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This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.
Jing Huang. Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity. Sustainability 2021, 13, 9025 .
AMA StyleJing Huang. Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity. Sustainability. 2021; 13 (16):9025.
Chicago/Turabian StyleJing Huang. 2021. "Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity." Sustainability 13, no. 16: 9025.
Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such as non-English rhetorical mode, reliance on authorities, rhetorical paragraph, and figurative language in topic sentence. We argue that Chinese rhetorical strategies are likely to be transferred to English writing if English rhetoric is not taught and reinforced in college.
Donghong Liu; Jing Huang. Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction. SAGE Open 2021, 11, 1 .
AMA StyleDonghong Liu, Jing Huang. Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction. SAGE Open. 2021; 11 (1):1.
Chicago/Turabian StyleDonghong Liu; Jing Huang. 2021. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1: 1.
Novice teachers often undergo an identity shift from learner to teacher. Along this process, their instructional beliefs change considerably which in turn affect their teacher identity formation. Drawing on data collected mainly through interviews with three novice English teachers for more than one year, the present study examines their first-year teaching experience in Hong Kong secondary schools, focusing on changes of their English teaching beliefs and the impact of these changes on their identity construction. Findings reveal that while the teachers’ initial teaching beliefs were largely shaped in their prior school learning and learning-to-teach experience, these beliefs changed and were reshaped a great deal when encountering various contextual realities, and these changes further influenced their views on their teacher identity establishment, unfortunately in a more negative than positive direction. The study sheds light on the importance of institutional support in affording opportunities for novice teachers’ workplace learning and professional development.
Jing Huang; Yi Wang; Feng Teng. Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education 2019, 32, 193 -207.
AMA StyleJing Huang, Yi Wang, Feng Teng. Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education. 2019; 32 (2):193-207.
Chicago/Turabian StyleJing Huang; Yi Wang; Feng Teng. 2019. "Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong." Teaching Education 32, no. 2: 193-207.
Following years of pre-service teacher education, novice teachers are often enthusiastic about embarking on the journey in the teaching profession. However, they may not always possess the internal capacity and institutional support to take effective control of their teaching. This paper reports on a case study of the teaching lives of two novice secondary school ESL (English as a second language) teachers in Hong Kong, drawing on qualitative data gathered through individual face-to-face interviews, and supplemented by email exchanges and telephone conversations, over a one-year period. The study investigates how novice English teachers develop their teacher autonomy, and what factors contribute to their development as autonomous English teachers. The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy, and that an invitational, supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching. The study suggests that novice teachers should become critically aware of the affordances (opportunities, possibilities, invitations, enablements) in their working conditions, and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.
Jing Huang; Kenny Yau Ning Lock; Feng Teng. Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong. Chinese Journal of Applied Linguistics 2019, 42, 3 -20.
AMA StyleJing Huang, Kenny Yau Ning Lock, Feng Teng. Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong. Chinese Journal of Applied Linguistics. 2019; 42 (1):3-20.
Chicago/Turabian StyleJing Huang; Kenny Yau Ning Lock; Feng Teng. 2019. "Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong." Chinese Journal of Applied Linguistics 42, no. 1: 3-20.
This paper reviews key constructs explored in this special issue of Chinese Journal of Applied Linguistics,including autonomy,agency and identity in foreign/second language education.We first explore and compare,in relatively greater depth,the complex meanings of the two similar concepts of autonomy and agency.In discussing autonomy,we start with an analysis of the meaning of capacity and control in Benson’s (2011) broad definition of autonomy as a capacity to take control of one’s own learning,and briefly look at related issues of learner agendas and affordances.Based on a close scrutiny of the concept of agency,we propose that autonomy and agency are best treated as distinct concepts in terms of the degree of effective control over the learning-teaching process.Following a close examination of the two similar concepts of autonomy and agency,we discuss the concept of identity and finally the interrelatedness among these major concepts of autonomy,agency,and identity in language education.
Jing Huang; Philip Benson. Autonomy, Agency and Identity in Foreign and Second Language Education. Chinese Journal of Applied Linguistics 2013, 36, 8 -29+159.
AMA StyleJing Huang, Philip Benson. Autonomy, Agency and Identity in Foreign and Second Language Education. Chinese Journal of Applied Linguistics. 2013; 36 (1):8-29+159.
Chicago/Turabian StyleJing Huang; Philip Benson. 2013. "Autonomy, Agency and Identity in Foreign and Second Language Education." Chinese Journal of Applied Linguistics 36, no. 1: 8-29+159.
Jing (Peter) Huang; Phil Benson. Message from the Guest Editors. Chinese Journal of Applied Linguistics 2013, 36, 1 .
AMA StyleJing (Peter) Huang, Phil Benson. Message from the Guest Editors. Chinese Journal of Applied Linguistics. 2013; 36 (1):1.
Chicago/Turabian StyleJing (Peter) Huang; Phil Benson. 2013. "Message from the Guest Editors." Chinese Journal of Applied Linguistics 36, no. 1: 1.
Jing Huang. 15. A Dynamic Account of Autonomy, Agency and Identity in (T)EFL Learning. Identity, Motivation and Autonomy in Language Learning 2011, 229 -246.
AMA StyleJing Huang. 15. A Dynamic Account of Autonomy, Agency and Identity in (T)EFL Learning. Identity, Motivation and Autonomy in Language Learning. 2011; ():229-246.
Chicago/Turabian StyleJing Huang. 2011. "15. A Dynamic Account of Autonomy, Agency and Identity in (T)EFL Learning." Identity, Motivation and Autonomy in Language Learning , no. : 229-246.