This book interrogates language teacher identity construction, negotiation, and meaning-making in today's ever-changing global contexts. By exploring language teacher identity through a critical lens and drawing on insights from language teachers and language teacher educators, it provides a deep understanding of how identity construction unfolds and transforms teaching practices.
Its chapters use a wide range of methodologies and theoretical perspectives, including World Englishes, raciolinguistics, postcolonial theory and auto-ethnography. This wealth of international case studies moves beyond simply contrasting native and non-native speaking teachers to instead highlight their intersectional identities. This approach foregrounds and problematizes the power imbalances woven into language teaching and teacher education, documenting ways in which language teachers can advocate for themselves, their profession, students, families, and their communities. It also suggests ways of sharing innovative critical approaches at the intersection of LTI, agency, and today's complex socio-political and socio-historical contexts.
An interrogation of how language teachers' identities are constructed and negotiated in today's ever-changing global contexts.
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An interrogation of how language teachers identities are constructed and negotiated in todays ever-changing global contexts.
Series Editor Foreword
List of Figures
List of Tables
Foreword, Ryuko Kubota (University of British Columbia, Canada)
Acknowledgments
List of Contributors
Introduction: Intersection of Criticality, Agency, and Language Teacher
Identities in Global Language Teacher Education, Hyunjin Jinna Kim (Western
Michigan University, USA) and Huseyin Uysal (Education University of Hong
Kong, Hong Kong)
Part I: Language Teacher Identities and Advocacy for the Profession
2. Developing Teacher Agency for Professional Development: A Case Study of
Secondary Level EL Teachers in Bangladesh, Md. Abdur Rouf (Jagannath
University, Bangladesh) and Shaila Sultana (University of Dhaka, Bangladesh)
3. Language Teacher Identity and Agency Informing Teaching Practice:
Empowering Culturally and Linguistically Diverse Learners in Adult ESL, Anna
Sanczyk-Cruz (University of Bialystok, Poland) and Elizabeth R. Miller
(University of North Carolina at Charlotte, USA)
4. Resigency: Critical Conceptualization of the Complexity of Resilience and
Agency among Language Teachers, Mostafa Nazari (Hong Kong Polytechnic
University, Hong Kong)
PART I Commentary: Language Teacher Identities and Advocacy for the
Profession by Elizabeth R. Miller
Part II: Language Teacher Identities and Advocacy for Challenging Social
Inequities
5. Empowering Non-Native English Teachers by Advocating for Emotional
Resistance Against Inequalities, Juyoung Song (Murray State University, USA)
6. Global Englishes: Counteracting Internationalized English Superiority,
Challenging Problematic Identities, and (Re)Negotiating Agency, Min Wang
(Houghton University, USA), Sender Dovchin (Curtin University, Australia),
Hui Li (Shanghai University, China), and Shuangshuang Xu (Wenzhou-Kean
University)
7. Reflections on Language Teacher Identity Development through Decolonizing
Language Ideologies in Race-Based Caucusing Spaces, Hsin-Jung Li, Claudia
Gutiérrez, Camille Ungco and Manka M. Varghese (University of Washington,
USA)
PART II Commentary: Language Teacher Identities and Advocacy for Challenging
Social Inequities by Sender Dovchin
8. Empowering Voices for Agency, Advocacy, and Equity in Language Teaching
and Teacher Education: Some Concluding Remarks, Hayriye Kayi-Aydar
(University of Arizona, USA)
Index
Hyunjin Jinna Kim is Assistant Professor of TESOL in the Department of Special Education and Literacy Studies at Western Michigan University, USA.
Huseyin Uysal is Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong, Hong Kong.
