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The Impact of Ethnic Identity on Language Attitudes Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-09-10 Ronald Shabtaev, Sharon Armon-Lotem, Joel Walters
Few studies have explored the relationship between ethnic identity and language attitudes in heritage language speakers. Via self-reported questionnaire data, the present study examined correlation...
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Teaching in Two-Way Dual-Language-Bilingual Education: An Analysis of Teacher Language Ideologies and Linguistic Practices Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-09-04 Evelyn C. Baca
This qualitative study used ethnographic methods to explore connections between teachers’ linguistic ideologies, classroom practices, and local language policies. Using a language policy framework,...
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Coercive Conditions and Strategic Compliance: Vietnamese EFL Teacher Identity Construction and Neoliberal Values Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-08-27 Hang Le Thanh Nguyen, Huu Thanh Minh Nguyen
This sequential mixed-methods study examined how private sector EFL job advertisements in Vietnam portray ideal Vietnamese teachers and the impact on language teacher identity (LTI) construction. Q...
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“Passing the Torch” to Language Teachers: A Transformative, Action-Oriented Perspective on Language Teacher Identity Research Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-08-27 Rui Yuan, Kailun Wang
Language teacher identity (LTI) research has experienced exponential growth over the past decades, shedding light on language teachers’ multiple identities as well as their construction processes i...
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Language Diversity in “Monolingual” Japan: Language Awareness Among High School Teachers of English Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-08-22 Sayaka Saito, Marianne Turner
Decades of research has investigated the heterogeneity of English among speakers of various linguistic and cultural backgrounds, but there still remains a significant gap between how English is tau...
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Young Chinese Language Learners’ L2 Motivational Self System and Learning Achievement in Chinese Literacy Acquisition Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-08-15 Yu Ka Wong, Kit Ling Lau, Icy Lee
This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic ...
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Transnational Funds of Identity of Korean American and Migrant Youth Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-08-06 Yeji Kim
Situated in the scholarship of funds of identity, I focus on three Korean American and migrant youth who were involved in a Korean Student Organization (pseudonym) at a largely white institution in...
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Latinx Youth as Linguistic Experts: Documenting Translanguaging Moments in Youth Participatory Action Research Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-08-06 Mónica González Ybarra, Solange Leon Vazconez, Samantha Garcia, Marlene Santos
Drawing on Youth Participatory Action Research (YPAR) and translanguaging frameworks, the purpose of this study is to demonstrate how Latinx youth leverage their community knowledge and language pr...
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Language Learners’ Transferable Skills and Narrative Competence in U.S. Career Advising Appointments: Multilingual Development Beyond Higher Education Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-08-06 Ryan Anthony Goble
In a career climate that casts “foreign” language proficiency as a measurable and technical skill, this study examines how the notion of transferable skills alternatively mediates how collegiate la...
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Multilingual Classroom Assistants as Nonauthorized Policy Actors: Understanding and Enacting a Swedish School Policy Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-07-17 Denis Tajic
The aim of this article is to explore how national-level Swedish policy intentions concerning multilingual classroom assistance are being enacted at the local level. The article is based on semi-st...
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Stories of Chinese/Taiwanese-American Mixed-Heritage College Students: Their Mixed-Heritage Identities and Chinese/Taiwanese Heritage Maintenance Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-07-01 Ko-Yin Sung
This study aims to provide a better understanding of how Chinese/Taiwanese-American mixed-heritage college students form their mixed-heritage identities and identify life events and incidents which...
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What About the Indigenous Languages of the Plains?: The Case of Kurukh in Bangladesh Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-06-28 Asifa Sultana
More than 30 indigenous linguistic communities live in Bangladesh. Many of these languages are at risk of endangerment as the speakers see the functionality of their mother tongues diminish gradual...
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Community Discourses of Language Reclamation through Irish Medium Youth Work Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-07-01 Fionnghuala Nic Roibeaird
This article presents community discourses of Irish medium youth work (IMYW) in the North of Ireland as a component of a wider community goal of language reclamation. This is a secondary data analy...
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Instructional Conversations for Equitable Participation to Challenge Deficit Views of Pidgin in Hawai‘i Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-06-20 Lois A. Yamauchi, E. Brook Chapman de Sousa, Rebecca I. Ka‘anehe, Bryant Jensen
Hawaiʻi Creole, known as “Pidgin,” developed when speakers of various languages came to the islands as plantation workers and their children grew up speaking Pidgin. Discrimination toward Pidgin in...
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Developing Teachers’ Advocate Identities Through Exploratory Talk Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-06-20 María Guzmán Antelo, Chris K. Chang-Bacon, April S. Salerno
In educational contexts characterized by persisting inequalities, preparing teachers to advocate for historically marginalized students is a critical element in constructing more equitable educatio...
