{"product_id":"language-teacher-identity-isbn-9781394154531","title":"Language Teacher Identity","description":"\u003cp\u003e\u003cb\u003eThe first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eLanguage Teacher Identity \u003c\/i\u003epresents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity. \u003c\/p\u003e\u003cp\u003eWith an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eProvides a broad overview of the different types of challenges language teachers face in their careers\u003c\/li\u003e \u003cli\u003eFocuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher’s identity\u003c\/li\u003e \u003cli\u003eDiscusses the sensitive political and social factors that complicate the role of a language teacher in the classroom\u003c\/li\u003e \u003cli\u003eCovers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian\u003c\/li\u003e \u003cli\u003eAddresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more languages\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eEmploying a variety of methodological and theoretical approaches, \u003ci\u003eLanguage Teacher Identity \u003c\/i\u003eis a forward-looking look at an exciting area of research and theory in language teacher education and training. It is essential reading for students training to become language teachers, in-service teachers, and for students and scholars in applied linguistics with a focus on TESOL, teacher and language education. \u003c\/p\u003e\u003cp\u003eAbout the Authors xii\u003c\/p\u003e \u003cp\u003eForeword: Filling the Gaps in Language Teacher\u003c\/p\u003e \u003cp\u003eEducation: A Prologue xviii\u003cbr\u003e \u003ci\u003eOfelia García\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Language Teacher Identity and Education in the Crossfire of Evolving Raciolinguistic and Monolingual Ideologies 1\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSílvia Melo-Pfeifer and Vander Tavares\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e1.1 Introduction: How and Why Did We Get Here? 1\u003c\/p\u003e \u003cp\u003e1.2 Addressing the Key Concepts of This Volume 4\u003c\/p\u003e \u003cp\u003e1.3 The Volume in a Nutshell 9\u003c\/p\u003e \u003cp\u003e1.4 Conclusion 16\u003c\/p\u003e \u003cp\u003eReferences 18\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Experiences of Identity Construction of Plurilingual Language Teachers 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Future Teachers of Two Languages in Germany: Self-reported Professional Knowledge and Teaching Anxieties 23\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSílvia Melo-Pfeifer and Vander Tavares\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2.1 Introduction: Moving Beyond the Dichotomy of Native\/Nonnative Foreign Language Teachers in the Study of Professional Knowledge and Teaching Anxiety 23\u003c\/p\u003e \u003cp\u003e2.2 Teachers of Two Languages and Foreign Language (Teaching) Anxiety: Crisscrossing Two Research Fields 25\u003c\/p\u003e \u003cp\u003e2.2.1 Teachers of Two Languages: Why Do They Matter? 25\u003c\/p\u003e \u003cp\u003e2.2.2 Foreign Language (Teaching) Anxiety 27\u003c\/p\u003e \u003cp\u003e2.3 The Empirical Study 29\u003c\/p\u003e \u003cp\u003e2.3.1 Context and Participants 29\u003c\/p\u003e \u003cp\u003e2.3.2 Data Collection Instrument 31\u003c\/p\u003e \u003cp\u003e2.3.3 Data Analysis 31\u003c\/p\u003e \u003cp\u003e2.4 Findings 32\u003c\/p\u003e \u003cp\u003e2.4.1 Representations of Teachers’ Knowledge 32\u003c\/p\u003e \u003cp\u003e2.4.1.1 Quantitative Analysis 32\u003c\/p\u003e \u003cp\u003e2.4.1.2 Qualitative Analysis 34\u003c\/p\u003e \u003cp\u003e2.4.2 Representations of Teachers’ Emotions: A Focus on Language Anxiety 37\u003c\/p\u003e \u003cp\u003e2.4.2.1 Quantitative Analysis 37\u003c\/p\u003e \u003cp\u003e2.4.2.2 Qualitative Analysis 38\u003c\/p\u003e \u003cp\u003e2.5 Discussion of the Results, Unanswered Questions, and Further Research Perspectives 39\u003c\/p\u003e \u003cp\u003e2.6 Implications for Teacher Education Programs 41\u003c\/p\u003e \u003cp\u003eReferences 42\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Exploring Identities and Emotions of a Teacher of Multiple Languages: An Arts-based Narrative Inquiry Using Clay Work 45\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eEric K. Ku\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3.1 Introduction 45\u003c\/p\u003e \u003cp\u003e3.2 Identities and Emotions in Teaching Multiple Languages 46\u003c\/p\u003e \u003cp\u003e3.3 Clay Work as Arts-based Narrative Inquiry 47\u003c\/p\u003e \u003cp\u003e3.4 Methodology 48\u003c\/p\u003e \u003cp\u003e3.4.1 Data Collection 48\u003c\/p\u003e \u003cp\u003e3.4.2 Data Analysis 49\u003c\/p\u003e \u003cp\u003e3.5 Park’s Narratives 50\u003c\/p\u003e \u003cp\u003e3.5.1 Learning Japanese and English 50\u003c\/p\u003e \u003cp\u003e3.5.2 Teaching Korean and English 53\u003c\/p\u003e \u003cp\u003e3.6 Discussion 58\u003c\/p\u003e \u003cp\u003e3.6.1 Multiple Identities and Emotions as a TML 58\u003c\/p\u003e \u003cp\u003e3.6.2 Race and Ethnicity in Teaching Multiple Languages 59\u003c\/p\u003e \u003cp\u003e3.7 Reflections on Using Clay Work 60\u003c\/p\u003e \u003cp\u003eReferences 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Emotional Geographies of Teaching Two Languages: Power, Agency, and Identity 63\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eVander Tavares\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4.1 L2 Teachers’ Experiences: Beyond Ideologies 64\u003c\/p\u003e \u003cp\u003e4.2 Understanding Teaching Through Emotional Geographies 65\u003c\/p\u003e \u003cp\u003e4.3 Research Design: Autoethnography 68\u003c\/p\u003e \u003cp\u003e4.3.1 Data Collection and Analysis 69\u003c\/p\u003e \u003cp\u003e4.4 Findings in Stories 71\u003c\/p\u003e \u003cp\u003e4.4.1 Teaching Portuguese as an Additional Language 71\u003c\/p\u003e \u003cp\u003e4.4.2 Teaching English as a Second Language 73\u003c\/p\u003e \u003cp\u003e4.5 Discussion and Conclusion 75\u003c\/p\u003e \u003cp\u003eReferences 78\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Teaching Languages in the Linguistic Marketplace: Exploring the Impact of Policies and Ideologies on My Teacher Identity Development 82\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eJonas Yassin Iversen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5.1 Introduction 82\u003c\/p\u003e \u003cp\u003e5.2 Language Teaching in Norway 83\u003c\/p\u003e \u003cp\u003e5.3 The Linguistic Marketplace 85\u003c\/p\u003e \u003cp\u003e5.4 A Poststructuralist Perspective on Teacher Identity 87\u003c\/p\u003e \u003cp\u003e5.5 Autoethnography 89\u003c\/p\u003e \u003cp\u003e5.6 Teaching a Language of Convenience: Destabilizing Identity 90\u003c\/p\u003e \u003cp\u003e5.7 Teaching a Language of Necessity: Disintegrating Identity 92\u003c\/p\u003e \u003cp\u003e5.8 Teaching a Language of High Prestige: Regaining Agency 93\u003c\/p\u003e \u003cp\u003e5.9 Teacher Identity in the Linguistic Marketplace 95\u003c\/p\u003e \u003cp\u003e5.10 Practical Implications for Language Teacher Education 96\u003c\/p\u003e \u003cp\u003eReferences 97\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 Emergent and Critical Perspectives on Language Teacher Education Programs 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Cultivating the Critical: Professional Development as Ideological Development for Teachers of Racialized Bi\/Multilingual Students 