CONSTRUCTING THE LANGUAGE IDENTITY OF A HONG KONG CHINESE LANGUAGE TEACHER: A NARRATIVE SELF-STUDY

On Ki Wong

Abstract


This study examines the development of second language (L2) identity based on the author's personal experiences as a citizen of Hong Kong. Employing a narrative self-study method, the author explores how Hongkongers' perceptions of their language identities evolve over time. The study reveals that the author's own perception of L2 identities has changed due to shifting political and social contexts as she has taken on various roles throughout her life, including daughter, granddaughter, student, and teacher. By using Mandarin and English at different times, the author has gained a unique understanding of her language identity as a Hong Kong citizen. This research demonstrates that L2 identity is fluid and constantly evolving, adapting to roles and experiences, which in turn influence teaching practices.

本研究透過探索香港教師的個人經歷，研究第二語言身份的發展和演變。透過自我敘說研究法，探討香港人如何隨著時間推移感知他們的語言身份的變化和連續性。研究亦探討個人的第二語言身份認同如何隨著生活角色轉換以及政治和社會環境的變化而改變，以及如何影響其教學實踐 

 

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Keywords


second language identity, narrative self-study, language identity development, Hong Kong teacher / 二語身份認同、語言身份認同發展、自我敘說研究、香港教師

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DOI: http://dx.doi.org/10.46827/ejfl.v7i3.5025

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