Abstract
The internationalisation of education is often associated with an anglophile or Western model of teaching. Within China, it is also reflected through the increased availability of English Medium Instruction or EMI programmes, modules, colleges and universities. Viewed from the perspective of Chinese language teachers, who deliver Chinese language classes to Chinese students in Chinese institutions, the chapter discusses the impact on their identity of working within an EMI environment teaching. Miller (Language learning and teaching as social inter-action. Palgrave Macmillan UK, 2007) suggests that a teacher’s identity draws upon their personal biography as well as each individual’s unique skills and knowledge. The chapter asks what happens when this unique biography is challenged from the ‘outside’, what is the impact on teacher identity and how does this impact teaching practice. Through the experiences of a Chinese language teacher, the chapter discusses issues of socialisation, investment and communities of practice through the journey of teaching within English. Examples of successful, teaching practice conversions are discussed, with suggestions given as to why this may be the case. The chapter concludes by recognising complexity of language teacher identity raising questions about whether EMI education should always mean Western teaching practices rather than a coming together of each
| Original language | English |
|---|---|
| Title of host publication | Borderlands |
| Editors | Deborah Lock, Andrea Caputo, Dieu Hack-Polay, Paul Igwe |
| Place of Publication | Cham. |
| Publisher | Springer |
| Pages | 45-54 |
| Number of pages | 10 |
| ISBN (Electronic) | 978-3-031-05339-9 |
| ISBN (Print) | 978-3-031-05338-2 |
| DOIs | |
| Publication status | Published - 21 Oct 2022 |
Keywords
- identity
- Investment
- Socialisation
- Community of practice