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“In Banmal I Can Just Let My Freak Flag Fly”: Authenticity and Second Language Identity in Korean (Non-)Honorifics Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-06-13 Devon Renfroe
Honorifics are one of the most difficult aspects of Korean as a foreign language (KFL). Part of this difficulty stems from their highly cultural and indexical nature. Previous studies have shown th...
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Constructing Identities in a Diverse School Setting: From Finnish Learners to Multilingual Experts Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-06-06 Venla Rantanen
This article investigates how Shanaya and Zona, two 11-year-old multilingual migrant children, construct identities as knowledgeable, multilingual, and socially aware experts in a comprehensive sch...
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“We Keep it Low Key”: LGBTQIA+ Rural Language Educators’ Experiences in the Southeastern United States Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-05-29 Kelly Moser, James Coda, Tianlan Wei
In language education, limited attention to issues of gender and sexual diversity is often commonplace. In particular, rural contexts are often absent from such conversations even though place infl...
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Teachers Challenging Language Discrimination in England’s Schools: A Typology of Resistance Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-05-23 Ian Cushing, Dan Clayton
Recent media coverage and academic scholarship has repeatedly demonstrated that language discrimination is embedded and normalised in England’s schools. We consider language discrimination as a str...
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Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-05-06 Pablo Antonio Archila, Giovanna Danies, Federico Calderón, Isabella Coronado, Anne-Marie Truscott de Mejía, Silvia Restrepo
Recent studies in higher education suggest that teaching academic content using English as the Medium of Instruction (EMI) seems impractical and ineffective in countries where English is the second...
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Translanguaging and English as a Lingua Franca in the Plurilingual Classroom, by Mendoza, A. (2023). Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-05-07 Majed A. Alharbi, Sami Hussein A. Ahmed
Published in Journal of Language, Identity & Education (Ahead of Print, 2024)
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Reimagining Dialogue on Identity, Language and Power, by Ching-Ching, L. & Vaz Bauler, C. (2023). Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-05-07 Damaris Castro-García
Published in Journal of Language, Identity & Education (Ahead of Print, 2024)
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Adolescent English Learners’ Awareness of Disciplinary Writing and Academic Language in Science Classrooms: The Affordances of a Register-Functional Perspective Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-05-06 Ali Yaylali
This article reports findings from a study that investigated English learners’ (ELs’) developing awareness of disciplinary writing and academic language in science courses in a U.S.-based high scho...
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Teachers of Multiple Languages: Identities, Beliefs, and Emotions (Vol. 20), by Ku, E. K. (2023). Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-04-17 Jessica Wallis McConnell, Aslıhan Yılmaz
Published in Journal of Language, Identity & Education (Ahead of Print, 2024)
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The Effects of Japanese Language Learning and Transnational Mobility on the Japanese Identities of Four Brazilian Nikkei Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-04-11 Erik Fritz
Brazil was the largest recipient of Japanese emigrants from 1885 to 1973. After changes in Japanese immigration law in 1990, many descendants of these emigrants, referred to as Nikkei, went to Japa...
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“¿Cómo Sigue Con Su Estudio allá?”: An Inquiry into the Educational Involvement of Transnational Maya Families Across Guatemala and Oakland Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-04-05 Alex Feliciano Mejía
This paper analyzes, and discusses Maya family narratives as they pertain to the educational perspectives and values they shared about their relatives in East Oakland, California. These were on dis...
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“Estás Luchando…Por Toda La Comunidad”: The Communal Organizing Literacies of Latine/x Immigrant Families Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-04-05 Alicia Rusoja
This study examines the communal organizing literacies of Latine/x immigrant families who organize for immigrant rights in Philadelphia, Pennsylvania. Drawing from a subset of qualitative data (e.g...
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Language, Learning, and Disability in the Education of Young Bilingual Children, by Castro, D. C. and Artiles, A. J. (2021). Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-04-01 Carly C. Leech
Published in Journal of Language, Identity & Education (Ahead of Print, 2024)
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(M)othering Labeled Children: Bilingualism and Disability in the Lives of Latinx Mothers, by Cioè-Peña, M. (2021). Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-04-01 Jiadi Zhang, Qinchun Sunny Li, Brian Acosta
Published in Journal of Language, Identity & Education (Vol. 23, No. 3, 2024)
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Multilingualism & Motivation in Language Classrooms in England Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-28 Abigail Parrish, Elizabeth G. Bailey
Although languages education in English schools has been in a difficult position since 2004, when the study of a language after the age of 14 was made optional, young people are (or can be) exposed...
