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.
International Journal of Applied Linguistics,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 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.
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.
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
Foreign Language Annals,
Год журнала:
2023,
Номер
56(4), С. 888 - 911
Опубликована: Авг. 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 Teaching Research,
Год журнала:
2023,
Номер
unknown
Опубликована: Окт. 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.
IRAL - International Review of Applied Linguistics in Language Teaching,
Год журнала:
2024,
Номер
unknown
Опубликована: Июнь 20, 2024
Abstract
This
study
examines
the
cognitive-emotional
dialectics
of
Chinese
learners
English
in
terms
both
speech
and
co-speech
gestures
their
second
language
development
within
lens
Vygotsky’s
sociocultural
theory.
qualitative
focuses
on
different
learning
contexts
analyzes
data
from
interviews
emotional
narrative
tasks
experience.
Overall
findings
showed
that
learners’
emotion
cognition
interacted
contexts,
worked
to
influence
cognition-emotion
participant’s
perezhivanie
.
implies
inextricable
unity
development,
emphasizes
role
shaping
perezhivaniya
