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Naming practices are inextricably linked to cultural values and social norms. Among Chinese English language learners, naming practices have been the focus of studies in both domestic and transnational contexts; however, teachers of Chinese as a foreign language have been largely overlooked. This case study seeks to address this gap by investigating the naming and addressing practices of two transnational Chinese teachers working in the U.S. to further understanding of interculturality and transculturality as constructs affecting pragmatic decisions related to upholding or circumventing normative practices in formal online instruction.

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