About the Authors xii
Foreword: Filling the Gaps in Language Teacher
Education: A Prologue xviii
Ofelia Garcia
1 Language Teacher Identity and Education in the Crossfire of Evolving Raciolinguistic and Monolingual Ideologies 1
Silvia Melo-Pfeifer and Vander Tavares
1.1 Introduction: How and Why Did We Get Here? 1
1.2 Addressing the Key Concepts of This Volume 4
1.3 The Volume in a Nutshell 9
1.4 Conclusion 16
References 18
Part 1 Experiences of Identity Construction of Plurilingual Language Teachers 21
2 Future Teachers of Two Languages in Germany: Self-reported Professional Knowledge and Teaching Anxieties 23
Silvia Melo-Pfeifer and Vander Tavares
2.1 Introduction: Moving Beyond the Dichotomy of Native/Nonnative Foreign Language Teachers in the Study of Professional Knowledge and Teaching Anxiety 23
2.2 Teachers of Two Languages and Foreign Language (Teaching) Anxiety: Crisscrossing Two Research Fields 25
2.2.1 Teachers of Two Languages: Why Do They Matter? 25
2.2.2 Foreign Language (Teaching) Anxiety 27
2.3 The Empirical Study 29
2.3.1 Context and Participants 29
2.3.2 Data Collection Instrument 31
2.3.3 Data Analysis 31
2.4 Findings 32
2.4.1 Representations of Teachers Knowledge 32
2.4.1.1 Quantitative Analysis 32
2.4.1.2 Qualitative Analysis 34
2.4.2 Representations of Teachers Emotions: A Focus on Language Anxiety 37
2.4.2.1 Quantitative Analysis 37
2.4.2.2 Qualitative Analysis 38
2.5 Discussion of the Results, Unanswered Questions, and Further Research Perspectives 39
2.6 Implications for Teacher Education Programs 41
References 42
3 Exploring Identities and Emotions of a Teacher of Multiple Languages: An Arts-based Narrative Inquiry Using Clay Work 45
Eric K. Ku
3.1 Introduction 45
3.2 Identities and Emotions in Teaching Multiple Languages 46
3.3 Clay Work as Arts-based Narrative Inquiry 47
3.4 Methodology 48
3.4.1 Data Collection 48
3.4.2 Data Analysis 49
3.5 Parks Narratives 50
3.5.1 Learning Japanese and English 50
3.5.2 Teaching Korean and English 53
3.6 Discussion 58
3.6.1 Multiple Identities and Emotions as a TML 58
3.6.2 Race and Ethnicity in Teaching Multiple Languages 59
3.7 Reflections on Using Clay Work 60
References 61
4 Emotional Geographies of Teaching Two Languages: Power, Agency, and Identity 63
Vander Tavares
4.1 L2 Teachers Experiences: Beyond Ideologies 64
4.2 Understanding Teaching Through Emotional Geographies 65
4.3 Research Design: Autoethnography 68
4.3.1 Data Collection and Analysis 69
4.4 Findings in Stories 71
4.4.1 Teaching Portuguese as an Additional Language 71
4.4.2 Teaching English as a Second Language 73
4.5 Discussion and Conclusion 75
References 78
5 Teaching Languages in the Linguistic Marketplace: Exploring the Impact of Policies and Ideologies on My Teacher Identity Development 82
Jonas Yassin Iversen
5.1 Introduction 82
5.2 Language Teaching in Norway 83
5.3 The Linguistic Marketplace 85
5.4 A Poststructuralist Perspective on Teacher Identity 87
5.5 Autoethnography 89
5.6 Teaching a Language of Convenience: Destabilizing Identity 90
5.7 Teaching a Language of Necessity: Disintegrating Identity 92
5.8 Teaching a Language of High Prestige: Regaining Agency 93
5.9 Teacher Identity in the Linguistic Marketplace 95
5.10 Practical Implications for Language Teacher Education 96
References 97
Part 2 Emergent and Critical Perspectives on Language Teacher Education Programs 103
6 Cultivating the Critical: Professional Development as Ideological Development for Teachers of Racialized Bi/Multilingual Students 105
Kate Seltzer
6.1 Introduction 105
6.2 A Critical Translingual Approach to PD: Theoretical Framings 106
6.3 Project Design and Methods 108
6.3.1 Project Overview 108
6.3.2 Participants 109
6.3.3 Data Collection and Analysis 110
6.3.4 Researcher Positionality 111
6.4 Findings 112
6.4.1 I Dont Want to Contribute to the Problems That I Feel Are Just, Like, Inherent in Our System 112
6.4.2 Who Educates the Educators? 114
6.4.3 I Have to Think and Really, Concretely, Make Sure That It Happens 115
6.5 Discussion and Implications for Language Teacher Education 117
6.6 Conclusion 119
References 120
7 The Words Flowed Like a River: Taking Up Translanguaging in a Teacher Education Program 123
Cecilia M. Espinosa, Melissa L. Garcia, and Alison Lehner-Quam
7.1 Introduction 123
7.2 Methodology 125
7.2.1 The Setting 126
7.3 Translanguaging and Translanguaging in Teacher Education 127
7.4 Capitalizing on Our Languaging Practices: Cecilias Story of Her Pedagogical Practices 129
