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International Education and the Chinese Learner$
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Janette Ryan and Gordon Slethaug

Print publication date: 2010

Print ISBN-13: 9789888028450

Published to Hong Kong Scholarship Online: September 2011

DOI: 10.5790/hongkong/9789888028450.001.0001

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Chinese Pre-service Teachers in Australia: Language, Identity, and Practice

Chinese Pre-service Teachers in Australia: Language, Identity, and Practice

Chapter:
(p.128) (p.129) 7 Chinese Pre-service Teachers in Australia: Language, Identity, and Practice
Source:
International Education and the Chinese Learner
Author(s):

Jennifer Miller

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789888028450.003.0008

This chapter presents one manifestation of the fluid cultural and geographical borders that now impact on education and that are central to the concerns of this book. It looks at an increasingly diversified teaching force in Australia, and specifically the case of two Chinese pre-service teachers. The language and culture difficulties they experienced during their practicum are of interest, but it is also important to consider the longer impacts once students have graduated and are working as professionals in an education milieu where their first language is neither the dominant language nor the language of instruction. The chapter opens up questions of identity and inclusion for Chinese heritage students in the increasingly diverse classrooms of Western universities and education systems.

Keywords:   Australia, China, pre-service teachers, language, identity, Chinese heritage students, Western universities, education

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