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class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Tyler Glodjo</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://memphis.academia.edu/">University of Memphis</a>, <a class="u-tcGrayDarker" href="https://memphis.academia.edu/Departments/English/Documents">English</a>, <span class="u-tcGrayDarker">Adjunct</span></div><div><a class="u-tcGrayDarker" href="https://unionu.academia.edu/">Union University</a>, <a class="u-tcGrayDarker" href="https://unionu.academia.edu/Departments/Intercultural_Studies/Documents">Intercultural Studies</a>, <span class="u-tcGrayDarker">Alumnus</span></div><div><a class="u-tcGrayDarker" href="https://unionu.academia.edu/">Union University</a>, <a class="u-tcGrayDarker" href="https://unionu.academia.edu/Departments/Languages/Documents">Languages</a>, <span class="u-tcGrayDarker">Adjunct</span></div><div><a class="u-tcGrayDarker" href="https://iup.academia.edu/">Indiana University of Pennsylvania</a>, <a class="u-tcGrayDarker" href="https://iup.academia.edu/Departments/Composition_and_Applied_linguistics/Documents">Composition and Applied linguistics</a>, <span class="u-tcGrayDarker">Alumnus</span></div><div><a class="u-tcGrayDarker" href="https://unionu.academia.edu/">Union University</a>, <a class="u-tcGrayDarker" href="https://unionu.academia.edu/Departments/TESOL_Applied_Linguistics/Documents">TESOL & Applied Linguistics</a>, <span class="u-tcGrayDarker">Alumnus</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Tyler" data-follow-user-id="17416608" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button 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style="margin: 0px;"><b>Address: </b>Jackson, Tennessee, United States<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="17416608">View All (23)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="17416608" href="https://www.academia.edu/Documents/in/Applied_Linguistics"><div id="js-react-on-rails-context" style="display:none" 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class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Publications" data-toggle="tab" href="#publications" role="tab" title="Publications"><span>5</span> <span class="ds2-5-body-sm-bold">Publications</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Conference-Presentations" data-toggle="tab" href="#conferencepresentations" role="tab" title="Conference Presentations"><span>5</span> <span class="ds2-5-body-sm-bold">Conference Presentations</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Dissertation" data-toggle="tab" href="#dissertation" role="tab" title="Dissertation"><span>1</span> <span class="ds2-5-body-sm-bold">Dissertation</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Publications" id="Publications"><h3 class="profile--tab_heading_container">Publications by Tyler Glodjo</h3></div><div class="js-work-strip profile--work_container" data-work-id="62776795"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/62776795/Language_Teacher_Diffraction_and_Sociomaterial_Narrative_Teacher_Scholar_Becoming_Through_Pedagogy_of_the_Oppressed"><img alt="Research paper thumbnail of Language Teacher Diffraction and Sociomaterial Narrative: Teacher-Scholar Becoming Through Pedagogy of the Oppressed" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/62776795/Language_Teacher_Diffraction_and_Sociomaterial_Narrative_Teacher_Scholar_Becoming_Through_Pedagogy_of_the_Oppressed">Language Teacher Diffraction and Sociomaterial Narrative: Teacher-Scholar Becoming Through Pedagogy of the Oppressed</a></div><div class="wp-workCard_item"><span>(Forthcoming) English Language Teacher Education and Development (ELTED) Journal</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Conversations about posthumanism and new materialism in TESOL can seem abstract and pedagogically...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Conversations about posthumanism and new materialism in TESOL can seem abstract and pedagogically inaccessible to language educators (Pennycook, 2018; Porter & Griffo, 2021). In this article, I explore the theoretical and pedagogical importance of posthumanism by complicating teacher reflection through the practice of diffraction. I illustrate diffractive practice through a narrative of my own affective entanglements with a copy of Paulo Freire’s Pedagogy of the Oppressed, which presents the text as a physical artifact that evokes professional, intellectual, and spiritual transformation. This diffractive telling offers a deeper understanding of my own teacher-scholar becoming that centers difference and tension over reflective response.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="62776795"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="62776795"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62776795; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62776795]").text(description); $(".js-view-count[data-work-id=62776795]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62776795; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='62776795']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 62776795, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=62776795]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":62776795,"title":"Language Teacher Diffraction and Sociomaterial Narrative: Teacher-Scholar Becoming Through Pedagogy of the Oppressed","translated_title":"","metadata":{"abstract":"Conversations about posthumanism and new materialism in TESOL can seem abstract and pedagogically inaccessible to language educators (Pennycook, 2018; Porter \u0026 Griffo, 2021). 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Liontas","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL"},{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education"}],"urls":[{"id":10411064,"url":"https://www.wiley.com/en-us/The+TESOL+Encyclopedia+of+English+Language+Teaching,+8+Volume+Set-p-9781118784228"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="47240480"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/47240480/Deconstructing_Social_Class_Identity_and_Teacher_Privilege_in_the_Second_Language_Classroom"><img alt="Research paper thumbnail of Deconstructing Social Class Identity and Teacher Privilege in the Second Language Classroom" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/47240480/Deconstructing_Social_Class_Identity_and_Teacher_Privilege_in_the_Second_Language_Classroom">Deconstructing Social Class Identity and Teacher Privilege in the Second Language Classroom</a></div><div class="wp-workCard_item"><span>TESOL Journal</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Republished in Race, Identity, and English Language Teaching (2020) and TESOL 2019 Conference Vir...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Republished in Race, Identity, and English Language Teaching (2020) and TESOL 2019 Conference Virtual Issue, joint publications of TESOL Quarterly and TESOL Journal. <br /> <br />Through a pedagogical lens, this literature review highlights how social class, as a primary analytical construct for understanding identity in English language learner instruction, interacts with teacher class identity while creating implications for teaching and learning. In the past two decades, race, class, and gender have been the foci in TESOL identity research, yet race and gender have often been privileged as primary constructs of analysis while class is relegated to tertiary status. The article reviews poststructuralist identity theories in linguistics/TESOL to analyze the concept of multiple subjectivities as dynamic, shifting, conflicting, and situated in particular sociohistorical contexts. Then, through a multidisciplinary approach, the author discusses teacher identity conceptualization and draws from TESOL research on race/racial privilege to illustrate ways in which teacher privilege may result from student positionality based on social class for English language learners in primary and secondary public schools. Concluding with implications for the field, the author suggests future avenues of research on social class in the second language classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="47240480"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="47240480"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47240480; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=47240480]").text(description); $(".js-view-count[data-work-id=47240480]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 47240480; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='47240480']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 47240480, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=47240480]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":47240480,"title":"Deconstructing Social Class Identity and Teacher Privilege in the Second Language Classroom","translated_title":"","metadata":{"doi":"10.1002/tesj.273","issue":"2","volume":"8","abstract":"Republished in Race, Identity, and English Language Teaching (2020) and TESOL 2019 Conference Virtual Issue, joint publications of TESOL Quarterly and TESOL Journal.