Search

Through a qualitative analysis of one-on-one poetry workshops, this article explores ways in which a Korean American adult--Author 2 (Park)--develops translingual dispositions (Lu & Horner, 2013) and linguistic awareness of Korean. Situated within the translingualism literature (e.g., Canagarajah, 2017), "sijo," a type of Korean poetry, became a conduit for gaining a greater insight into how meaningful literacy (Hanauer, 2012) can be enacted. The authors conceptualize the sijo composition session as a translanguaging event in that Park wrote autobiographical poems, employing multiple linguistic resources--English as an additional language and Korean as a heritage language. The analysis demonstrates that linguistic changes were frequently driven by Park's desire to communicate her message to achieve the convergence of linguistic and meaning negotiations. The findings explicate the continual process by which this translingual practice operates as recursive negotiations between language and meaning and between the two languages within the constraints of the sijo format. Those translingual negotiations became a conscious tool for self-expression as well as a valued tool for language development. The authors argue for the incorporation of poetry writing into second language teaching to enhance learners' understanding and expressions of personal and transnational experiences.

Introduction: Involvement in sexual activities increases during adolescence in many countries, including Cambodia. The objective of this study is to explore the perspectives and interpretations of sex held by Cambodian adolescents within the context of their social norms and culture. Methods: A qualitative research design was used to conduct in-depth interviews with a purposive sample of 91 Cambodian adolescents aged between 15 and 19 years. Participants were recruited from rural areas, and data was collected through face-to-face interviews using semi-structured interview guides. Thematic analysis was used to analyze the data. Results: Four themes as perspectives of sex were identified: (1) Desire: Releasing sexual desire and stress; (2) relationship: an emotional connection and demonstration of love; (3) roles: responsibilities within a woman's marital duties; and (4) values: the value of virginity and future engagement. Cambodian adolescents' perspectives and interpretations of sex were deeply influenced by their social norms and cultural values. Men typically perceived sex through the lens of instinct and pleasure, while women often emphasized a deep sense of familial duty and held premarital sex to be morally unacceptable. Discussion: The findings suggest that interventions aimed at improving the sexual health of Cambodian adolescents should be designed with an understanding of the social norms and cultural values that shape their perspectives and interpretations of sex. Such interventions should focus on promoting safe sex practices and providing accurate and comprehensive sexual education. [ABSTRACT FROM AUTHOR]

In this paper, I highlight four distinct but interconnected areas of my life history that I refer to as autobiographic poetic waves. These waves are layered with the complex underpinning of racial, linguistic, gendered, classed, and professional identity politics that continue to not only liberate but also subjugate me at times. These autobiographic poetic waves highlight my experiences as a hyphenated Korean-American woman living in the midst of discourses that continue to privilege dominant ideologies that contradict my lived experiences, yet permeate through every fiber of my being as a member of the academic community. Hence, I focus on two questions: In what ways, do I perceive and understand my lived experiences as a Korean-American, second language writer, English teacher, teacher-scholar, and Mama PhD? And, how can my understanding of these lived experiences further influence the work I do as a teacher-educator? Learning from and moved by the work of Hanauer (2012a, 2012b, 2013), my autobiographical-poetic rendition is an epistemological and ontological revolution that involves understanding my life history as four distinct but interconnected waves: (1) Immigration and Emergence of Hyphenated Identities; (2) Legitimization of the Hyphenated Identities in Higher Education; (3) Epistemological and Ontological Revolution; (4) Perception of Mama PhDs. These waves are interspersed with an extended version of the poem, Untitled, I wrote in 1984.  I focus on the loss, divide, privileges, disenfranchisement, and identity that have permeated my life history since my family’s immigration. I conclude with implications for the field of TESOL teacher education.

This paper captures the life histories of two West African pre-service teachers pursuing their education in the United States. Based on a larger study examining the life histories of 45 undergraduate pre-service teachers, these narratives focus specifically on international student experiences in the US. Grounded in Bourdieu's theory of "habitus," capital, and field, the life histories of Bakar and Selma illustrate how their capital and "habitus" become contingent on the field(s) (i.e. sites, time, and agents within a specific context) in which they are situated. The narratives of Bakar and Selma captured their early educational experiences, teacher preparation practices, and future possibilities as they moved in and out of different fields where the exchange of capital occurred, which then led to restructuring and/or de-valuerization of certain "habitus." The experiences of Bakar and Selma heighten our awareness of the capital and "habitus" deployed in a variety of contexts--fields--in the US and elsewhere. We conclude by incorporating discussion focused on working with international teacher candidates.

