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This paper focuses on the concept of intersectionality, which has been used to account for multiple forms of identity and inequality. It argues that intersectionality is a powerful theoretical lens that could be used in analyzing language teachers' identities and their various contexts. It is also deeply connected to an orientation and understanding of justice. One significant connection that still needs to be explored in TESOL education is how intersectionality and social justice interact. Thus, the paper examines what specific professional practices educators can develop to support the critical awareness of language teachers in training. It concludes that one of the most important tasks for language teacher educators is to help current and future practitioners not only to understand the theory behind intersectional pedagogy, but to generate their own relevant, critical questions about forms of social and educational injustice in schools and other institutional contexts.

In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education--and has therefore narrowed our understanding of the ideological and practical affordances and constraints of practice-based teacher education--we show that it must be centered in teacher education and understood as fundamental to all teachers' embodied practice. We draw from literature exploring critical Whiteness studies, raciolinguistics, poststructural understandings of teacher subjectivity, the experiences of teachers of Color and practice-based teacher education. By showing how a raciolinguicized teacher subjectivity has been marginalized, we simultaneously argue for the centrality of the role of subjectivity in shaping teaching and, therefore, in defining critical dimensions of what and how novice teachers need to learn.

Background/Context: Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students' pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary education. Despite there being a greater knowledge of the barriers experienced by EBs in getting to college, less is known about the resources they bring and their agency, the way they actually mobilize the resources that they possess in negotiating their success to get to and complete college. Purpose/Research Question: This study examines why and how some EB students can successfully navigate their environments in order to apply for, get into and complete a selective four-year college. It is guided by two overarching questions: (1) What forms of capital do first generation immigrant EBs draw on to apply for and navigate selective four-year college? (2) How do first generation immigrant EBs navigate and complete selective four-year college? Research Design: We examined the pathways of EBs through a conceptual framework which frames their college success as being a result of the relationship between what we refer to as their college capital which they have access to and that they draw on, and their constraint agency. Through interviews, this study analyzes 33 first generation undergraduate immigrant EBs' transition to and completion of tertiary education, with further analysis being supplemented with in-depth case studies of five out of the 33 EBs. Additionally, we interviewed 14 university administrators and instructors involved in the admission and instruction of EB students on campus. Conclusions/Recommendations: EB immigrant students drew on different forms of college capital, which included traditional and non-traditional. Students who drew more on traditional kinds of capital participated more in high participatory agentive ways while students who drew more on nontraditional forms of college capital participated more in low participatory agentive ways. Both forms of participating (low and high) lead to students navigating and completing four-year college. We suggest that more differential forms of help, resources and EB-student-focused partnerships between high school, community colleges, and four-year college which include working on their agentive selves are needed as well as challenging the racism and linguicism that holds White monolingual students as the norm to configure policies and services that will help EBs' postsecondary pathways.

Recent scholarship examining how teachers and teacher educators learn to teach has advocated for a more critically oriented and better developed pedagogy of teacher education, in which teacher educator as practitioner is both in evidence and examined. Yet we currently know little about teacher educators as learners and reflective scholars open to examining their practice and research, and such inquiry is particularly limited within the scholarship in English language teacher education. This article brings together the narratives of the five co-authors, all TESOL teacher educators based in U.S. universities who examine questions about the intersections of their identities and pedagogies. They do so as a first step toward addressing the gap in the literature regarding the self-reflexivity of teacher educators. Identifying themes related to the intertwining of their social and professional identities and their pedagogies, their perceived legitimacy as teacher educators, and the impact of multiple contexts on their identities and pedagogies, the five co-authors consider how they are both domesticating and domesticated by teacher education (Morgan, 2016) and argue that when teacher educators engage in shared and transparent exploration of their identities and pedagogies they are better able to identify their pedagogical blind spots and opportunities to agentively leverage their identities to challenge dominant discourses.