\r\n\r\nThrough a pedagogical lens, this literature review highlights how social class, as a primary analytical construct for understanding identity in English language learner instruction, interacts with teacher class identity while creating implications for teaching and learning. 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First, the authors survey the unique complexities of language teaching and learning. Then, they introduce this particular English language teacher education program and its three-pillared theoretical framework, focusing on how these pillars contribute to the program individually and integratively. The authors include examples of how this framework has manifested in program graduates' own professional practices. They conclude with considerations of the role of integration in this framework and program of study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49774198"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49774198"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49774198; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49774198]").text(description); $(".js-view-count[data-work-id=49774198]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49774198; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49774198']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49774198, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=49774198]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49774198,"title":"Navigating Complexities: An Integrative Approach to English Language Teacher Education","translated_title":"","metadata":{"volume":"33","abstract":"This article is an analysis of one undergraduate English language teacher education program's integrative theoretical framework that is structured around three pillars: interdisciplinarity, critical pedagogy, and teacher exploration. 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(Eds.) (2011). Digital discourse: Language in the new media. New York, NY: Oxford University Press.”" class="work-thumbnail" src="https://attachments.academia-assets.com/75438650/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/62776605/Book_Review_Thurlow_C_and_Mroczek_K_Eds_2011_Digital_discourse_Language_in_the_new_media_New_York_NY_Oxford_University_Press_">Book Review: “Thurlow, C., & Mroczek, K. (Eds.) (2011). Digital discourse: Language in the new media. New York, NY: Oxford University Press.”</a></div><div class="wp-workCard_item"><span>Working Papers in Composition and TESOL</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">New media sociolinguistics, the study of the everyday, banal ways in which mediated and situated ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">New media sociolinguistics, the study of the everyday, banal ways in which mediated and situated language practices construct meaning and position individuals within digital interactional contexts, is constantly in flux as new technologies emerge perpetually. This edited volume seeks to update the field while adhering to Herring's (2004) admonition that "researchers would do well to take a step back from the parade of passing technologies and consider more</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="616c2d0403f81525a7e6d37c2b4d5460" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75438650,"asset_id":62776605,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75438650/download_file?st=MTczMzkwNTMwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="62776605"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="62776605"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62776605; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62776605]").text(description); $(".js-view-count[data-work-id=62776605]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62776605; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='62776605']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 62776605, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "616c2d0403f81525a7e6d37c2b4d5460" } } $('.js-work-strip[data-work-id=62776605]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":62776605,"title":"Book Review: “Thurlow, C., \u0026 Mroczek, K. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Conference Presentations" id="Conference Presentations"><h3 class="profile--tab_heading_container">Conference Presentations by Tyler Glodjo</h3></div><div class="js-work-strip profile--work_container" data-work-id="63117025"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63117025/Imagining_Futures_While_Becoming_Teachers_Student_Identities_and_Critical_Pedagogy_in_a_BATESOL_Program"><img alt="Research paper thumbnail of Imagining Futures While Becoming Teachers: Student Identities and Critical Pedagogy in a BATESOL Program" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63117025/Imagining_Futures_While_Becoming_Teachers_Student_Identities_and_Critical_Pedagogy_in_a_BATESOL_Program">Imagining Futures While Becoming Teachers: Student Identities and Critical Pedagogy in a BATESOL Program</a></div><div class="wp-workCard_item"><span>(Upcoming) American Association for Applied Linguistics Annual Conference</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Undergraduate students often undergo fluid shifts in identity as they navigate their college expe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Undergraduate students often undergo fluid shifts in identity as they navigate their college experiences as emerging adults (Abes, Jones, & McEwen, 2007; Stringer & Kerpelman, 2010). This phenomenon extends to undergraduate pre-service language teachers, whose complex and dynamic development are rarely explored in language teacher identity research. In a field that is calling for new theoretical and methodological approaches to studying language teacher identity (de Costa & Norton, 2017; Varghese, Motha, Park, Reeves, & Trent, 2016), understanding the developmental distinctives of undergraduate students can offer novel insights into language teacher education and our preparation of future teachers at varying academic levels. This qualitative study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of a group of BATESOL students at a religiously-affiliated university in the southern United States. Framed by Clandinin & Connelly’s (2000) three-dimensional narrative spaces, I use Barkhuizen’s (2017) scales of context and Wenger’s (2010) modes of identification to analyze short story excerpts from interviews with six BATESOL students addressing the influences of religious institutional context, critical pedagogy, and teaching practicums on their personal identities as current students and future teachers. In particular, I consider how the program’s critical framework disrupts and transforms students’ notions of self, the types of teachers they want to become, and the pedagogical practices they plan to enact. I share findings from my analyses and conclude with a discussion on the implications this study has for innovating LTI research in TESOL and SLA, with particular concern for the experiences and training of undergraduate pre-service language teachers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63117025"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63117025"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63117025; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63117025]").text(description); $(".js-view-count[data-work-id=63117025]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63117025; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63117025']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63117025, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63117025]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63117025,"title":"Imagining