Using a narrative approach (i.e., Clandinin and Connelly 2000; Dewey 1938 [1963]), this article explores the identity constructions and negotiations of two East Asian women teachers of English in MATESOL programs. The focus of this article explores the ways in which the two women's privileged experiences coexisted with issues of marginalization once they entered English speaking contexts. The work of Kumashiro and Bourdieu provides the theoretical foundation for exploring the discourses of privilege and marginalization that are weaved into the lives of the EAWTCs. Using the women's narrative accounts collected during 2004-2005 AY, the core of the analyses focuses exclusively on the different forms of marginalization these women negotiate in reconstructing their identity within English/Turkish as second language spaces (both study abroad and graduate programs) and the ways in which Bourdieu's forms of capital play out in the intersection of privilege and marginalization. I conclude with discussions around these intersections focusing on: (1) two faces of college entrance examinations; (2) language and race; and (3) capital, habitus, and identity in the graduate programs.

This article extends the literature on teachers' career paths by attending to the experiences of educators when they were students in secondary classrooms. Grounded in the perspective that biography is central to teaching, we investigate undergraduate pre-service teachers' educational experiences, views on teaching and learning, and professional plans. We draw upon life history interviews with 40 prospective teachers at three institutions across Pennsylvania, USA. We find that past educational experiences are intricately connected with career choice, intended professional path, and pedagogical focus. This paper identifies and discusses three forms of modeling--disciplinary, mentoring, and empowering--which influence pre-service teachers in powerful and enduring ways. These forms of modeling expand our understanding of teachers' career intentions and apply the apprenticeship of observation to planned career paths.

With an increase in the number of learners and speakers of English as an additional language entering the English language teaching field, especially in Outer and Expanding Circle countries and some migrating into the Inner Circle countries (e.g., Jenkins, 2009), there is an urgent need to prepare, and understand the experiences of, English language teachers from diverse backgrounds in teaching English to speakers of other languages (TESOL) programs. In view of this burgeoning need, TESOL programs could tailor their curricula to meet the academic and professional needs of all students planning to teach English in worldwide contexts. To this end, this article presents one thread of a larger study examining the experiences of five East Asian women before and during their TESOL programs. Snapshots are provided of one TESOL student whose academic and professional experiences highlight the disconnectedness between her experiences in China, her TESOL program, and her mentored student teaching experience. An exploration of this student's identity transformation is followed by a discussion of implications for TESOL programs. (Contains 11 footnotes.)

This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they envision different approaches to advocacy and their agency along racial lines. African American preservice teachers envision advocacy as serving as role models for their future students, while White preservice teachers advocate for their students through their instructional actions in the classroom. This study complicates ideas of race, agency, and teacher advocacy. (Contains 1 table, 1 figure, and 2 footnotes.)

This article is the culmination of the Cultural and Linguistic Autobiography (CLA) writing project, which details narrative descriptions of adult English language learners' (ELLs') cultural and linguistic experiences and how those experiences may have influenced the ways in which these learners constructed and reconstructed their identities. Before recounting the narrative stories of adult ELLs through completion of their CLA writing project, I share snapshots of my autobiographical narratives as an ELL and an English language teacher that have led me to working with adult ELLs. Many of my narratives were presented to adult ELLs orally over the duration of the CLA writing project as part of my experiential sharing. (Contains 4 footnotes.)

Based on a year-long, qualitative study of five East Asian women, pre-service teachers enrolled in U.S. Teaching English to Speakers of Other Languages (TESOL) teacher education programs, this article examines one Korean woman's journey as she navigates through her multiple identities as a daughter, spouse, mother, and language teacher inside and outside of Korea and the United States. In narrative accounts audiotaped during in-depth interviews conducted over a period of seven months, Han Nah shared experiences that have been shaped by her gendered identities while also being transformed by these identities. Han Nah's identities are viewed as a site of struggle in multiple contexts: (1) Han Nah was influenced by how her parents positioned her as a traditional Korean woman in the larger Korean patriarchal society, which in turn impacted her own decisions navigating through both Korean and U.S. educational and professional contexts; and (2) Han Nah's "mothering" and "spousal" identities influenced and somewhat superseded her professional aspirations, which led Han Nah to claim her dominant language and race in the Western educational system. This article concludes with TESOL teacher education implications. (Contains 5 footnotes.)

Grounded in relational cultural theory (RCT) as an approach for developing women's sense of self and maintaining connections with one another and with all women across racial, ethnic, and age divides, three mothers in the academy come together to restory our experiences of being and becoming mothers while navigating the higher educational landscape. We focus on critical incidents (Farrell) to create our collective autoethnography. Critical incidents are events that are unplanned and unanticipated and allow one to think about "what happened, why it happened and what else could have been done to reach their goals" (Farrell 3). Sharing our experiences means prioritizing the stories that are often overlooked in higher education institutions, where whiteness and male superiority abound. Specifically, we focus on what it means to navigate institutional expectations, given the mothering norms and responsibilities facing women of colour, who already exist on the margins. Coming together across racial, ethnic, and age divides in the academy led us to disclose specific events that challenged our professional and mothering responsibilities. Although we differ in terms of ethnicity, age, as well as academic and marital status, we still discussed the challenging nature of balancing home and academic lives both before and during the pandemic. We conclude with implications that focus on specific strategies for ourselves as well as others in the academy to support and nurture the development of mothers in academia. [ABSTRACT FROM AUTHOR]