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Ruptura de Posibilidades Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-28
Published in Journal of Language, Identity & Education (Vol. 23, No. 3, 2024)
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Papeles, Sueños, y Futuros: The Altermundos Literacies of Parents of the Latine/x Diaspora Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-25 Melissa Adams Corral, Sarah Gallo
In this article we theorize the concept of altermundos literacies as they are enacted by parents in transborder families. We demonstrate how these parents, participants in an ethnographic study wit...
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Saragurokunaka Wiñaypak Runakunami Kashunchik (We Will Always Be Saraguro): Reclaiming the Kichwa Language and Saraguro Identity in the Diaspora Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-21 Diego Román, Luis Gonzalez-Quizhpe
Drawing from Critical Latinx Indigeneities, this study explored how Kichwa Saraguro families are (re)creating their Indigeneity and reclaiming their Kichwa language in rural areas of Wisconsin. Usi...
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Building New Futurities from the Margins: Reading and Writing a Reimagined World Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-20 Claudia G. Cervantes-Soon
Published in Journal of Language, Identity & Education (Vol. 23, No. 3, 2024)
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“Al Sonido del Huehuetl”: Situating Danza Azteca as Family Translingual Prayer and Civic Engagement Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-20 Cati V. de los Ríos
Despite growing Indigenous Latine/x immigrant populations, Indigenous Latine/x parents’ and families’ diverse forms of involvement across schools and communities continue to be absent from greater ...
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Rising from the Margins: Critical Research on the Language and Literacy Practices of Transnational and/or Indigenous Latine/x Families Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-20 Idalia Nuñez, Suzanne García
Published in Journal of Language, Identity & Education (Vol. 23, No. 3, 2024)
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Pedagogies of Resistance and Healing: Latinx Dual Language Bilingual Education Teachers Battling Racialized Ideologies of Languagelessness in Arizona Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-14 Yalda M. Kaveh, Alexandria Estrella-Bridges
Language ideologies of Latinx dual language bilingual education (DLBE) teachers have been increasingly examined, but few studies have chosen a race-based analytical approach. This study examines th...
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Becoming “Global” in Higher Education: Positioning and Agency in Young People’s Language Biographies Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-13 Adriana Patiño-Santos, Mireia Trenchs-Parera, Andreana Pastena
This article focuses on the discursive construction of a “global persona” made by undergraduates ending an internationalised degree. By means of two case studies, we analyse their positioning regar...
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The Development of Exceptional EFL Learner Identity: A Narrative Inquiry of Former Gifted Learners Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-12 Hằng Thúy Trần, Hạnh Thị Hoàng
The gifted high schools in Vietnam aim to discover and foster talents through high–stake assessments and intensive training. While the intended impact on the nation’s development is emphasized, the...
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Language Brokering Over Time: A Study of Citizenship Becoming Through a Transliteracies Framework Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-03-13 Lisa M. Dorner, Sujin Kim
This paper integrates theories and research from the fields of transliteracies and language brokering to understand the language and literacy experiences of bilingual youth who grew up in Mexican i...
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Learner Identity and Investment in EFL, EMI, and ESL Contexts: A Longitudinal Case Study of One Pre-Service Teacher Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-02-28 Yue Zhang, Jing Huang
When multilingual learners traverse across cross-border and study-abroad contexts, they enter different sociocultural spaces, negotiate conflicting identities, and may or may not invest in these id...
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Educators’ Stancetaking on Standardized English: From Prescriptivist to Critically Conscious and Somewhere In-Between Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-02-08 Kate T. Anderson, Sara Rodríguez-Martínez, Sae saem Yoon
Building on connections between language, identity, and sociolinguistic power relations, we explore orientations to the concept of “Standardized English” in linguistic autobiographies written by 11...
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Belonging, Conflict and Loss: Learning Ukrainian Online During COVID-19 Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-02-08 Andrea Sterzuk, Mela Sarkar
This paper draws on findings from a duoethnography of two adult, heritage language learners of Ukrainian who began language learning online during pandemic restrictions. In duoethnography, research...
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Naming Research Participants in Qualitative Language Learning Research: Numbers, Pseudonyms, or Real Names? Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-01-22 Sixuan Wang, Junjun Muhamad Ramdani, Shuting (Alice) Sun, Priyanka Bose, Xuesong (Andy) Gao
This review article examines how researchers name their study participants and how these naming practices reflect their application of the ethical principles of anonymity and confidentiality in qua...
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Language Learners’ Historical Bodies Directing their Agency in the Digital Wilds Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-01-18 Elisa Räsänen
Life histories and prior experiences of language learning, called historical bodies, direct language learners’ agency. However, their influence on agency is often underemphasized in the language-le...
