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All Journal Sinolingua Journal of Maobi
Yanjie, Song
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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东盟中文学习者画作中的中文教师角色：基于隐喻的分析 Xiaofeng, Meng; Yanjie, Song
Sinolingua: Journal of Chinese Studies Vol 2, No 2 (2024): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v2i2.88685

Abstract

With the implementation and promotion of the "Belt and Road" initiative, economic and trade cooperation and humanistic exchanges between China and ASEAN are going deeper, and Chinese language education in ASEAN has shown a booming development. As a core participant of international Chinese language education in the region, the role of Chinese language teachers is an important conceptual source of ASEAN youth's perception of China, which has a crucial impact on Chinese language learners. Based on the creation of visual metaphors, this study uses the teacher metaphor analysis framework to summarize the ASEAN Chinese teacher role metaphor categories and explore the ASEAN Chinese teacher traits from the learners' perspective. We selected 60 graphic works created by ASEAN Chinese learners as the research material, extracted 31 Chinese teacher role metaphors, and delineated six metaphorical conceptual categories. This study aims to arouse the attention of international Chinese teacher educators, social organizations, and Chinese teachers themselves to the developmental changes of Chinese teacher roles, and to provide a reference for the professional development of international Chinese teachers.
国际中文教育专职教师自我认知的比喻表征分析 Yanjie, SONG
Journal of Maobi Vol 3, No 1 (2025): Journal of Maobi
Publisher : Confucius Institute Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/maobi.v3i1.100985

Abstract

Full-time teachers in International Chinese Language Education serve as a vital force in sustaining the development of Confucius Institutes. Research on their self-awareness can contribute to fostering teachers' professional growth. Grounded in Rogers' self-theory, this study investigates the cognitive disparities between the "real self" and the "ideal self" among 49 full-time teachers, employing narrative questionnaires and in-depth interviews.The findings reveal that the "real self" manifests in roles such as "mission bearers" and "challenge responders," yet is constrained by environmental pressures and career-related uncertainties. In contrast, the "ideal self" aspires to more dynamic and professional identities, such as "cultural ambassadors" and "professional mentors." This dichotomy highlights the tension between institutional expectations and teachers' self-actualization.By applying self-theory to the analysis of international Chinese language educators, this study proposes actionable strategies focusing on institutional support and teacher development. It offers both a theoretical framework and practical recommendations to enhance full-time teachers' professional identity and advance the high-quality growth of Confucius Institutes.
Co-Authors Xiaofeng, Meng