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- Publisher Website: 10.1080/01434632.2024.2380389
- Scopus: eid_2-s2.0-85199022919
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Article: From EMI to CLIL: negotiating teacher identity
Title | From EMI to CLIL: negotiating teacher identity |
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Authors | |
Keywords | Content and Language Integrated Learning (CLIL) English-medium instruction (EMI) teacher agency teacher identity teacher professional development |
Issue Date | 20-Jul-2024 |
Publisher | Taylor and Francis Group |
Citation | Journal of Multilingual and Multicultural Development, 2024 How to Cite? |
Abstract | In English-medium instruction (EMI), students learn content knowledge through their additional language. Despite the implicit English learning goals, EMI content subject teachers have been urged to provide more language support for their students. Such expectations may not be something that EMI teachers were professionally prepared for. It is then worth examining how EMI teachers (re)construct their identity when facing such new expectations. Based on Wenger’s [Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press] identity construction framework, this qualitative multiple case study reveals how three EMI teachers in Hong Kong and Mainland China secondary schools negotiated their identity when being supported to incorporate language teaching in their content lessons. From data collected in co-planning meetings, lesson observations and interviews, all the teachers were engaged in constructing the identity of language aware content teachers, but some of them appeared to experience identity conflicts. The contrast of the three cases reveals that teachers’ professional training, school context and curriculum requirement are important in shaping teachers’ professional identity. Teachers’ agency also impacts on how teachers negotiate their identity, especially when facing contextual constraints. These findings underscore the importance of preparing teachers both psychologically and practically in EMI teacher education. |
Persistent Identifier | http://hdl.handle.net/10722/345713 |
ISSN | 2023 Impact Factor: 2.7 2023 SCImago Journal Rankings: 1.037 |
DC Field | Value | Language |
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dc.contributor.author | Lo, Yuen Yi | - |
dc.date.accessioned | 2024-08-27T09:10:40Z | - |
dc.date.available | 2024-08-27T09:10:40Z | - |
dc.date.issued | 2024-07-20 | - |
dc.identifier.citation | Journal of Multilingual and Multicultural Development, 2024 | - |
dc.identifier.issn | 0143-4632 | - |
dc.identifier.uri | http://hdl.handle.net/10722/345713 | - |
dc.description.abstract | <p>In English-medium instruction (EMI), students learn content knowledge through their additional language. Despite the implicit English learning goals, EMI content subject teachers have been urged to provide more language support for their students. Such expectations may not be something that EMI teachers were professionally prepared for. It is then worth examining how EMI teachers (re)construct their identity when facing such new expectations. Based on Wenger’s [Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press] identity construction framework, this qualitative multiple case study reveals how three EMI teachers in Hong Kong and Mainland China secondary schools negotiated their identity when being supported to incorporate language teaching in their content lessons. From data collected in co-planning meetings, lesson observations and interviews, all the teachers were engaged in constructing the identity of language aware content teachers, but some of them appeared to experience identity conflicts. The contrast of the three cases reveals that teachers’ professional training, school context and curriculum requirement are important in shaping teachers’ professional identity. Teachers’ agency also impacts on how teachers negotiate their identity, especially when facing contextual constraints. These findings underscore the importance of preparing teachers both psychologically and practically in EMI teacher education.</p> | - |
dc.language | eng | - |
dc.publisher | Taylor and Francis Group | - |
dc.relation.ispartof | Journal of Multilingual and Multicultural Development | - |
dc.subject | Content and Language Integrated Learning (CLIL) | - |
dc.subject | English-medium instruction (EMI) | - |
dc.subject | teacher agency | - |
dc.subject | teacher identity | - |
dc.subject | teacher professional development | - |
dc.title | From EMI to CLIL: negotiating teacher identity | - |
dc.type | Article | - |
dc.identifier.doi | 10.1080/01434632.2024.2380389 | - |
dc.identifier.scopus | eid_2-s2.0-85199022919 | - |
dc.identifier.eissn | 1747-7557 | - |
dc.identifier.issnl | 0143-4632 | - |