Teaching and learning a language are influenced by an imagined community involving interaction among members in possible worlds.From an empirical standpoint,relatively little is known about how Chinese language lectur...Teaching and learning a language are influenced by an imagined community involving interaction among members in possible worlds.From an empirical standpoint,relatively little is known about how Chinese language lecturers see their possible memberships to the communities wherein students from different countries participate,or how this perception affects their teaching practice and innovative pedagogies.In order to address this gap,this study explores the teaching lives of four lecturers who teach Chinese as a second language(CSL)to foreign students in China.Drawing upon a three-year longitudinal study of interview data triangulated with journal entries and classroom observation,the findings reveal that lecturers’imagined identities may transform into practical identities due to the idea of treating foreign students as legitimate foreigners but illegitimate Chinese language users,and the intensified pressures and insecurities of being a part-time lecturer.However,the combined efforts of lecturers’perseverance,knowledge and competence,institutional support,available educational resources,and positive evolution of identity may prevent lecturers’imagined communities from collapsing,and possibly facilitate a shift in identification from“struggling teacher”to“determined teacher.”Relevant implications for teaching Chinese and teacher education are discussed.展开更多
From a social constructivist perspective, this study explores Chinese EFL learners' identity construction in their engagement with English songs and movies. Analysis of English journals written by 16 first-year En...From a social constructivist perspective, this study explores Chinese EFL learners' identity construction in their engagement with English songs and movies. Analysis of English journals written by 16 first-year English majors from a comprehensive university shows that through investment in various imagined communities (Norton 2001), the learners exercised agency in creating multiple identities beyond the dichotomy between 'target culture' and 'native culture.'展开更多
文摘Teaching and learning a language are influenced by an imagined community involving interaction among members in possible worlds.From an empirical standpoint,relatively little is known about how Chinese language lecturers see their possible memberships to the communities wherein students from different countries participate,or how this perception affects their teaching practice and innovative pedagogies.In order to address this gap,this study explores the teaching lives of four lecturers who teach Chinese as a second language(CSL)to foreign students in China.Drawing upon a three-year longitudinal study of interview data triangulated with journal entries and classroom observation,the findings reveal that lecturers’imagined identities may transform into practical identities due to the idea of treating foreign students as legitimate foreigners but illegitimate Chinese language users,and the intensified pressures and insecurities of being a part-time lecturer.However,the combined efforts of lecturers’perseverance,knowledge and competence,institutional support,available educational resources,and positive evolution of identity may prevent lecturers’imagined communities from collapsing,and possibly facilitate a shift in identification from“struggling teacher”to“determined teacher.”Relevant implications for teaching Chinese and teacher education are discussed.
基金the project"The Social Psychology of English Language Learning by Chinese Students-Alongitudinal study of the first two years in university"the National Grant for Social Sciences in China (projectnumber 05BYY007)
文摘From a social constructivist perspective, this study explores Chinese EFL learners' identity construction in their engagement with English songs and movies. Analysis of English journals written by 16 first-year English majors from a comprehensive university shows that through investment in various imagined communities (Norton 2001), the learners exercised agency in creating multiple identities beyond the dichotomy between 'target culture' and 'native culture.'
