Language teacher education in a multilingual context: Experiences from Hong Kong

Research output: Book/ReportBook

Abstract

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. Copyright © 2014 Springer Science+Business Media Dordrecht.
Original languageEnglish
Place of PublicationDordrecht
PublisherSpringer Verlag
ISBN (Electronic)9789400773929
ISBN (Print)9789400773912, 9789402402551
DOIs
Publication statusPublished - 2014

Fingerprint

Hong Kong
teacher
language
education
experience
teacher of languages
English language
educator
examination
China
science

Citation

Trent, J., Gao, X, & Gu, M. (2014). Language teacher education in a multilingual context: Experiences from Hong Kong. Dordrecht: Springer Verlag.

Keywords

  • 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