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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/128081

    Title: English-medium instruction in law and the humanities in higher education: the role of teacher identity.
    Authors: 黃怡萍
    Huang, Yi-Ping
    Contributors: 英文系
    Keywords: English-medium instruction (EMI);teacher identity; teacher agency
    Date: 2019-05
    Issue Date: 2019-12-30 15:13:45 (UTC+8)
    Abstract: Recent research on English-medium instruction (EMI) has examined university instructors’ professional identities in science and social science rather than in the humanities. To fill the gap, this qualitative case study explores the ways in which 13 university instructors in law and the humanities in Taiwan perceived their identity and exercised their agency as teachers. The findings indicated that these instructors had three ideal teacher identities, including educators in global and local contexts, subject matter instructors, and EMI instructors. Each determined teachers’ choice, design, and enactment of EMI practices, as well as their notions of language use and objectives. This study highlights the primacy of preferred teacher identities in the manifestation of teacher agency, identifies enabling and constraining effects of teacher agency, and emphasizes the significant roles of discipline-specific communities and ethnicity and nationality in EMI practices. As such, teacher identities should be taken into consideration in professional development to empower instructors to take actions that maintain their commitments to EMI.
    Relation: Higher Education Research and Development, pp.1-14
    Data Type: article
    DOI 連結: https://doi.org/10.1080/07294360.2019.1621269
    DOI: 10.1080/07294360.2019.1621269
    Appears in Collections:[英國語文學系] 期刊論文

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