The teaching and learning of languages has been mainly investigated within educational institutions, especially by applied linguists. However, religious spaces such as churches and church related programs have historically and contemporarily served as important alternative spaces for such teaching and learning to take place. At the same time, such institutions and the way that language teaching and learning unfold in these spaces necessitates both a critical and empirical examination which makes salient the role and consequences of power. The focus of this special issue is to provide examples of studies which seek to fill this gap. This introduction serves as a way to set up this special issue and the articles within it by making salient the themes of language socialization, language ideology, identity, Christianity, ethnography and systems of power, as well as showing how the four studies in this special issue speak to the aforementioned gap and these themes.

Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we begin by examining the linkages between the core practices movement and organizations that advocate market-based solutions to education. We then explore how constructs of practice and improvisation and commitments to equity and justice are taken up, and with what implications and consequences, in core practices scholarship and its applications. In conclusion, we consider how work being done around core practices might contribute to a collective struggle for greater equity and justice in schools and in society.

As colonial legacies, racial dynamics, lingering discrimination, and even violence against Indigenous people and children, especially the Mapuche people (the focus of this study and the largest Indigenous group in the country), continue in Chilean society, research on how their teachers learn and how they perceive their learning has become even more necessary. Understanding the learning development of educators in Intercultural and Bilingual Education (IBE) preschools for the education of Indigenous peoples is the focus of this study. In this context, the overall research question of this study is: What learning occurs for teachers in IBE preschools in the Metropolitan Region, Chile and how does this learning happen? Using Engestrom's expansive learning model (2001) and an ethnographic approach, this study found peer learning to be a critical but untapped resource for teacher learning in this setting, and also found there to be differences between Mapuche and non Mapuche teachers' understandings of the goals of their learning. Implications point to setting up teacher learning based on a model of peer learning which focuses on Mapuche educators contributing more than they currently do to the learning of non-Mapuche teachers in IBE preschools.

In this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs of immigrant and minority students in Italian schools and challenges racist and anti-immigrant discourses circulating in the broader society.

Drawing on Delgado and Yosso's "counterstory," Yosso's "community cultural wealth," and Alsup's "borderland discourses," the authors, who are women of color academics, use narratives from their lives to discuss the ways in which they draw on resources in managing and reconfiguring their multiple identities within the academy. These include identities of scholars, mentors, teachers, community members, mothers, and partners. They suggest that rather than merely being socialized into cultural reproduction, as much of the literature oriented toward women of color advises them to do in order to become successful, they seek to actually engage in transforming their roles and that of the academy by consciously and repeatedly making present and visible facets of identity that have previously been more-or-less absent in higher education. By presenting these counter-narratives the authors attempt to engage with ways of self-positioning that are, especially for women of color in academia, not frequently discussed or presented.

Drawing on the concept of figured worlds, we examined how four preservice teachers in a monoglossically oriented teacher preparation program developed their professional identities and sense of agency as dual language teachers. Figured worlds are socially constructed and culturally recognized realms with a story line and actors who also actively change these story lines in the course of narrating them and participating in them. Drawing on interviews and observations, we showed how four teachers' personal linguistic, racial, and cultural backgrounds interacted with external affordances, including their own language ideologies and those present in their contexts, leading to the (re)construction of their figured worlds of dual language teaching. These figured worlds were mainly reshaped to include family connections and student empowerment and made salient the limitations of the teachers' engagement with the centrality of race, power, and immigrant rights in their language ideologies.

Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21 st century, we begin by examining the linkages between the core practices movement and organizations that advocate market-based solutions to education. We then explore how constructs of practice and improvisation and commitments to equity and justice are taken up, and with what implications and consequences, in core practices scholarship and its applications. In conclusion, we consider how work being done around core practices might contribute to a collective struggle for greater equity and justice in schools and in society. Keywords education reform, equity, preservice teacher education, race, class, gender, sexual orientation, urban teacher education, High-leverage or 'core' practices emerged during a confluence of dissatisfactions with teacher education, both within and outside of the field. A key concern, leveled by critics, was that programs of [...]

