Chen Haijiao, Sun Wanting, Han Jinghe, Liu Qiaoyun
Department of Faculty Development, Huaqiao University, Xiamen, China.
School of Education, Western Sydney University, Sydney, NSW, Australia.
Front Psychol. 2022 Jul 29;13:939333. doi: 10.3389/fpsyg.2022.939333. eCollection 2022.
Research into second language teacher identity has experienced a shift in recent years from a cognitive perspective to social constructionist orientation. The existing research in Chinese language literature in relation to Foreign Language (CFL) teachers' identity shift is principally in relation to the change of social, cultural, and institutional contexts. Built on the current literature, this research asks: "How might teachers' self-images or self-conceptualizations be renegotiated when they are located within their own mainstream cultural and educational system, yet comprised of students from various cultural backgrounds?" The data were collected from a group of CFL teachers in a South China university. The research found that students' backgrounds largely impacted on, and led to, the teachers' dichotomous relational identities, but did not dramatically change the teachers' perception on what or how much subject knowledge to be possessed to make an ideal CFL teacher. This attribute of their identity was sustained even though the teaching content was modified at a practical level in response to groups' differences. Further, the CFL teachers' pedagogical identity remained stable with only minor modifications when teaching "ingroups" and "outgroups" of students.
近年来，第二语言教师身份研究经历了从认知视角到社会建构主义取向的转变。中国语言文学中关于对外汉语（CFL）教师身份转变的现有研究主要涉及社会、文化和制度背景的变化。基于当前的文献，本研究提出问题：“当教师身处自己的主流文化和教育体系之中，但学生来自不同文化背景时，他们的自我形象或自我概念将如何重新协商？”数据收集自华南一所大学的一群对外汉语教师。研究发现，学生的背景在很大程度上影响并导致了教师的二元关系身份，但并没有显著改变教师对于成为一名理想的对外汉语教师应具备何种学科知识或多少学科知识的看法。即便在实践层面根据学生群体差异对教学内容进行了调整，他们身份的这一属性依然保持不变。此外，对外汉语教师在教授学生“内群体”和“外群体”时，其教学身份仅发生了细微变化，总体保持稳定。