105\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKate Seltzer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6.1 Introduction 105\u003c\/p\u003e \u003cp\u003e6.2 A Critical Translingual Approach to PD: Theoretical Framings 106\u003c\/p\u003e \u003cp\u003e6.3 Project Design and Methods 108\u003c\/p\u003e \u003cp\u003e6.3.1 Project Overview 108\u003c\/p\u003e \u003cp\u003e6.3.2 Participants 109\u003c\/p\u003e \u003cp\u003e6.3.3 Data Collection and Analysis 110\u003c\/p\u003e \u003cp\u003e6.3.4 Researcher Positionality 111\u003c\/p\u003e \u003cp\u003e6.4 Findings 112\u003c\/p\u003e \u003cp\u003e6.4.1 “I Don’t Want to Contribute to the Problems That I Feel Are Just, Like, Inherent in Our System” 112\u003c\/p\u003e \u003cp\u003e6.4.2 “Who Educates the Educators?” 114\u003c\/p\u003e \u003cp\u003e6.4.3 “I Have to Think and Really, Concretely, Make Sure That It Happens” 115\u003c\/p\u003e \u003cp\u003e6.5 Discussion and Implications for Language Teacher Education 117\u003c\/p\u003e \u003cp\u003e6.6 Conclusion 119\u003c\/p\u003e \u003cp\u003eReferences 120\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 “The Words Flowed Like a River”: Taking Up Translanguaging in a Teacher Education Program 123\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eCecilia M. Espinosa, Melissa L. García, and Alison Lehner-Quam\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7.1 Introduction 123\u003c\/p\u003e \u003cp\u003e7.2 Methodology 125\u003c\/p\u003e \u003cp\u003e7.2.1 The Setting 126\u003c\/p\u003e \u003cp\u003e7.3 Translanguaging and Translanguaging in Teacher Education 127\u003c\/p\u003e \u003cp\u003e7.4 Capitalizing on Our Languaging Practices: Cecilia’s Story of Her Pedagogical Practices 129\u003c\/p\u003e \u003cp\u003e7.5 Serving the Campus Community Through Multilingual Library Services and Collections: Alison’s Story of Her Pedagogical Practice 131\u003c\/p\u003e \u003cp\u003e7.6 Child Development Reflections: Melissa’s Story of Her Pedagogical Practice 134\u003c\/p\u003e \u003cp\u003e7.7 Implications and Conclusion 136\u003c\/p\u003e \u003cp\u003eReferences 138\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Linguistic Journeys: Interrogating Linguistic Ideologies in a Teacher Preparation Setting 142\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eIvana Espinet\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8.1 Introduction 142\u003c\/p\u003e \u003cp\u003e8.2 Developing Teachers’ Stances and Leadership 143\u003c\/p\u003e \u003cp\u003e8.3 Pre-service Teachers at a Community College 145\u003c\/p\u003e \u003cp\u003e8.3.1 Starting Points: Examining Our Language Practices 147\u003c\/p\u003e \u003cp\u003e8.3.2 Widening the Lenses: Understanding District and School Language Policies 150\u003c\/p\u003e \u003cp\u003e8.3.3 Learning from Experienced Teachers 152\u003c\/p\u003e \u003cp\u003e8.4 Conclusion 154\u003c\/p\u003e \u003cp\u003eReferences 155\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Confronting Ideologies of Ethnicity, Language, and Accent 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Racialization of the Japanese Language in the Narratives of Brazilian Undergraduate Students 161\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eFabiana Cristina Ramos Patrocínio and Paula Garcia de Freitas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9.1 Introduction 161\u003c\/p\u003e \u003cp\u003e9.2 Methods and objectives 163\u003c\/p\u003e \u003cp\u003e9.3 The Racialization of the Japanese Language 164\u003c\/p\u003e \u003cp\u003e9.3.1 Perception of Non-descendants as Japanese Students 164\u003c\/p\u003e \u003cp\u003e9.3.2 The Perception of Descendants as Japanese Learners 168\u003c\/p\u003e \u003cp\u003e9.3.3 