Futures While Becoming Teachers: Student Identities and Critical Pedagogy in a BATESOL Program","translated_title":"","metadata":{"abstract":"Undergraduate students often undergo fluid shifts in identity as they navigate their college experiences as emerging adults (Abes, Jones, \u0026 McEwen, 2007; Stringer \u0026 Kerpelman, 2010). This phenomenon extends to undergraduate pre-service language teachers, whose complex and dynamic development are rarely explored in language teacher identity research. In a field that is calling for new theoretical and methodological approaches to studying language teacher identity (de Costa \u0026 Norton, 2017; Varghese, Motha, Park, Reeves, \u0026 Trent, 2016), understanding the developmental distinctives of undergraduate students can offer novel insights into language teacher education and our preparation of future teachers at varying academic levels. This qualitative study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of a group of BATESOL students at a religiously-affiliated university in the southern United States. Framed by Clandinin \u0026 Connelly’s (2000) three-dimensional narrative spaces, I use Barkhuizen’s (2017) scales of context and Wenger’s (2010) modes of identification to analyze short story excerpts from interviews with six BATESOL students addressing the influences of religious institutional context, critical pedagogy, and teaching practicums on their personal identities as current students and future teachers. In particular, I consider how the program’s critical framework disrupts and transforms students’ notions of self, the types of teachers they want to become, and the pedagogical practices they plan to enact. I share findings from my analyses and conclude with a discussion on the implications this study has for innovating LTI research in TESOL and SLA, with particular concern for the experiences and training of undergraduate pre-service language teachers.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"(Upcoming) American Association for Applied Linguistics Annual Conference"},"translated_abstract":"Undergraduate students often undergo fluid shifts in identity as they navigate their college experiences as emerging adults (Abes, Jones, \u0026 McEwen, 2007; Stringer \u0026 Kerpelman, 2010). This phenomenon extends to undergraduate pre-service language teachers, whose complex and dynamic development are rarely explored in language teacher identity research. In a field that is calling for new theoretical and methodological approaches to studying language teacher identity (de Costa \u0026 Norton, 2017; Varghese, Motha, Park, Reeves, \u0026 Trent, 2016), understanding the developmental distinctives of undergraduate students can offer novel insights into language teacher education and our preparation of future teachers at varying academic levels. This qualitative study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of a group of BATESOL students at a religiously-affiliated university in the southern United States. Framed by Clandinin \u0026 Connelly’s (2000) three-dimensional narrative spaces, I use Barkhuizen’s (2017) scales of context and Wenger’s (2010) modes of identification to analyze short story excerpts from interviews with six BATESOL students addressing the influences of religious institutional context, critical pedagogy, and teaching practicums on their personal identities as current students and future teachers. In particular, I consider how the program’s critical framework disrupts and transforms students’ notions of self, the types of teachers they want to become, and the pedagogical practices they plan to enact. I share findings from my analyses and conclude with a discussion on the implications this study has for innovating LTI research in TESOL and SLA, with particular concern for the experiences and training of undergraduate pre-service language teachers.","internal_url":"https://www.academia.edu/63117025/Imagining_Futures_While_Becoming_Teachers_Student_Identities_and_Critical_Pedagogy_in_a_BATESOL_Program","translated_internal_url":"","created_at":"2021-12-03T06:49:27.700-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"Imagining_Futures_While_Becoming_Teachers_Student_Identities_and_Critical_Pedagogy_in_a_BATESOL_Program","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Undergraduate students often undergo fluid shifts in identity as they navigate their college experiences as emerging adults (Abes, Jones, \u0026 McEwen, 2007; Stringer \u0026 Kerpelman, 2010). This phenomenon extends to undergraduate pre-service language teachers, whose complex and dynamic development are rarely explored in language teacher identity research. In a field that is calling for new theoretical and methodological approaches to studying language teacher identity (de Costa \u0026 Norton, 2017; Varghese, Motha, Park, Reeves, \u0026 Trent, 2016), understanding the developmental distinctives of undergraduate students can offer novel insights into language teacher education and our preparation of future teachers at varying academic levels. This qualitative study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of a group of BATESOL students at a religiously-affiliated university in the southern United States. Framed by Clandinin \u0026 Connelly’s (2000) three-dimensional narrative spaces, I use Barkhuizen’s (2017) scales of context and Wenger’s (2010) modes of identification to analyze short story excerpts from interviews with six BATESOL students addressing the influences of religious institutional context, critical pedagogy, and teaching practicums on their personal identities as current students and future teachers. In particular, I consider how the program’s critical framework disrupts and transforms students’ notions of self, the types of teachers they want to become, and the pedagogical practices they plan to enact. I share findings from my analyses and conclude with a discussion on the implications this study has for innovating LTI research in TESOL and SLA, with particular concern for the experiences and training of undergraduate pre-service language teachers.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":5539,"name":"Language and Ideology","url":"https://www.academia.edu/Documents/in/Language_and_Ideology"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL"},{"id":23944,"name":"Student Identity","url":"https://www.academia.edu/Documents/in/Student_Identity"},{"id":50025,"name":"Teacher Identity","url":"https://www.academia.edu/Documents/in/Teacher_Identity"},{"id":50433,"name":"Narrative Research","url":"https://www.academia.edu/Documents/in/Narrative_Research"},{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63113432"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63113432/A_Literacy_of_Race_Culture_and_Identity_in_the_ESL_Classroom"><img alt="Research paper thumbnail of A Literacy of Race, Culture, and Identity in the ESL Classroom" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63113432/A_Literacy_of_Race_Culture_and_Identity_in_the_ESL_Classroom">A Literacy of Race, Culture, and Identity in the ESL Classroom</a></div><div class="wp-workCard_item"><span>TESOL International Annual Conference</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The ESL classroom is a politicized space in which academic language learning carries implications...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The ESL classroom is a politicized space in which academic language learning carries implications for student and teacher identity development along issues of gender, class, race, language, and culture. These multiple, intersecting, and sometimes conflicting positionalities have the potential to promote growth and learning, or they can constrict it. This session draws from Cummins' (1994) reconceptualization of Vygotsky's Zone of Proximal Development as a metaphor for the dynamic negotiation of identity and knowledge between teachers and students. Within this framework, educators who challenge societal and institutional discriminatory practices increase learner potential for identity formation and critical inquiry. Conversely, teachers who adopt dominant structures that silence student voices and experience constrict the zone, minimizing the potential for learning and formation. Thus, in the second language classroom, interactions between students and teachers are paramount for identity construction and academic development. The teacher’s ability to navigate this dynamic space competently will inform the content, practices, and pedagogy of the classroom most appropriate for student flourishing.