A study examined internal structure of the Discourse Completion Test (DCT), a technique used to elicit data in sociolinguistic research, and effects of systematic modification to its situational prompt on subject response. The DCT is a questionnaire containing situations, briefly described, designed to elicit a particular speech act. Subjects read each situation and respond in writing to a prompt. Three versions of a DCT designed to elicit requests were used: an original that included needed information on requestive goal, social distance, and social dominance; an elaborated version with additional information on interlocutor's gender, role relationship, length of acquaintance, interaction frequency, whether the relationship was optional, and a description of setting; and an elaborated version in which students were asked to reflect 30 seconds before responding. Subjects were 55 native speakers of American English, all university students. Data were analyzed for request strategies of the head act, internal modification of the head act, length of entire request act and internal and external modification, and external modification of the head act. No significant response differences were found in head acts across versions, but significant differences were found across versions on mean length of request act and external modifications. Contains 14 references. (MSE)

In this essay, we use vignettes to portray our journeys toward, affiliations to and contentions with the "teacher educator" identity. By drawing on critical self-reflection, radical vulnerability and our collaborative discussions and work, we suggest that the formation of a teacher educator identity is relational, tied to emotion and embodied experiences, and career-long. We close with a series of critical questions meant to model the work we believe future teachers and teacher educators can engage in as they negotiate self and sustain a commitment to racial and linguistic equity. [ABSTRACT FROM AUTHOR]

Research in English language teaching and teacher identity has increasingly focused on understanding non-native English-speaking teachers. In addition, much of this research has been conducted in adult English as a second language (ESL) settings. Through a multiple-case qualitative study of four teachers in an underexplored research setting--that of U.S. secondary ESL programs--this study shows how the categorization of non-native English-speaking teachers is insufficient in describing these teachers' roles and practices. It shows that teachers who subscribe to a non-native English-speaking identity articulate composite multiple identifications that involve crossing linguistic, racial, and geographical boundaries and carving out personalized and institutionalized professional trajectories. Implications for this study point to the significance in taking into account and valuing the composite identities of non-native teachers, as well as examining how these identities interact with and develop in their specific classrooms and institutions in their professional development.

Background: Teacher education candidates are in different places in terms of developing their identities and relationships to equity and social justice. Various approaches have been taken within university-based teacher education programs to engage with candidates, wherever they are in this development. One such approach has been engaging or drawing on teachers' own lenses, especially through challenging and understanding their racialized selves. Purpose: This conceptual article examines how race-based caucuses (RBCs) in one teacher education program attempted to shift candidates' understandings of their racialized selves as related to their teacher identities. Context: RBCs were instituted in one elementary teacher education program to help White teacher candidates and candidates of Color construct critical teacher identities. Candidates were asked to participate in caucuses according to the ways they had been racialized within schools. Facilitators who demonstrated a willingness to sit with the work of engaging race and racialization led the caucuses. Observances: For the candidates of Color, the "overwhelming presence of Whiteness" in the teacher education program and in the schools required the RBCs to focus on reframing deficit narratives of teachers of Color to an asset-based view of their value and contribution to the teaching profession. The RBC provided space for White teacher candidates to explore the consequences of Whiteness for their future identities as teachers and for the kinds of communities that they could and wanted to cultivate with students. Messiness and challenges abounded in both RBCs. Discussion and Reflections: Emotions--and especially emotion labor--were central to RBCs. For teacher candidates of Color, facing one's own oppression was painful but also presented opportunities for them to articulate emotions and experiences in relatively safe spaces. In a different way, the RBCs resulted in significant emotional upheaval for White teacher candidates that shifted into deeper self-reflection and sense of awareness and allyship (for some)--although in a few cases, RBCs led to even deeper resistance. Conclusions: Race-based caucusing is a messy and challenging practice that can provide opportunities to reflect constructively on emotions and produce emotional upheaval for teacher candidates. Teacher educators and programs must approach RBCs with an orientation toward hyperreflexivity.

Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools. Consequently, bilingual educators now find themselves in a newly charged and precarious political position. We argue that bilingual educators are now beholden to a single professional development goal: reappraising their efforts at saving this important instructional program in the interest of immigrant youth. We first explore the demise of bilingual education across the United States, address the condition of bilingual education worldwide, point to promising teacher development projects, and end by asking bilingual educators to consider who is left to join them in promoting the marginalized languages--and communities who speak them--in the context of a new world order.