7.5 Serving the Campus Community Through Multilingual Library Services and Collections: Alisons Story of Her Pedagogical Practice 131
7.6 Child Development Reflections: Melissas Story of Her Pedagogical Practice 134
7.7 Implications and Conclusion 136
References 138
8 Linguistic Journeys: Interrogating Linguistic Ideologies in a Teacher Preparation Setting 142
Ivana Espinet
8.1 Introduction 142
8.2 Developing Teachers Stances and Leadership 143
8.3 Pre-service Teachers at a Community College 145
8.3.1 Starting Points: Examining Our Language Practices 147
8.3.2 Widening the Lenses: Understanding District and School Language Policies 150
8.3.3 Learning from Experienced Teachers 152
8.4 Conclusion 154
References 155
Part 3 Confronting Ideologies of Ethnicity, Language, and Accent 159
9 Racialization of the Japanese Language in the Narratives of Brazilian Undergraduate Students 161
Fabiana Cristina Ramos Patrocinio and Paula Garcia de Freitas
9.1 Introduction 161
9.2 Methods and objectives 163
9.3 The Racialization of the Japanese Language 164
9.3.1 Perception of Non-descendants as Japanese Students 164
9.3.2 The Perception of Descendants as Japanese Learners 168
9.3.3 A Parallel Between the Effects of Racialization Among Descendants and Non-descendants 170
9.4 Discussion 174
9.5 Conclusion 176
References 178
10 Ethnic Accent Bullying, EFL Teaching and Learning in Mongolia 180
Bolormaa Shinjee and Sender Dovchin
10.1 Introduction 180
10.2 Ethnic Accent Bullying 184
10.3 Research Methodology 186
10.3.1 Data Collection and Analysis 187
10.4 Overt Ethnic Accent Bullying 188
10.5 Covert Ethnic Accent Bullying 190
10.6 Conclusion 192
References 194
Part 4 Disrupting Raciolinguistic Ideologies 199
11 Englishes as a Site of Colonial Conflict: Nuances in Teacher Enactment of a Transraciolinguistic Approach 201
Patriann Smith, Crystal Dail Rose, and Tala M. Karkar-Esperat
11.1 Immigrant Multilingual Teachers Crossing Transnational Boundaries 204
11.1.1 Teacher Beliefs About English for Teaching Language and Literacy 204
11.1.2 Tensions Between Teacher Beliefs and Practice Based on Context 205
11.1.3 Teacher Enactment of Ideologies About English in Teaching 206
11.1.4 Former Foreign-Born Literacy Teachers in the United States 207
11.2 Raciolinguicizing World/Global Englishes in a Post-colonial Transnational World 208
11.3 Methods 210
11.3.1 Participants 210
11.3.2 Data Sources, Collection, Procedures 211
11.3.3 Analysis 211
11.4 Findings 212
11.4.1 Colonially Inherited Raciolinguistic Ideologies 212
11.4.1.1 Preference for Standardized English in the Home Country 212
11.4.1.2 Emphasis on Basic Language Skills 214
11.4.2 Sources for Inadvertently Subscribing to Raciolinguistic Ideologies 215
11.4.3 Transraciolinguistics in World Englishes as Part of a Postcolonial Era 217
11.5 Conclusion 220
References 222
12 The Raciolinguistic Enregisterment and Aestheticization of ELT Labor 226
Vijay A. Ramjattan
12.1 Introduction 226
12.2 Aestheticizing and Racializing Labor 228
12.3 The Consequences of Raciolinguistically Enregistered Aesthetic Labor in ELT 229
12.3.1 Employment Discrimination 229
12.3.2 Lower Wages 232
12.3.3 Just Whiteness for Sale 233
12.3.4 Erasure of Expertise and Compensatory Identity Work 235
12.4 Concluding Thoughts 237
References 239
13 Issues of Legitimization, Authority, and Acceptance: Pakistani English Language Teachers and Their Confrontation of Raciolinguistic Ideologies in ELT/TESOL Classrooms 242
Kashif Raza
13.1 Introduction 242
13.2 The Anecdotal Narrative and Raciolinguistic Ideologies 244
13.3 English as a Lingua Franca-Aware Teaching and Learning 246
13.4 Two-way Multilingual Turn in TESOL 248
13.5 Research on English Language Teaching in the Gulf 252
13.6 Conclusion and Implications for Confronting Raciolinguistic Ideologies 253
References 254
14 Language Student-Teachers of a Racialized Background: The Transracial Construction of the Competent Language Teacher 258
Silvia Melo-Pfeifer
14.1 Introduction 258
14.2 Empirical study 261
14.2.1 Participants and methodology of the larger study 261
14.2.2 The Comparative Case Study: Student-teachers 2 and 5 263
14.3 Findings 265
14.3.1 Student 2: Oh Man, You Can See It So Clearly!? 265
14.3.2 Student 5: It Could Have Been That I Am Cuban or Something 268
14.4 Discussion 271
14.4.1 The Interplay of Raciolinguistic and Language Teaching Ideologies: Passing or Posing as a Native-speaker Teacher? 271
14.4.2 The Transracial Construction of the Competent Language Teacher 274
14.5 Conclusion 276
References 277
Postface 281
Rahat Zaidi
Index 285