A Parallel Between the Effects of Racialization Among Descendants and Non-descendants 170\u003c\/p\u003e \u003cp\u003e9.4 Discussion 174\u003c\/p\u003e \u003cp\u003e9.5 Conclusion 176\u003c\/p\u003e \u003cp\u003eReferences 178\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Ethnic Accent Bullying, EFL Teaching and Learning in Mongolia 180\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eBolormaa Shinjee and Sender Dovchin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10.1 Introduction 180\u003c\/p\u003e \u003cp\u003e10.2 Ethnic Accent Bullying 184\u003c\/p\u003e \u003cp\u003e10.3 Research Methodology 186\u003c\/p\u003e \u003cp\u003e10.3.1 Data Collection and Analysis 187\u003c\/p\u003e \u003cp\u003e10.4 Overt Ethnic Accent Bullying 188\u003c\/p\u003e \u003cp\u003e10.5 Covert Ethnic Accent Bullying 190\u003c\/p\u003e \u003cp\u003e10.6 Conclusion 192\u003c\/p\u003e \u003cp\u003eReferences 194\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Disrupting Raciolinguistic Ideologies 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Englishes as a Site of Colonial Conflict: Nuances in Teacher Enactment of a Transraciolinguistic Approach 201\u003cbr\u003e \u003c\/b\u003e\u003ci\u003ePatriann Smith, Crystal Dail Rose, and Tala M. Karkar-Esperat\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11.1 Immigrant Multilingual Teachers Crossing Transnational Boundaries 204\u003c\/p\u003e \u003cp\u003e11.1.1 Teacher Beliefs About English for Teaching Language and Literacy 204\u003c\/p\u003e \u003cp\u003e11.1.2 Tensions Between Teacher Beliefs and Practice Based on Context 205\u003c\/p\u003e \u003cp\u003e11.1.3 Teacher Enactment of Ideologies About English in Teaching 206\u003c\/p\u003e \u003cp\u003e11.1.4 Former “Foreign-Born” Literacy Teachers in the United States 207\u003c\/p\u003e \u003cp\u003e11.2 Raciolinguicizing World\/Global Englishes in a “Post-colonial” Transnational World 208\u003c\/p\u003e \u003cp\u003e11.3 Methods 210\u003c\/p\u003e \u003cp\u003e11.3.1 Participants 210\u003c\/p\u003e \u003cp\u003e11.3.2 Data Sources, Collection, Procedures 211\u003c\/p\u003e \u003cp\u003e11.3.3 Analysis 211\u003c\/p\u003e \u003cp\u003e11.4 Findings 212\u003c\/p\u003e \u003cp\u003e11.4.1 Colonially Inherited Raciolinguistic Ideologies 212\u003c\/p\u003e \u003cp\u003e11.4.1.1 Preference for Standardized English in the Home Country 212\u003c\/p\u003e \u003cp\u003e11.4.1.2 Emphasis on Basic Language Skills 214\u003c\/p\u003e \u003cp\u003e11.4.2 Sources for Inadvertently Subscribing to Raciolinguistic Ideologies 215\u003c\/p\u003e \u003cp\u003e11.4.3 Transraciolinguistics in World Englishes as Part of a “Postcolonial” Era 217\u003c\/p\u003e \u003cp\u003e11.5 Conclusion 220\u003c\/p\u003e \u003cp\u003eReferences 222\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 The Raciolinguistic Enregisterment and Aestheticization of ELT Labor 226\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eVijay A. Ramjattan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12.1 Introduction 226\u003c\/p\u003e \u003cp\u003e12.2 Aestheticizing and Racializing Labor 228\u003c\/p\u003e \u003cp\u003e12.3 The Consequences of Raciolinguistically Enregistered Aesthetic Labor in ELT 229\u003c\/p\u003e \u003cp\u003e12.3.1 Employment Discrimination 229\u003c\/p\u003e \u003cp\u003e12.3.2 Lower Wages 232\u003c\/p\u003e \u003cp\u003e12.3.3 Just Whiteness for Sale 233\u003c\/p\u003e \u003cp\u003e12.3.4 Erasure of Expertise and Compensatory Identity Work 235\u003c\/p\u003e \u003cp\u003e12.4 Concluding Thoughts 237\u003c\/p\u003e \u003cp\u003eReferences 239\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Issues of Legitimization, Authority, and Acceptance: Pakistani