<br /><br />After overviewing the theoretical foundations for student and teacher identity in the ESL classroom, this presentation will include demonstrated pedagogical examples for 1) encouraging critical teacher reflection and 2) implementing critical practices as means of facilitating student ownership of knowledge, as well as possible social action. Educators from majority groups often live and teach within dominant discourses blind to the diverse perspectives and experiences that exist within their classrooms. This presenter takes the position that in order to foster student critical engagement, teachers must first be critically engaged. Participants in this session will interact with a visual text individually and within groups in order to promote critical reading and engagement with academic content in a way that promotes the respect of language, culture, and race in ESL classrooms.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63113432"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63113432"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63113432; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63113432]").text(description); $(".js-view-count[data-work-id=63113432]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63113432; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63113432']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63113432, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63113432]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63113432,"title":"A Literacy of Race, Culture, and Identity in the ESL Classroom","translated_title":"","metadata":{"abstract":"The ESL classroom is a politicized space in which academic language learning carries implications for student and teacher identity development along issues of gender, class, race, language, and culture. These multiple, intersecting, and sometimes conflicting positionalities have the potential to promote growth and learning, or they can constrict it. This session draws from Cummins' (1994) reconceptualization of Vygotsky's Zone of Proximal Development as a metaphor for the dynamic negotiation of identity and knowledge between teachers and students. Within this framework, educators who challenge societal and institutional discriminatory practices increase learner potential for identity formation and critical inquiry. Conversely, teachers who adopt dominant structures that silence student voices and experience constrict the zone, minimizing the potential for learning and formation. Thus, in the second language classroom, interactions between students and teachers are paramount for identity construction and academic development. The teacher’s ability to navigate this dynamic space competently will inform the content, practices, and pedagogy of the classroom most appropriate for student flourishing.\n\nAfter overviewing the theoretical foundations for student and teacher identity in the ESL classroom, this presentation will include demonstrated pedagogical examples for 1) encouraging critical teacher reflection and 2) implementing critical practices as means of facilitating student ownership of knowledge, as well as possible social action. Educators from majority groups often live and teach within dominant discourses blind to the diverse perspectives and experiences that exist within their classrooms. This presenter takes the position that in order to foster student critical engagement, teachers must first be critically engaged. Participants in this session will interact with a visual text individually and within groups in order to promote critical reading and engagement with academic content in a way that promotes the respect of language, culture, and race in ESL classrooms.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"TESOL International Annual Conference"},"translated_abstract":"The ESL classroom is a politicized space in which academic language learning carries implications for student and teacher identity development along issues of gender, class, race, language, and culture. These multiple, intersecting, and sometimes conflicting positionalities have the potential to promote growth and learning, or they can constrict it. This session draws from Cummins' (1994) reconceptualization of Vygotsky's Zone of Proximal Development as a metaphor for the dynamic negotiation of identity and knowledge between teachers and students. Within this framework, educators who challenge societal and institutional discriminatory practices increase learner potential for identity formation and critical inquiry. Conversely, teachers who adopt dominant structures that silence student voices and experience constrict the zone, minimizing the potential for learning and formation. Thus, in the second language classroom, interactions between students and teachers are paramount for identity construction and academic development. The teacher’s ability to navigate this dynamic space competently will inform the content, practices, and pedagogy of the classroom most appropriate for student flourishing.\n\nAfter overviewing the theoretical foundations for student and teacher identity in the ESL classroom, this presentation will include demonstrated pedagogical examples for 1) encouraging critical teacher reflection and 2) implementing critical practices as means of facilitating student ownership of knowledge, as well as possible social action. Educators from majority groups often live and teach within dominant discourses blind to the diverse perspectives and experiences that exist within their classrooms. This presenter takes the position that in order to foster student critical engagement, teachers must first be critically engaged. Participants in this session will interact with a visual text individually and within groups in order to promote critical reading and engagement with academic content in a way that promotes the respect of language, culture, and race in ESL classrooms.","internal_url":"https://www.academia.edu/63113432/A_Literacy_of_Race_Culture_and_Identity_in_the_ESL_Classroom","translated_internal_url":"","created_at":"2021-12-03T06:20:05.998-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"A_Literacy_of_Race_Culture_and_Identity_in_the_ESL_Classroom","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The ESL classroom is a politicized space in which academic language learning carries implications for student and teacher identity development along issues of gender, class, race, language, and culture. These multiple, intersecting, and sometimes conflicting positionalities have the potential to promote growth and learning, or they can constrict it. This session draws from Cummins' (1994) reconceptualization of Vygotsky's Zone of Proximal Development as a metaphor for the dynamic negotiation of identity and knowledge between teachers and students. Within this framework, educators who challenge societal and institutional discriminatory practices increase learner potential for identity formation and critical inquiry. Conversely, teachers who adopt dominant structures that silence student voices and experience constrict the zone, minimizing the potential for learning and formation. Thus, in the second language classroom, interactions between students and teachers are paramount for identity construction and academic development. The teacher’s ability to navigate this dynamic space competently will inform the content, practices, and pedagogy of the classroom most appropriate for student flourishing.