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The Education of Arabic Speaking Refugee Children and Young Adults Education, Employment and Social Inclusion, by Maadad, N. & Darmawan, I. G. N. (2022). Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-01-16 Marjai Afan, Mochamad Munawar Said, Mamnunah
Published in Journal of Language, Identity & Education (Ahead of Print, 2024)
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Innovating the TESOL Practicum in Teacher Education: Design, Implementation, and Pedagogy in an Era of Change (1st ed.), by Pu, C. and Wright, W. E. Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-01-16 Renol Aprico Siregar, Fikri Yanda
Published in Journal of Language, Identity & Education (Vol. 23, No. 4, 2024)
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A Korean Sojourning Multilingual Child’s Diary as Translanguaging Spaces Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-01-11 Min-Seok Choi
This qualitative case study delves into the diary entries of Jun, a second-grade Korean-English sojourner in the United States, to understand how his translanguaging practices contribute to his tra...
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(Why) See Yourself as Plurilingual: Intercomprehension and Motivation Towards the Learning of LOTEs in Young Learners Journal of Language, Identity & Education (IF 1.5) Pub Date : 2024-01-04 Giovanna Arenare
This mixed-method study explores the motivational mindsets towards the learning of LOTEs of two groups of Italian preadolescents (aged 10–14) after Romance Intercomprehension (RIC) training in a sc...
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Applying Anzalduan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US-Mexican Border, by Kasun, G. S. & Mora-Pablo, I. (Eds.). (2022). Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-12-19 Genevie C. Rodríguez-Quiñones
Published in Journal of Language, Identity & Education (Ahead of Print, 2023)
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What Motivates Multilingual Children and Youth to Read? A Systematic Review of the Research Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-12-12 Sara A. Smith, Elizabeth Hadley, Ester García Plaza
Children’s desire to read plays a crucial role in becoming a skilled reader, however, less research has examined the experiences of multilingual children. The current study reviewed the peer-review...
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Learning Chinese in a Multilingual Space: An Ecological Perspective on Studying Abroad, by Tong, P. & Tsung, L. (2022). Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-12-04 Min Xie, Wen Li
Published in Journal of Language, Identity & Education (Ahead of Print, 2023)
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Teaching Translanguaging in an English-Only Teacher-Preparation Program: Perspectives and Positions of Teacher Candidates Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-12-01 Armando Garza Ayala
Translanguaging as a pedagogical approach has disrupted traditional ways of teaching multilingual students. As such, it is common that translanguaging pedagogies are received with resistance in mai...
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Coping with Teacher Professional Identity Tensions: Using TPACK During Global Crisis Time Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-11-28 Jawad Golzar, Toufiq Sarwarzada, Mir Abdullah Miri
Sudden teachers’ transition to an online context has remarkably influenced their professional identity construction. However, little is known about the tensions English Language Teachers (ELTs) exp...
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Border-Crossings, Family, Friends, and Education: Pacific Islander Girls in Hawai‘i Writing their Lives Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-11-29 Priscila Leal, Betsy Gilliland
This study examines the writing of adolescent Pacific Islander girls who, during a community-based workshop, drafted statements of purpose (SOP) for scholarship applications. Pacific Islander migra...
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“Puke” in English and Māori: Post-Translanguaging, Post-Unit-Thinking, and Not “Losing Te Reo Māori” in Aotearoa/New Zealand Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-11-29 Neriko Musha Doerr
How do you read the word “Puke?” It depends on what language you assign to the word—Te Reo Māori or English. This article discusses this politics of “assigning language” and what epistemological an...
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Collaborative Complaints, Alignment, and Identity Positioning During Teacher-Mentor Post-Observation Meetings Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-11-29 Carlo Cinaglia
Post-observation meetings are shown to be important contexts for language teacher identity development. Studies examining post-observation discourse have observed teachers negotiating identities as...
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Native-Speakerness, Gender, Race, and Age: The Negotiation of Language and (Imagined) Identities by Learners of Japanese at an Australian University Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-11-27 Maki Yoshida
This study explores how three multilingual learners of Japanese as a second language (L2) at an Australian university negotiate their language and (imagined) identities in relation to their L2 lear...
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Understanding Culturally Sustaining Practices Through the Lens of Chinese Immigrant Families in the United States Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-11-27 Shuling Yang, Natalia A. Ward, Emily Hayden
Discourse during the COVID-19 pandemic re-exposed racist tropes about Asian Americans, with verbal and physical attacks on people of AAPI heritage. There is much to learn about the people and cultu...
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Schooling of Refugee Students from Ukraine in Austria and Its Risk for Creating Educational Inequity Journal of Language, Identity & Education (IF 1.5) Pub Date : 2023-11-27 Flora Woltran, Sepideh Hassani, Susanne Schwab
Due to the unexpected outbreak of war in Ukraine and the resulting forced migration, access to education became an immediate priority for refugee children and youth. Against this backdrop, this stu...