Transnational Language Teacher Identities in TESOL: Identity Construction Among Female International Students in the U.S.

This book provides a conceptual framework to explore and understand the identity construction and negotiation of international TESOL students, focusing on female graduate students studying in the U.S. It challenges deficit reductionist views of transnational students and utilizes rich narratives to illustrate how nuanced language teacher identities develop through complex dialogic processes.

Format: Hardback
Length: 158 pages
Publication date: 19 August 2022
Publisher: Taylor & Francis Ltd

Drawing on the rich insights of Bakhtin's notion of ideological becoming and the powerful concepts of intersectionality and transnationalism, this groundbreaking volume offers a unique and comprehensive conceptual framework to explore and deeply understand the intricate processes of identity construction and negotiation among international TESOL students. With a particular focus on female graduate students studying in the United States, the text employs rich narratives to vividly illustrate how nuanced language teacher identities emerge through intricate and complex dialogic processes that intertwine language, race, gender, and migration experiences. Through these narratives, the text challenges prevalent deficit reductionist views of transnational students that are often perpetuated by educational policies and administration.

This text is a valuable resource for scholars, academics, and students engaged in the fields of bilingualism, TESOL, multicultural education, and language identity, as well as those who are interested in teaching and teacher education, language, and culture more broadly. It provides a wealth of insights and perspectives that will enhance our understanding of the complex dynamics and challenges faced by international TESOL students as they navigate their academic and professional journeys.

In the first chapter, the text establishes a theoretical framework by drawing on Bakhtin's notion of ideological becoming, which emphasizes the fluid and dynamic nature of identity formation. It highlights the importance of recognizing the multiple and intersecting identities that individuals possess and the ways in which these identities shape their experiences and interactions within different social contexts. The chapter also introduces the concepts of intersectionality and transnationalism, which provide a lens for analyzing the complex relationships and dynamics between different social categories, such as race, gender, class, and nationality.

The second chapter delves into the experiences of female graduate students studying in the United States. Through rich narratives and personal accounts, the text explores how these students navigate the challenges and opportunities of their academic and professional lives. It highlights the ways in which language, race, gender, and migration experiences intersect and shape their identities and their interactions with others. The chapter also examines the role of academic and professional communities in the identity construction and negotiation of international TESOL students.

In the third chapter, the text examines the complexities of language teacher identity construction in the context of transnationalism. It explores how language teachers negotiate their multiple identities and the challenges they face in reconciling their cultural and linguistic backgrounds with the demands of the classroom. The chapter also examines the role of language policies and practices in shaping the identities of language teachers and the impact these policies have on their teaching practices.

The fourth chapter explores the challenges and opportunities that international TESOL students face in their identity construction and negotiation. It examines the ways in which these students navigate the cultural differences and stereotypes they encounter in their academic and professional environments. The chapter also examines the role of social media and other digital technologies in facilitating the formation of transnational communities and the ways in which these communities can support and empower international TESOL students.

In the final chapter, the text offers a conclusion that summarizes the key findings and implications of the study. It emphasizes the importance of recognizing the diverse and complex identities of international TESOL students and the need for educators to create inclusive and supportive learning environments that promote the development of these students' identities. The text also calls for educators and policymakers to challenge deficit reductionist views of transnational students and to work towards policies and practices that promote the integration and success of these students in academic and professional communities.

In conclusion, this groundbreaking volume offers a unique and comprehensive conceptual framework to explore and understand the intricate processes of identity construction and negotiation among international TESOL students. Through rich narratives and personal accounts, the text challenges prevalent deficit reductionist views of transnational students and provides a valuable resource for scholars, academics, and students engaged in the fields of bilingualism, TESOL, multicultural education, and language identity. By recognizing the diverse and complex identities of international TESOL students and creating inclusive and supportive learning environments, educators and policymakers can work towards policies and practices that promote the integration and success of these students in academic and professional communities.

Weight: 470g
Dimension: 229 x 152 (mm)
ISBN-13: 9781032108124