\n\nAfter overviewing the theoretical foundations for student and teacher identity in the ESL classroom, this presentation will include demonstrated pedagogical examples for 1) encouraging critical teacher reflection and 2) implementing critical practices as means of facilitating student ownership of knowledge, as well as possible social action. Educators from majority groups often live and teach within dominant discourses blind to the diverse perspectives and experiences that exist within their classrooms. This presenter takes the position that in order to foster student critical engagement, teachers must first be critically engaged. Participants in this session will interact with a visual text individually and within groups in order to promote critical reading and engagement with academic content in a way that promotes the respect of language, culture, and race in ESL classrooms.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":50025,"name":"Teacher Identity","url":"https://www.academia.edu/Documents/in/Teacher_Identity"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_"},{"id":132736,"name":"Race and Education","url":"https://www.academia.edu/Documents/in/Race_and_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63114342"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63114342/Resistance_and_Reproduction_in_the_Social_Construction_of_a_Tragedy_A_Critical_Discourse_Analysis_of_CharlestonShooting"><img alt="Research paper thumbnail of Resistance and Reproduction in the Social Construction of a Tragedy: A Critical Discourse Analysis of #CharlestonShooting" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63114342/Resistance_and_Reproduction_in_the_Social_Construction_of_a_Tragedy_A_Critical_Discourse_Analysis_of_CharlestonShooting">Resistance and Reproduction in the Social Construction of a Tragedy: A Critical Discourse Analysis of #CharlestonShooting</a></div><div class="wp-workCard_item"><span>American Association for Applied Linguistics Annual Conference</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">New media sociolinguistics is an emerging field that studies language practices in digital spaces...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">New media sociolinguistics is an emerging field that studies language practices in digital spaces, yet tension remains between the fetishization of new technologies and the importance of studying human interaction. Research in this field often centers one over the other, and thus present language practices irrespective of their digital emergence, or new technology regardless of its bearing on human language use. In this paper, I complicate such dichotomy by exploring the social construction of online discourse in the days following a national tragedy. I discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets to considering the historical social relations from which they emerge. In order to do this, I perform a critical discourse analysis of tweets containing “#CharlestonShooting” to examine how discursive naming patterns reflect multiple epistemologies that construct both the perpetrator and crime within conflicting ideological discourses. The data was collected by running a Google script that captured tweets in real-time as they were posted within a 24-hour period two days after the shooting. Findings indicate that users valued moral judgment when naming and describing the tragedy, representing both reproduction of and resistance to dominant ideological discourses. Political commentary surrounding the naming patterns of politicians and news media, however, explicitly contested dominant ideologies and expressed disaffiliative sentiments that centered the concerns of marginalized groups over those in power. I conclude with a discussion on the relevance and implications of this research for new media discourse analysis, with particular concern for the potential of multiple theoretical approaches and methods to provide further insight into interaction about social issues in digital spaces.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63114342"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63114342"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63114342; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63114342]").text(description); $(".js-view-count[data-work-id=63114342]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63114342; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63114342']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63114342, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63114342]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63114342,"title":"Resistance and Reproduction in the Social Construction of a Tragedy: A Critical Discourse Analysis of #CharlestonShooting","translated_title":"","metadata":{"abstract":"New media sociolinguistics is an emerging field that studies language practices in digital spaces, yet tension remains between the fetishization of new technologies and the importance of studying human interaction. Research in this field often centers one over the other, and thus present language practices irrespective of their digital emergence, or new technology regardless of its bearing on human language use. In this paper, I complicate such dichotomy by exploring the social construction of online discourse in the days following a national tragedy. I discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets to considering the historical social relations from which they emerge. In order to do this, I perform a critical discourse analysis of tweets containing “#CharlestonShooting” to examine how discursive naming patterns reflect multiple epistemologies that construct both the perpetrator and crime within conflicting ideological discourses. The data was collected by running a Google script that captured tweets in real-time as they were posted within a 24-hour period two days after the shooting. Findings indicate that users valued moral judgment when naming and describing the tragedy, representing both reproduction of and resistance to dominant ideological discourses. Political commentary surrounding the naming patterns of politicians and news media, however, explicitly contested dominant ideologies and expressed disaffiliative sentiments that centered the concerns of marginalized groups over those in power. I conclude with a discussion on the relevance and implications of this research for new media discourse analysis, with particular concern for the potential of multiple theoretical approaches and methods to provide further insight into interaction about social issues in digital spaces. ","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"American Association for Applied Linguistics Annual Conference"},"translated_abstract":"New media sociolinguistics is an emerging field that studies language practices in digital spaces, yet tension remains between the fetishization of new technologies and the importance of studying human interaction. Research in this field often centers one over the other, and thus present language practices irrespective of their digital emergence, or new technology regardless of its bearing on human language use. In this paper, I complicate such dichotomy by exploring the social construction of online discourse in the days following a national tragedy. I discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets to considering the historical social relations from which they emerge. In order to do this, I perform a critical discourse analysis of tweets containing “#CharlestonShooting” to examine how discursive naming patterns reflect multiple epistemologies that construct both the perpetrator and crime within conflicting ideological discourses. The data was collected by running a Google script that captured tweets in real-time as they were posted within a 24-hour period two days after the shooting. Findings indicate that users valued moral judgment when naming and describing the tragedy, representing both reproduction of and resistance to dominant ideological discourses. Political commentary surrounding the naming patterns of politicians and news media, however, explicitly contested dominant ideologies and expressed disaffiliative sentiments that centered the concerns of marginalized groups over those in power. I conclude with a discussion on the relevance and implications of this research for new media discourse analysis, with particular concern for the potential of multiple theoretical approaches and methods to provide further