English Language Teachers and Their Confrontation of Raciolinguistic Ideologies in ELT\/TESOL Classrooms 242\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKashif Raza\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13.1 Introduction 242\u003c\/p\u003e \u003cp\u003e13.2 The Anecdotal Narrative and Raciolinguistic Ideologies 244\u003c\/p\u003e \u003cp\u003e13.3 English as a Lingua Franca-Aware Teaching and Learning 246\u003c\/p\u003e \u003cp\u003e13.4 Two-way Multilingual Turn in TESOL 248\u003c\/p\u003e \u003cp\u003e13.5 Research on English Language Teaching in the Gulf 252\u003c\/p\u003e \u003cp\u003e13.6 Conclusion and Implications for Confronting Raciolinguistic Ideologies 253\u003c\/p\u003e \u003cp\u003eReferences 254\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Language Student-Teachers of a Racialized Background: The Transracial Construction of the Competent Language Teacher 258\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSílvia Melo-Pfeifer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14.1 Introduction 258\u003c\/p\u003e \u003cp\u003e14.2 Empirical study 261\u003c\/p\u003e \u003cp\u003e14.2.1 Participants and methodology of the larger study 261\u003c\/p\u003e \u003cp\u003e14.2.2 The Comparative Case Study: Student-teachers 2 and 5 263\u003c\/p\u003e \u003cp\u003e14.3 Findings 265\u003c\/p\u003e \u003cp\u003e14.3.1 Student 2: “Oh Man, You Can See It So Clearly!?” 265\u003c\/p\u003e \u003cp\u003e14.3.2 Student 5: “It Could Have Been That I Am Cuban or Something” 268\u003c\/p\u003e \u003cp\u003e14.4 Discussion 271\u003c\/p\u003e \u003cp\u003e14.4.1 The Interplay of Raciolinguistic and Language Teaching Ideologies: Passing or Posing as a Native-speaker Teacher? 271\u003c\/p\u003e \u003cp\u003e14.4.2 The Transracial Construction of the Competent Language Teacher 274\u003c\/p\u003e \u003cp\u003e14.5 Conclusion 276\u003c\/p\u003e \u003cp\u003eReferences 277\u003c\/p\u003e \u003cp\u003ePostface 281\u003cbr\u003e \u003ci\u003eRahat Zaidi\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex 285\u003c\/p\u003e \u003cp\u003e\"Sílvia Melo-Pfeifer and Vander Tavares have put together a timely volume on language teacher identity at the interface of ideology, policy and practice. The studies, from diverse cultural and educational contexts, challenge assumptions about race, accent and ethnicity in language education. Together they make an invaluable contribution to scholarship and professional development.\" - \u003cb\u003eLi Wei\u003ci\u003e, \u003c\/i\u003e\u003c\/b\u003eDirector and Dean, UCL Institute of Education\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e \u003cp\u003e\"This exciting volume asks deep questions about language teacher identity focusing on teachers of two or more languages and racialised language teachers in diverse contexts.   Melo-Pfeifer and Tavares have done an amazing job in interrogating the dominant linguistic ideologies of race, ethnicity and language in language teacher education.\" - \u003cb\u003eXuesong (Andy) Gao\u003c\/b\u003e, UNSW Australia\u003c\/p\u003e \u003cp\u003e\"This volume is ground-breaking. Its focus on teachers of two or more languages and racialized language teachers is bold. Its decolonial theoretical compass is timely. A powerful contribution to the language teacher identity literature!