Teacher”s Identity and Bilingual Education:a Case Study in China
Chinese higher education has developed greatly in the past decade,and many Chinese universities have already established international partnerships and undertaken joint projects with partners.Overseas courses are introduced to China and some Chinese university teachers endeavor to open up bilingual courses as a bridge to students” future learning.There is a greater demand of offering concern about these teachers involved in Chinese bilingual education,which also brings challenges for their own professional development.In this study,the researcher invites a university lecturer to examine his bilingual teaching in China and his classroom observation in Australia.Using case study as a research method,the lecturer as a selected case recounts many experiences and challenges encountered in the course of his bilingual teaching in University X,China,and reflects on his exchange visit to an Australian university.This study is focused on discussing the roles of being a bilingual teacher and the necessities of his/her identity transformation,which sheds light on professional development of bilingual teachers and future innovation of bilingual education in Chinese higher education practices.
Chinese bilingual teachers Bilingual education Identity Professional development
Bin Ai
School of Foreign Languages,Zhongnan University of Economics and Law,Wuhan,430073
国内会议
北京
英文
6-22
2014-10-17（万方平台首次上网日期，不代表论文的发表时间）