insight into interaction about social issues in digital spaces. ","internal_url":"https://www.academia.edu/63114342/Resistance_and_Reproduction_in_the_Social_Construction_of_a_Tragedy_A_Critical_Discourse_Analysis_of_CharlestonShooting","translated_internal_url":"","created_at":"2021-12-03T06:25:34.802-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"Resistance_and_Reproduction_in_the_Social_Construction_of_a_Tragedy_A_Critical_Discourse_Analysis_of_CharlestonShooting","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"New media sociolinguistics is an emerging field that studies language practices in digital spaces, yet tension remains between the fetishization of new technologies and the importance of studying human interaction. Research in this field often centers one over the other, and thus present language practices irrespective of their digital emergence, or new technology regardless of its bearing on human language use. In this paper, I complicate such dichotomy by exploring the social construction of online discourse in the days following a national tragedy. I discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets to considering the historical social relations from which they emerge. In order to do this, I perform a critical discourse analysis of tweets containing “#CharlestonShooting” to examine how discursive naming patterns reflect multiple epistemologies that construct both the perpetrator and crime within conflicting ideological discourses. The data was collected by running a Google script that captured tweets in real-time as they were posted within a 24-hour period two days after the shooting. Findings indicate that users valued moral judgment when naming and describing the tragedy, representing both reproduction of and resistance to dominant ideological discourses. Political commentary surrounding the naming patterns of politicians and news media, however, explicitly contested dominant ideologies and expressed disaffiliative sentiments that centered the concerns of marginalized groups over those in power. I conclude with a discussion on the relevance and implications of this research for new media discourse analysis, with particular concern for the potential of multiple theoretical approaches and methods to provide further insight into interaction about social issues in digital spaces. ","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics"},{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism"},{"id":3932,"name":"Digital Rhetorics","url":"https://www.academia.edu/Documents/in/Digital_Rhetorics"},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63115412"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63115412/_Transcultural_Hashtags_A_Sociolinguistic_Analysis_of_Trending_Topics_in_Digital_Spaces"><img alt="Research paper thumbnail of “Transcultural Hashtags: A Sociolinguistic Analysis of Trending Topics in Digital Spaces" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63115412/_Transcultural_Hashtags_A_Sociolinguistic_Analysis_of_Trending_Topics_in_Digital_Spaces">“Transcultural Hashtags: A Sociolinguistic Analysis of Trending Topics in Digital Spaces</a></div><div class="wp-workCard_item"><span>American Association for Applied Linguistics Annual Conference</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Conceptualizing movement is central to many definitions of globalization, yet the nature of what ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Conceptualizing movement is central to many definitions of globalization, yet the nature of what moves and how it moves varies across disciplines. Language movement is one such phenomenon. With the emergence of digital communication technologies, especially popular microblogging sites such as Facebook and Twitter, language that is at one time constrained to a particular location near-instantaneously transcends its original space and is recontextualized in <br />new sociocultural contexts. In this paper, I draw on research from multiple disciplines to explore the dynamic transcultural flow of trending topics online by answering the following research question: How do trending Twitter hashtags move across time and space, and how are such hashtags recontextualized in new localized, cultural contexts? In order to answer these questions, I review theoretical frameworks employed within new media sociolinguistics in the analysis of digital discourse as everyday situated and mediated language practices, such as heteroglossia, multimodality, and stance. I then discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets (i.e. the hashtag and its adjoining text) to considering the historical social relations that originate, maintain, and facilitate the movement of trending topics online. I look at mediatized depictions of #Ferguson as a small case study of the transcultural flow of a trending topic, how it indexes locality and has been recontextualized in various spaces for both affiliative and disaffiliative purposes. The movement of #Ferguson is a complex discursive phenomenon, constructed both online and offline in a myriad of contexts, inextricably tied to other related hashtags, such as #BlackLivesMatter, #IfTheyGunnedMeDown, and #HandsUpDontShoot. I conclude with a discussion on the relevance and implications of this research for globalization theory within new media sociolinguistics, with particular regard for conceptualizing the movement of online discourse.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63115412"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63115412"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63115412; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63115412]").text(description); $(".js-view-count[data-work-id=63115412]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63115412; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63115412']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63115412, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63115412]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63115412,"title":"“Transcultural Hashtags: A Sociolinguistic Analysis of Trending Topics in Digital Spaces","translated_title":"","metadata":{"abstract":"Conceptualizing movement is central to many definitions of globalization, yet the nature of what moves and how it moves varies across disciplines. Language movement is one such phenomenon. With the emergence of digital communication technologies, especially popular microblogging sites such as Facebook and Twitter, language that is at one time constrained to a particular location near-instantaneously transcends its original space and is recontextualized in \nnew sociocultural contexts. In this paper, I draw on research from multiple disciplines to explore the dynamic transcultural flow of trending topics online by answering the following research question: How do trending Twitter hashtags move across time and space, and how are such hashtags recontextualized in new localized, cultural contexts? In order to answer these questions, I review theoretical frameworks employed within new media sociolinguistics in the analysis of digital discourse as everyday situated and mediated language practices, such as heteroglossia, multimodality, and stance. I then discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets (i.e. the hashtag and its adjoining text) to considering the historical social relations that originate, maintain, and facilitate the movement of trending topics online. I look at mediatized depictions of #Ferguson as a small case study of the transcultural flow of a trending topic, how it indexes locality and has been recontextualized in various spaces for both affiliative and disaffiliative purposes. The movement of #Ferguson is a complex discursive phenomenon, constructed both online and offline in a myriad of contexts, inextricably tied to other related hashtags, such as #BlackLivesMatter, #IfTheyGunnedMeDown, and #HandsUpDontShoot. I conclude with a discussion on the relevance and implications of this research for globalization theory within new media sociolinguistics, with particular regard for conceptualizing the movement of online discourse.