In this commentary, we extend the cautionary tales regarding dual-language programs raised by several scholars by considering the interface of such programs with global education. We consider the possible pitfalls of uncritically framing dual-language programs within the global education movement in the United States, especially in light of how this new framing will affect the educational opportunities and experiences of Latino/a students throughout the country.

Linguistic minority students have been both under-researched and underserved in the context of research on minority students' access to and retention in higher education. The labels ascribed to them have typically failed to capture the complexity of their identities. Additionally, much of the literature in higher education on minority students' access and retention has focused on structural barriers rather than on how students negotiate these barriers. By bringing linguistic minority students into the forefront of this conversation, we show how four linguistic minority female students draw on their community cultural wealth and different forms of capital (Yosso, 2005) to access and navigate college while experiencing differing advantages and disadvantages based on institutional labeling. By employing critical race theory and its conceptualization of capital, we illustrate how students use, resist, and negotiate labels in attempts to access resources and services at a four-year institution. We conclude by calling for more research on this population as well as additive university practices and policies that reflect the richness of linguistic minority student identities. (Contains 1 table and 1 note.)

Research on English as a second language (ESL) students in higher education has traditionally focused on their academic writing, leaving larger issues of their college access and success unexplored. This article examines the challenges that first-generation immigrant and refugee ESL students face in accessing four-year college education through a qualitative interview study at a U.S. public university. Drawing on Bourdieu's cultural reproduction theory, we argue that what inhibits ESL students' access to and participation in four-year college education is not simply their limited English proficiency but also the structural constraints unique to this population, their limited financial resources, and the students' own tendency to self-eliminate. Based on our results, we call for a shift in higher education policy from one focusing narrowly on remediating ESL students' limited English proficiency to a more comprehensive set of policies that address the structural and economic, as well as linguistic, factors that together inhibit ESL students' college access and participation. (Contains 4 tables and 8 footnotes.)

There have been calls to examine how language policy is mediated at the local level. Although there have been studies that have foregrounded the local, there have yet to be those that look at how language policies become adopted by individual teachers through a process of their personal and professional socialisation. Through the framework of cultural models and using ethnographic methods, I examine how four novice bilingual Latino/a teachers in three different schools in the United States come to share a cultural model of dual language education. At the same time, I highlight how the differences in their adoption of a particular policy are constituted by both their personal and professional experiences as well as the organisational structures in which they find themselves in. This study contributes to the understanding of how language policies are adopted by bilingual classroom teachers as well as to the discussion of the future of bilingual education in the United States.

Evangelical Christians are an enduring and growing presence in the field of English language teaching worldwide and in the TESOL organization in particular. Yet to date, hardly any empirical research has been done on this population of teachers or on the links between English teaching, religious beliefs, and missionary work. This article reports on a qualitative study of ten English language teachers-in-training at two evangelical Christian colleges in the United States. Using interview data, the study explores the religious beliefs of the participants and the complex, varied, and often still developing ways in which these beliefs relate to their perspectives on missionary work and on the relationship between religious faith and English language teaching (ELT). We conclude by identifying a key moral dilemma raised by the participants' values as related to several of the dominant discourses present in ELT. (Contains 5 footnotes.)

This study, based on ethnographic methods, explores how the professional identities of a group of bilingual (Spanish/English) Latino/a teachers-in-the-making in an urban public school district in the USA are formed and enacted. It illustrates the national and local discourses that influence novice bilingual teachers in their professional identities. But it also focuses on the structural influences and the ways that teachers respond to such influences. The study found that teachers developed a complex, sometimes conflicted, sense of their professional identities and these were mediated by their responses to their marginalisation, their professional development, local setting(s) and their personal histories. Another important finding of this study was the resulting variation of professional identities the teachers enacted due to a host of influences, causing some to leave the profession and others to stay. This research suggests viewing professional development for bilingual teachers as a place where discussion and dissent is encouraged, and a process of what teachers may become rather than solely what they should know. It also underscores the importance of viewing professional development and the making of bilingual teachers as an interaction of structural and agentive influences.

