1st Edition
Transnational Language Teacher Identities in TESOL Identity Construction Among Female International Students in the U.S.
Drawing on Bakhtin’s notion of ideological becoming and the concepts of intersectionality and transnationalism, this volume offers a unique conceptual framework to explore and better understand the identity construction and negotiation of international TESOL students.
Focusing on female graduate students studying in the U.S., the text utilizes rich narratives to illustrate how nuanced language teacher identities develop through complex dialogic processes relating to language, race, and gender—as well as migration experiences—and individuals’ integration in academic and professional communities. Ultimately, the text contests deficit reductionist views of transnational students that are implied by educational policies and administration.
This text will benefit scholars, academics, and students in the fields of bilingualism, TESOL, multicultural education, and language identity more broadly. Those involved with teaching and teacher education, as well as language and culture in general, will also benefit from this book.
1. Transnational TESOL Graduate Students: Who Are They?
2. Social Identity, Ideological Becoming, and Third Space
3. Narratives and Participants
4. Experiences, Challenges, and Intersectionality of Transnational Graduate Students in U.S. Higher Education
5. Negotiating Student and Gendered Identities
6. Enacting Language Teacher Identity and Agency
7. Where Do We Go From Here? Implications for Pedagogy, Policy, and Research
Biography
Hyesun Cho is Associate Professor of TESOL in the Department of Curriculum and Teaching at the University of Kansas, USA.
Reem Al-Samiri is Assistant Professor of TESOL at the University of Jeddah, Saudi Arabia.
Junfu Gao is Assistant Professor at Westcliff University, USA. He is also Core Faculty at the American College of Education and Adjunct Professor at NOVA Southeastern University, USA.
