Chinese language teaching

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Last Name 1 Student Name Institution Instructor Date Chinese Language Teaching Indeed, the professional identity of immigrant teachers goes hand in hand with their ability to mingle and understand other students' cultures. Teachers who understand and value their cultural identities tend to recognize culture as a complex construction. In such a case, they will strive to create a well-rooted connection with the students they are teaching and the student's families. Immigrant language teachers should strive to become an intercultural speakers to make a positive bond in and out of the classroom (wang 62). One idea that challenges me in the article is understanding how intercultural speakers might be able to manage dysfunctions in the course of interactions. Wang claims that immigrant teachers encounter otherness, including disregard, during their careers (64). The experiences of indifference as a teacher, especially from your students, can be overwhelming. Thus, I feel that the management of such an experience is challenging. One idea that I question is how to convince and interract with students who tend to disregard the teac her . In the article by Lihong Wang, one of the ideas that I agree with is that belief of the immigrant teacher influences the teaching practices. Wang claims that identifying the teacher's views concerning language teaching is vital when implementing educational standards and innovations (Lihong 148). One of the ideas that challenged me from the article is the findings of the study indicate that the experience of teaching abroad does not change the CI teachers' beliefs. The schema is not the only determinant of the assumptions concerning teaching, but the teachers' beliefs about TCFL may not change (Lihong 161).
Last Name 2 Therefore, the challenging idea leads to the question of what approach can change the opinion of foreign teachers teaching abroad because teaching abroad is growing fast. In the article by Calafato, I agree that there is a need to reconfigure training programs for teachers to encourage them to develop multilingual identities (Calafato 1). Multilingual identity motivates students towards language learning. One idea that challenges me in the article is that a native speaker is an individual who assumes an early start results in more excellent proficiency, which might not be true (Calafato 3). The idea claims that the language that one learns first is the native. Such ideology leads to the question of how to define the non-native speaker teacher based on the monolingual understanding of language proficiency. Works Cited Calafato, Raees. "The non-native speaker teacher as proficient multilingual: A critical review of research from 2009-2018." Lingua 227 (2019): 102700. Wang, Fei. "Becoming an intercultural speaker: a narrative study of an immigrant Chinese language teacher's professional identity." (2017). Wang, Lihong. "Change in teaching beliefs when teaching abroad? A case study on Confucius Institute Chinese teachers' teaching experiences in the US." Chinese educational migration and student-teacher mobilities: Experiencing otherness (2015): 144-165.
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