Intersectionality Between Race and Nonnative English Speaker Status in Language Teacher Identities: What Educators Should Know DOI

Nazli Tezcur,

Gergana Vitanova

RELC Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 14, 2024

Intersectional approaches to teacher education have gained prominence in recent years, and calls been made for an intersectional, justice-oriented framework be at the core of all educator programs. Although intersectionality is just beginning emerge as a theoretical, methodological, pedagogical area language teaching issues race nonnative English-speaking teachers’ status already examined critically English speakers other languages. Understanding between speaker crucial redefining nature identities fluid, dynamic, dialogic, contextualized. It equally important comprehend how teachers negotiate construct their by reevaluating experiences with dominant ideologies various contexts. In this paper, we first offer critical examination research conducted area, specifically focusing on intersections reveal dichotomy native teachers. Then, focus importance adopting intersectional framework, its inherent premise justice, programs provide some suggestions these could enhanced including explicit component. As final note purpose it essential underscore that employing entails transformative vision both professionals who teach languages learners goal disrupting hidden spaces inequalities oppression.

Language: Английский

Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in Türkiye DOI
Özgehan Uştuk, Bedrettin Yazan

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 146, P. 104643 - 104643

Published: May 23, 2024

Language: Английский

Citations

7
Emotional Entanglements and Intersectional Language Teacher Identities in Critical Autoethnographic Narratives DOI Open Access
Bedrettin Yazan

International Journal of Applied Linguistics, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 23, 2025

ABSTRACT In this study, I employ critical autoethnographic narrative (CAN) as a teacher‐learning activity that pedagogizes identity in teacher education. specifically rely on white US‐born candidate's (Robert's) data, which included the following: four installments of CAN writing, recorded individual feedback meetings, one discussion board post, visual mapping CAN, rubric co‐construction, and final presentation. utilized inquiry procedures to analyze Robert's data examine how his emotions entangled with intersectional identities surrounding ideologies he constructed English second language writing. present my findings around major themes illustrative excerpts from Robert: (1) identities, (2) emotional responses dominant ideologies, (3) engagement acts agency, (4) tensions loci entanglement. discuss those relation use education, dimensions teachers’ understanding relationship between identity, ideologies. also share implications for educators who consider using or incorporating emotions, agency their practices.

Language: Английский

Citations

0
Perezhivanie and Multilingual Adolescents’ Development of School Belonging in Northern Ireland DOI
Ronan Kelly, Heng Hou, Barbara Skinner

et al.

Journal of Language Identity & Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 15

Published: Feb. 19, 2025

Language: Английский

Citations

0
Intersectionality in language teacher education: a systematic literature review DOI
Veronico N. Tarrayo

Language Culture and Curriculum, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 17

Published: Feb. 21, 2025

Language: Английский

Citations

0
A Language Teacher Educator's Identity and Agency Development via Virtual Professional Training: An Autoethnography DOI Open Access
Zhenjie Weng

TESOL Journal, Journal Year: 2025, Volume and Issue: 16(2)

Published: March 14, 2025

ABSTRACT This study aimed to explore the developmental journey of an emergent language teacher educator (LTE) as she navigated construction her identity and enactment agency in context virtual training sessions. Through personal reflections across a 3‐year period, author unpacks transition from dependent LTE, who was reliant on relational agency, independent now exercises professional individual agency. Furthermore, this development has evolved uncritical critical LTE which emphasize roles adaptability sensitivity LTEs' educational practice. Moreover, findings highlight dynamic interplay among experiences, contexts, collaboration with colleagues shaping research contributes valuable insights for preparing supporting LTEs. It emphasizes importance reflection promoting effective education practices.

Language: Английский

Citations

0
Pedogogizing Identity in Language Teacher Education DOI
Bedrettin Yazan, Özgehan Uştuk

RELC Journal, Journal Year: 2025, Volume and Issue: 56(1), P. 3 - 15

Published: April 1, 2025

In this editorial, we introduce the RELC Journal 's April 2025 Special Issue, which includes articles on topic of pedagogizing identity in language teacher education. We first situate special issue within current research literature and share a summary activities used previous studies that reported educators’ practices identity-oriented then review all papers included issue, including 10 empirical studies, one conceptual piece, interview, two viewpoints.

Language: Английский

Citations

0
Let's Hear it from Them: An Interview‐Based Exploration of Male Teachers' Perceptions of Gender Imbalance in the English Language Teaching Profession DOI Creative Commons
Natalia Wright

TESOL Quarterly, Journal Year: 2024, Volume and Issue: unknown

Published: Feb. 21, 2024

Abstract The presence of gender disparities, marked by a shortage male teachers, has been longstanding concern within the TESOL profession. Drawing on concept human flourishing, which advocates for equality and respect beyond social standing, this research seeks to challenge stereotyping in foreign language teaching. Guided personal observations stories three English article answer how ESL/EFL teachers perceive playing out their careers. By examining perezhivaniya , or lived experiences, study contributes more comprehensive understanding dynamics TESOL, filling critical gap existing literature offering new insights into subjective emotional experiences shaping professional lives field. demonstrates feminization ELT environment affects sense self‐worth fulfillment ultimately commitment stay

Language: Английский

Citations

3
Exploring transnationality as a resource for promoting social justice in language teacher identity construction: Insights from an inquiry group DOI
Mariah J. Fairley

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 137, P. 104398 - 104398

Published: Nov. 2, 2023

Language: Английский

Citations

5
Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use DOI Creative Commons
Francis John Troyan, Loretta Fernández, Zhenjie Weng

et al.

Foreign Language Annals, Journal Year: 2023, Volume and Issue: 56(4), P. 888 - 911

Published: Aug. 17, 2023

Abstract Contextualized within our Projects in Humanization language teacher education and part of on‐going collaborative self‐study educator practices, we used multiple case study to examine multimodal representations cultural linguistic identities curated by three teachers—Daniel, Yuseva, Sarah—and humanizing dialog engage them reflection on those identities. The central task, the Language Use Profile —part foundations course programs—guided teachers developing their understandings bi‐/multilingual use, ideologies, systemic functional linguistics (SFL). In all cases, examination use served as a window for observe intersectionality or, some become aware it. Each took up assignment different ways, with task context journeys such translanguaging survive , negotiating my identity being white woman who learned Spanish . SFL metalanguage tool make sense multidimensional use. Our findings point potential means guiding work that is education.

Language: Английский

Citations

4
Identity position and pedagogical agency negotiation in teaching EAP writing: A case study DOI
Zhenjie Weng

Language Teaching Research, Journal Year: 2023, Volume and Issue: unknown

Published: Oct. 28, 2023

In language education, little classroom-based research has been conducted regarding novice teachers of English for academic purposes (EAP), and even less on teaching EAP at graduate level assistants (GTAs), a significant but overlooked teacher population universities. Thus, this ethnographic case study focuses the exploration GTA’s self-positioning in graduate-level composition class, with which he was unfamiliar as taught it first time. Classroom field notes, audio-recordings, interviews, addition to supportive data, were collected analysed through lens positioning agency. The analysis data revealed that took up three core identity positions: considerate second (ESL), an experienced knowledgeable researcher, limited writing teacher. findings further indicated possession or lack knowledge research, writing, students, genre pedagogy influenced teacher’s agency constructing positions making pedagogical decisions. contributes investigation explores relationship among knowledge, positions, bears implications professional training.

Language: Английский

Citations

3