within a curriculum focused on learning about China at the university, created a challenge because Chinese language teachers who are prepared in a setting where the language of instruction is English share learning outcomes with a pathway in Contemproray China Studies(CCS). This resulted in their grasp of language knowledge structures to be less specialised in Chinese and Chinese teaching. This qualitative case study, focusing on a curriculum design preparing Chinese language teachers in the medium of English, involved all six students and utilised semistructured interviewstogether with documentary analysis. Thisthesisreportsthe impact of curriculum design and language of instruction on students' actual learning experiences. The focus is on the development of imagined professional identities for future teachers of Chinese whose programme is mostly delivered in English.Findings indicated that prolonged investment in English language communication detracts from solid domain knowledge in Chinese as an essential component in Chinese language teacher education. The dominance of English in learning with less focus on the content design creates strong social connections to English-speaking contexts as imagined communities, which encouraged the TCIL stduents to imagine different professional worlds to the detriment of their future in teaching Chinese. I suggest that it is essential that an integrated knowledge structure of Chinese language is part of the TCIL curriculum, which should be delivered in Chinese to collaborate with EMI. In addition, there should be an increased focus on teaching practice as authentic learning in the context of the Chinese teaching profession. I conclude that such changes would play an influential role in forming TCIL students' imagined professional identity of becoming Chinese language teachers in the future.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798494453150Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Imagined Professional Identities in International Chinese Language Teacher Education.
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Teaching Chinese as an International Language (TCIL), as a pathway in Chinese Language International Education (CLIE) designed within a curriculum focused on learning about China at the university, created a challenge because Chinese language teachers who are prepared in a setting where the language of instruction is English share learning outcomes with a pathway in Contemproray China Studies(CCS). This resulted in their grasp of language knowledge structures to be less specialised in Chinese and Chinese teaching. This qualitative case study, focusing on a curriculum design preparing Chinese language teachers in the medium of English, involved all six students and utilised semistructured interviewstogether with documentary analysis. Thisthesisreportsthe impact of curriculum design and language of instruction on students' actual learning experiences. The focus is on the development of imagined professional identities for future teachers of Chinese whose programme is mostly delivered in English. Findings indicated that prolonged investment in English language communication detracts from solid domain knowledge in Chinese as an essential component in Chinese language teacher education. The dominance of English in learning with less focus on the content design creates strong social connections to English-speaking contexts as imagined communities, which encouraged the TCIL stduents to imagine different professional worlds to the detriment of their future in teaching Chinese. I suggest that it is essential that an integrated knowledge structure of Chinese language is part of the TCIL curriculum, which should be delivered in Chinese to collaborate with EMI. In addition, there should be an increased focus on teaching practice as authentic learning in the context of the Chinese teaching profession. I conclude that such changes would play an influential role in forming TCIL students' imagined professional identity of becoming Chinese language teachers in the Learning is a dynamic process of socialisation involving meanings being negotiated as part of identity formation particularly for those who are developing as, or becoming teachers. There needs to be alignment between the curriculum design, learning and the imagined professional identity of becoming Chinese language teachers in the future. A professional identity, which is assumed in and has meaning in an imagined community, is critical to bridge the gap between professional education and future work. Programmes taught in English at East China International University (ECIU) located in China encourage and engage students to invest in English instead of Chinese as their main medium of communication. Teaching Chinese as an International Language (TCIL), as a pathway in Chinese Language International Education (CLIE) designed within a curriculum focused on learning about China at the university, created a challenge because Chinese language teachers who are prepared in a setting where the language of instruction is English share learning outcomes with a pathway in Contemproray China Studies(CCS). This resulted in their grasp of language knowledge structures to be less specialised in Chinese and Chinese teaching. This qualitative case study, focusing on a curriculum design preparing Chinese language teachers in the medium of English, involved all six students and utilised semistructured interviewstogether with documentary analysis. Thisthesisreportsthe impact of curriculum design and language of instruction on students' actual learning experiences. The focus is on the development of imagined professional identities for future teachers of Chinese whose programme is mostly delivered in English.Findings indicated that prolonged investment in English language communication detracts from solid domain knowledge in Chinese as an essential component in Chinese language teacher education. The dominance of English in learning with less focus on the content design creates strong social connections to English-speaking contexts as imagined communities, which encouraged the TCIL stduents to imagine different professional worlds to the detriment of their future in teaching Chinese. I suggest that it is essential that an integrated knowledge structure of Chinese language is part of the TCIL curriculum, which should be delivered in Chinese to collaborate with EMI. In addition, there should be an increased focus on teaching practice as authentic learning in the context of the Chinese teaching profession. I conclude that such changes would play an influential role in forming TCIL students' imagined professional identity of becoming Chinese language teachers in the future.
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