As the language minority student population in the US increases at a rapid pace, a larger number of teachers are pursuing a primary or secondary certification in English as a Second Language (ESL). This case study describes the professional development efforts to provide an ESL endorsement to a group of K-12 teachers in a large mid-western university. It describes the systemic nature underlying their professional development, highlighting the influence of different constituencies. These range from federal, state, county and district levels to the university teacher preparation program, as well as the teachers themselves. By understanding how these factors influence teachers' professional development, the authors identify important lessons that can be learned by teacher educators.

Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension of the professional roles of teachers who have second-language learners in their classrooms. Thus, the authors broaden the discussion on the teacher preparation for the instruction of English-language-learner students, which has narrowly focused on an awareness of language and methods, to include the dimension of policy making.

Comparing data from two ethnographic studies of bilingual teachers and their students in the United States, the authors present a cross-case analysis that illuminates how issues of language are inextricably linked with issues of race, class, and socioeconomic status. The authors show how portraits of teachers' practice help to examine some of the challenges urban, bilingual educators face including questions about teacher identity, bilingual proficiency, networks of support and activist training. Such portraits of bilingual practice shed light on the complexities that include and go beyond language and show the nexus where pluralist and assimilationist goals inform and contradict one another in public schooling. The authors suggest the current political climate places bilingual education at a new and challenging crossroads in the United States with opportunities to re-examine what bilingual education means within specific local and national contexts.

Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing language teacher identity by presenting three data-based studies of teacher identity and juxtaposing the three different theoretical frameworks that they use: Tajfel's (1978) social identity theory, Lave and Wenger's (1991) theory of situated learning, and Simon's (1995) concept of the image-text. It is seen that each theoretical perspective allows us to investigate different substantive and theoretical aspects of language teacher identity and that there are strong conceptual resonances among the different approaches. While in isolation each theory has its limitations, an openness to multiple theoretical approaches allows a richer and more useful understanding of the processes and contexts of teacher identity.

Professional development for bilingual teachers has traditionally been viewed as a neutral site for training teachers. In the present study, a professional development for bilingual teachers in the United States is explored through ethnographic methods, specifically focusing on both the content delivery, and the interactions between teacher educators and teachers. The present study shows how professional development can become a site for the articulation and contestation of bilingual teacher professional roles. Specifically, it demonstrates how conceptualisations of the roles of bilingual teachers are often mired with differences and lack uniformity, especially because of the different backgrounds and settings teacher educators and teachers operate within. It points to the need to understand the different perspectives within the bilingual educational community. This research places bilingual teacher education within current understandings of learning and professional development, emphasising the situated nature of teaching and learning. Bilingual teachers and their development must be understood as agents who make choices and have differentiated understandings of their profession, rather than as individuals who replicate the content and way they have been trained. This is especially important when we understand the multifaceted roles of bilingual teachers such as language policy agents and advocates.

Investigates the systematic modification to discourse completion test (DCT) situational prompts used to elicit requests on the responses of native and non-native speakers of English. Modification included enhancing the situational prompts by adding information on a number of social and contextual variables considered relevant to the study. (Author/VWL)

Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension of the professional roles of teachers who have second-language learners in their classrooms. Thus, the authors broaden the discussion on the teacher preparation for the instruction of English-language-learner students, which has narrowly focused on an awareness of language and methods, to include the dimension of policy making. Keywords: language policy; bilingual education; teacher education; teacher identity; bilingual teachers, INTRODUCTION: TEACHERS AND LANGUAGE POLICY IN THE UNITED STATES I am a bilingual teacher because I believe in bilingual education. I believe everybody has the right to speak their own [...]

This paper focuses on the concept of intersectionality, which has been used to account for multiple forms of identity and inequality. It argues that intersectionality is a powerful theoretical lens that could be used in analyzing language teachers' identities and their various contexts. It is also deeply connected to an orientation and understanding of justice. One significant connection that still needs to be explored in TESOL education is how intersectionality and social justice interact. Thus, the paper examines what specific professional practices educators can develop to support the critical awareness of language teachers in training. It concludes that one of the most important tasks for language teacher educators is to help current and future practitioners not only to understand the theory behind intersectional pedagogy, but to generate their own relevant, critical questions about forms of social and educational injustice in schools and other institutional contexts. [ABSTRACT FROM AUTHOR]