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"American Association for Applied Linguistics Annual Conference"},"translated_abstract":"Conceptualizing movement is central to many definitions of globalization, yet the nature of what moves and how it moves varies across disciplines. Language movement is one such phenomenon. With the emergence of digital communication technologies, especially popular microblogging sites such as Facebook and Twitter, language that is at one time constrained to a particular location near-instantaneously transcends its original space and is recontextualized in \nnew sociocultural contexts. In this paper, I draw on research from multiple disciplines to explore the dynamic transcultural flow of trending topics online by answering the following research question: How do trending Twitter hashtags move across time and space, and how are such hashtags recontextualized in new localized, cultural contexts? In order to answer these questions, I review theoretical frameworks employed within new media sociolinguistics in the analysis of digital discourse as everyday situated and mediated language practices, such as heteroglossia, multimodality, and stance. I then discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets (i.e. the hashtag and its adjoining text) to considering the historical social relations that originate, maintain, and facilitate the movement of trending topics online. I look at mediatized depictions of #Ferguson as a small case study of the transcultural flow of a trending topic, how it indexes locality and has been recontextualized in various spaces for both affiliative and disaffiliative purposes. The movement of #Ferguson is a complex discursive phenomenon, constructed both online and offline in a myriad of contexts, inextricably tied to other related hashtags, such as #BlackLivesMatter, #IfTheyGunnedMeDown, and #HandsUpDontShoot. I conclude with a discussion on the relevance and implications of this research for globalization theory within new media sociolinguistics, with particular regard for conceptualizing the movement of online discourse.","internal_url":"https://www.academia.edu/63115412/_Transcultural_Hashtags_A_Sociolinguistic_Analysis_of_Trending_Topics_in_Digital_Spaces","translated_internal_url":"","created_at":"2021-12-03T06:34:53.222-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"_Transcultural_Hashtags_A_Sociolinguistic_Analysis_of_Trending_Topics_in_Digital_Spaces","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Conceptualizing movement is central to many definitions of globalization, yet the nature of what moves and how it moves varies across disciplines. Language movement is one such phenomenon. With the emergence of digital communication technologies, especially popular microblogging sites such as Facebook and Twitter, language that is at one time constrained to a particular location near-instantaneously transcends its original space and is recontextualized in \nnew sociocultural contexts. In this paper, I draw on research from multiple disciplines to explore the dynamic transcultural flow of trending topics online by answering the following research question: How do trending Twitter hashtags move across time and space, and how are such hashtags recontextualized in new localized, cultural contexts? In order to answer these questions, I review theoretical frameworks employed within new media sociolinguistics in the analysis of digital discourse as everyday situated and mediated language practices, such as heteroglossia, multimodality, and stance. I then discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets (i.e. the hashtag and its adjoining text) to considering the historical social relations that originate, maintain, and facilitate the movement of trending topics online. I look at mediatized depictions of #Ferguson as a small case study of the transcultural flow of a trending topic, how it indexes locality and has been recontextualized in various spaces for both affiliative and disaffiliative purposes. The movement of #Ferguson is a complex discursive phenomenon, constructed both online and offline in a myriad of contexts, inextricably tied to other related hashtags, such as #BlackLivesMatter, #IfTheyGunnedMeDown, and #HandsUpDontShoot. I conclude with a discussion on the relevance and implications of this research for globalization theory within new media sociolinguistics, with particular regard for conceptualizing the movement of online discourse.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media"},{"id":1439,"name":"Globalization","url":"https://www.academia.edu/Documents/in/Globalization"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics"},{"id":3932,"name":"Digital Rhetorics","url":"https://www.academia.edu/Documents/in/Digital_Rhetorics"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63116083"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63116083/Beginning_Early_Honoring_Diversity_and_Multilingualism_in_a_Third_Grade_ESL_Classroom"><img alt="Research paper thumbnail of Beginning Early: Honoring Diversity and Multilingualism in a Third Grade ESL Classroom" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63116083/Beginning_Early_Honoring_Diversity_and_Multilingualism_in_a_Third_Grade_ESL_Classroom">Beginning Early: Honoring Diversity and Multilingualism in a Third Grade ESL Classroom</a></div><div class="wp-workCard_item"><span>American Educational Research Association Annual Conference</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Presented as part of the panel for "World Englishes as Local Practices: Pedagogies for Multilingu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Presented as part of the panel for "World Englishes as Local Practices: Pedagogies for Multilingual and Multi-Epistemic Justice Across the Educational Spectrum."<br /><br />Dialogue journals are often promoted as a means to a specific end: a scaffolding strategy for helping English learners acquire standard written English. In the context of this speaker’s classroom, dialogue journals serve a Bourdieusian purpose of practicing “the right to speak” (Bourdieu, 1991). By participating in dialogic journal writing, students impose reception on the classroom authority, the teacher, by using language to reflect their vision of social realities without fear of critique or correction, resulting in a transformation of knowledge for both students and teacher (Cummins, 1994). For a population of students who are culturally and linguistically silenced in a standards-based public education system, the right to speak and be heard is a practice of liberation. For the teacher as well, engaging students through dialogue journals becomes a way to read the word and the world through the eyes of the disenfranchised (Freire and Macedo, 1987).<br /><br />In this speaker’s context as an ESL teacher in an urban, high-poverty elementary school, such use of dialogue journals honors student linguistic and cultural diversity through the expression of voice in academic English, AAVE, and the L1. Students are encouraged to write in their journals because they know they will be heard. This practice has created  many opportunities for students and the teacher to discuss social issues relevant to the students’ lived experiences, enabling them to “deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 1970). In practice, this teacher’s use of dialogue journals has avoided prompts and genre conventions that may constrict what the student has to say. They are dialogue journals in a most basic form: students write about whatever interests them (daily events, pop culture, special activities, etc.) and the teacher responds to what the student wrote; during the next writing session the student is then able to respond to the teacher to continue the dialogue, or she may write something else. In this teacher’s experience, such an approach to writing as invoking the right to speak and be heard has resulted in noticeably increased motivation in the classroom. In addition, students were inclined to write about social issues prominent in their lived experience, namely bullying and linguistic difference. Students often transferred their written dialogue to classroom discussion, a practice that led to a shared critical consciousness on issues of language, identity, and power.