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.
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.
Transnational Language Teacher Identities in TESOL: Identity Construction Among Female International Students in the U.S.
168
Transnational Language Teacher Identities in TESOL: Identity Construction Among Female International Students in the U.S.
168
Product Details
| ISBN-13: | 9781032112527 |
|---|---|
| Publisher: | Taylor & Francis |
| Publication date: | 05/27/2024 |
| Series: | Routledge Research in Language Education |
| Pages: | 168 |
| Product dimensions: | 6.00(w) x 9.00(h) x (d) |