This paper investigates the lived experiences of three Kuwaiti women as they construct and negotiate their professional identities as Muslim English language teachers in Kuwait. Building on the paucity of research surrounding religious identity and English language teaching contexts, positioning analysis and tactics of intersubjectivity were used…

The concept of glocal identity has captured researchers' imagination particularly in the last two decades and has been examined in relation with language learning. However, no study has yet touched upon pragmatic development in the target language under the effects of glocal identity. This longitudinal case study examined the development of glocal…

Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by…

Situated on the broad landscape of international education and informed by theories of language, culture, and identity trajectory, this longitudinal narrative study unravels an Asian international doctoral student's story of living and learning in the United States. Using narrative as the research method and form of representation, the paper…

This interview study takes translingual identity as its theoretical framework and a sociocultural linguistic approach as an analytical tool to examine how two Western-educated Taiwanese professors of English writing (Beth and Nita) construct a translingual professional identity. While Beth presented herself as a competent writing instructor beyond…

Implementing translanguaging in language education requires a rich understanding of learners' complex meaning-making practices. Enactments of translanguaging simply as an acknowledgement of learners' home languages and translation practices reflects a confusion between the concept of translanguaging and translation and a lack of understanding of…

This article explores how teachers and learners in a Dutch as Second Language (L2) classroom in the Netherlands make sense of themselves, one another, and thereby of the diversity encountered in the class, through practices of categorisation and positioning regarding nationality, place, and culture. Categories raised during class gain meaning in…

Multilingual learners confront challenges not only in mastering new languages but also in forming new identities. Guided by the investment model, we traced the learning of Chinese and English of two Uyghur women who attended a coastal Chinese university and investigated how they navigated the Chinese mainstream education system to university…

The "boy turn" in research on gender and education has sought to understand how social practices and schooling contribute to the process of orientation to particular identities. This paper applies the theories of affect to explore the story of an underprivileged, low-achieving Samoan boy, as he engaged with learning Chinese in an…

This ethnography examines how teachers interpret and enact language-in-education policies in an adult ESL classroom in the United States, where students simultaneously received job training as Certified Nursing Assistants (CNAs). We draw on postmodern and interpretive lenses from the ethnography of communication, considering how workforce-oriented…

This article reports on a cross-institutional, mixed-methods research study designed to gather data on first year writers' language backgrounds at three North American universities. Researchers administered a language survey to 1,870 first year writing students and led follow-up focus groups with 32 participants. Researchers utilized three methods…

Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs' multimodal compositions, reflective writing about their coursework, and…

This paper examines how in-service teachers enrolled in an MA in TESOL program demonstrated critical language awareness (CLA) as they designed and implemented ethnographic action research projects anchored in funds of knowledge. The action research project aimed to introduce teachers to school-based ethnographic research and to provide an…

In this classroom-based qualitative study, we examine how a small group of content area teacher candidates developed emerging critical language awareness (CLA) during one graduate-level translanguaging-infused teacher education course on multilingual theories and practices. The findings point out the potential of translanguaging in prompting…

English as a medium of instruction (MOI) has become an important tool for universities to produce knowledgeable and skilled graduates. In Bangladesh, public and private universities remain distant in terms of policies related to MOI. The current study was undertaken to reach a tangible conclusion that would reflect "what should be the MOI in…