\" - \u003cb\u003eLourdes Ortega\u003c\/b\u003e, Professor of Linguistics, Georgetown University \u003c\/p\u003e  \u003cp\u003e\u003cb\u003eSÍLVIA MELO-PFEIFER\u003c\/b\u003e is Professor of Romance Language Teacher Education at the University of Hamburg, Germany. Her research is focused on pluralistic language education and arts-based approaches to language teaching. Her publications include \u003ci\u003ePortuguese as a Heritage Language in Europe: A Pluricentric Perspective\u003c\/i\u003e and \u003ci\u003eThe Changing Face of the “Native Speaker”: Perspectives from Multilingualism and Globalization. \u003c\/i\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003eVANDER TAVARES\u003c\/b\u003e is Postdoctoral Researcher at Inland Norway University of Applied Sciences, Norway. His research focuses on language teacher identity development and second language education. He is the co-editor of \u003ci\u003eReconstructions of Canadian Identity: Towards Diversity and Inclusion\u003c\/i\u003e and the author of \u003ci\u003eInternational Students in Higher Education: Language, Identity, and Experience from a Holistic Perspective. \u003c\/i\u003e   \u003c\/p\u003e\u003cp\u003e“Sílvia Melo-Pfeifer and Vander Tavares have put together timely a volume on language teacher identity at the interface of ideology, policy and practice. The studies, from diverse cultural and educational contexts, challenge assumptions about race, accent and ethnicity in language education. Together they make an invaluable contribution to scholarship and professional development.”\u003cbr\u003e \u003cb\u003e—Li Wei, \u003c\/b\u003e Director and Dean, UCL Institute of Education \u003c\/p\u003e\u003cp\u003e“This volume is ground-breaking. Its focus on teachers of two or more languages and racialised language teachers is bold. Its decolonial theoretical compass is timely. A powerful contribution to the language teacher identity literature!” \u003cbr\u003e \u003cb\u003e—Lourdes Ortega, \u003c\/b\u003e Professor of Linguistics, Georgetown University. \u003c\/p\u003e\u003cp\u003e“This exciting volume asks deep questions about language teacher identity focusing on teachers of two or more languages and racialised language teachers in diverse contexts. Melo-Pfeifer and Tavares have done an amazing job in interrogating the dominant linguistic ideologies of race, ethnicity and language in language teacher education.” \u003cbr\u003e \u003cb\u003e—Xuesong (Andy) Gao, \u003c\/b\u003e UNSW Australia \u003c\/p\u003e\u003cp\u003e\u003ci\u003eLanguage Teacher Identity\u003c\/i\u003e examines how ideologies of race, ethnicity, accent, and immigration status impact perceptions of racialised and plurilingual teachers of two or more languages. This indispensable work is the first to systematically consider the impact of these issues on language teacher identity in a single volume. \u003c\/p\u003e\u003cp\u003eDrawing from the experiences of teachers from around the world, the authors employ a range of methodological and theoretical approaches to gain invaluable insights on responding to the assumptions, biases, and prejudices that students may unknowingly bring into the classroom. In-depth chapters offer fresh perspectives on issues related to native-speakerism, monolingualism, racism, competence, authenticity, legitimacy, identity construction, and more. \u003c\/p\u003e\u003cp\u003eCovering the teaching of a variety of languages, including English, French, Japanese, Norwegian, and Portuguese, \u003ci\u003eLanguage Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity\u003c\/i\u003e is essential reading for upper-level undergraduate and graduate students of applied linguistics, language education, and TESOL, as well as practicing language educators and researchers.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989508833509,"sku":"NP9781394154531","price":31.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781394154531.jpg?v=1761784389","url":"https:\/\/k12savings.com\/products\/language-teacher-identity-isbn-9781394154531","provider":"K12savings","version":"1.0","type":"link"}