Cultural narratives in TESOL classrooms: a collaborative reflective team analysis

Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry

“…A recent review of peer‐reviewed articles in the general teacher education literature and applied linguistics literature since the early 1990s revealed that there are only a handful of studies in the third strand, and they appear primarily in general teacher education journals rather than as a conversation centered within the TESOL/applied linguistics literature (Peercy & Sharkey, forthcoming). These few studies examine the ways in which the tensions of one's social identities (including exploration of one's identity as bi‐/multilingual, biracial, an immigrant, and/or a parent of immigrant children learning languages other than English at home) interact with teacher educators' professional identities and inform their pedagogical decision making (e.g., Ates, Kim, & Grigsby, ; Austin, ; Gort & Glenn, ; Kim, Wee, & Kim, ; Souto‐Manning, ; see also Motha & Varghese, ). In one of these studies, Kim, Wee, and Kim () examined how their positioning as Korean immigrant mothers of young bilingual children had a significant impact on the ways in which they approached their work as early childhood teacher educators.…”

Tracing Faculty Privilege(s): Be(com)ing Through Dialogic Cartographic Narratives

“…We were engaged as co-participants, co-researchers, and co-authors throughout this inquiry (Ates, Kim, & Grigsby, 2015). Paul (Author 1) is a U.S. born professor of Higher Education Administration, raised in Milwaukee, Wisconsin, has completed degrees and lived in Minnesota, Maryland, and Louisiana.…”