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63116083"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63116083"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63116083; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63116083]").text(description); $(".js-view-count[data-work-id=63116083]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63116083; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63116083']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63116083, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63116083]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63116083,"title":"Beginning Early: Honoring Diversity and Multilingualism in a Third Grade ESL Classroom","translated_title":"","metadata":{"abstract":"Presented as part of the panel for \"World Englishes as Local Practices: Pedagogies for Multilingual and Multi-Epistemic Justice Across the Educational Spectrum.\"\n\nDialogue journals are often promoted as a means to a specific end: a scaffolding strategy for helping English learners acquire standard written English. In the context of this speaker’s classroom, dialogue journals serve a Bourdieusian purpose of practicing “the right to speak” (Bourdieu, 1991). By participating in dialogic journal writing, students impose reception on the classroom authority, the teacher, by using language to reflect their vision of social realities without fear of critique or correction, resulting in a transformation of knowledge for both students and teacher (Cummins, 1994). For a population of students who are culturally and linguistically silenced in a standards-based public education system, the right to speak and be heard is a practice of liberation. For the teacher as well, engaging students through dialogue journals becomes a way to read the word and the world through the eyes of the disenfranchised (Freire and Macedo, 1987).\n\nIn this speaker’s context as an ESL teacher in an urban, high-poverty elementary school, such use of dialogue journals honors student linguistic and cultural diversity through the expression of voice in academic English, AAVE, and the L1. Students are encouraged to write in their journals because they know they will be heard. This practice has created many opportunities for students and the teacher to discuss social issues relevant to the students’ lived experiences, enabling them to “deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 1970). In practice, this teacher’s use of dialogue journals has avoided prompts and genre conventions that may constrict what the student has to say. They are dialogue journals in a most basic form: students write about whatever interests them (daily events, pop culture, special activities, etc.) and the teacher responds to what the student wrote; during the next writing session the student is then able to respond to the teacher to continue the dialogue, or she may write something else. In this teacher’s experience, such an approach to writing as invoking the right to speak and be heard has resulted in noticeably increased motivation in the classroom. In addition, students were inclined to write about social issues prominent in their lived experience, namely bullying and linguistic difference. Students often transferred their written dialogue to classroom discussion, a practice that led to a shared critical consciousness on issues of language, identity, and power.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"American Educational Research Association Annual Conference"},"translated_abstract":"Presented as part of the panel for \"World Englishes as Local Practices: Pedagogies for Multilingual and Multi-Epistemic Justice Across the Educational Spectrum.\"\n\nDialogue journals are often promoted as a means to a specific end: a scaffolding strategy for helping English learners acquire standard written English. In the context of this speaker’s classroom, dialogue journals serve a Bourdieusian purpose of practicing “the right to speak” (Bourdieu, 1991). By participating in dialogic journal writing, students impose reception on the classroom authority, the teacher, by using language to reflect their vision of social realities without fear of critique or correction, resulting in a transformation of knowledge for both students and teacher (Cummins, 1994). For a population of students who are culturally and linguistically silenced in a standards-based public education system, the right to speak and be heard is a practice of liberation. For the teacher as well, engaging students through dialogue journals becomes a way to read the word and the world through the eyes of the disenfranchised (Freire and Macedo, 1987).\n\nIn this speaker’s context as an ESL teacher in an urban, high-poverty elementary school, such use of dialogue journals honors student linguistic and cultural diversity through the expression of voice in academic English, AAVE, and the L1. Students are encouraged to write in their journals because they know they will be heard. This practice has created many opportunities for students and the teacher to discuss social issues relevant to the students’ lived experiences, enabling them to “deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 1970). In practice, this teacher’s use of dialogue journals has avoided prompts and genre conventions that may constrict what the student has to say. They are dialogue journals in a most basic form: students write about whatever interests them (daily events, pop culture, special activities, etc.) and the teacher responds to what the student wrote; during the next writing session the student is then able to respond to the teacher to continue the dialogue, or she may write something else. In this teacher’s experience, such an approach to writing as invoking the right to speak and be heard has resulted in noticeably increased motivation in the classroom. In addition, students were inclined to write about social issues prominent in their lived experience, namely bullying and linguistic difference. Students often transferred their written dialogue to classroom discussion, a practice that led to a shared critical consciousness on issues of language, identity, and power.","internal_url":"https://www.academia.edu/63116083/Beginning_Early_Honoring_Diversity_and_Multilingualism_in_a_Third_Grade_ESL_Classroom","translated_internal_url":"","created_at":"2021-12-03T06:42:22.365-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"Beginning_Early_Honoring_Diversity_and_Multilingualism_in_a_Third_Grade_ESL_Classroom","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Presented as part of the panel for \"World Englishes as Local Practices: Pedagogies for Multilingual and Multi-Epistemic Justice Across the Educational Spectrum.\"\n\nDialogue journals are often promoted as a means to a specific end: a scaffolding strategy for helping English learners acquire standard written English. In the context of this speaker’s classroom, dialogue journals serve a Bourdieusian purpose of practicing “the right to speak” (Bourdieu, 1991). By participating in dialogic journal writing, students impose reception on the classroom authority, the teacher, by using language to reflect their vision of social realities without fear of critique or correction, resulting in a transformation of knowledge for both students and teacher (Cummins, 1994). For a population of students who are culturally and linguistically silenced in a standards-based public education system, the right to speak and be heard is a practice of liberation. For the teacher as well, engaging students through dialogue journals becomes a way to read the word and the world through the eyes of the disenfranchised (Freire and Macedo, 1987).\n\nIn this speaker’s context as an ESL teacher in an urban, high-poverty elementary school, such use of dialogue journals honors student linguistic and cultural diversity through the expression of voice in academic English, AAVE, and the L1. Students are encouraged to write in their journals because they know they will be heard. This practice has created many opportunities for students and the teacher to discuss social issues relevant to the students’ lived experiences, enabling them to “deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 1970). In practice, this teacher’s use of dialogue journals has avoided prompts and genre conventions that may constrict what the student has to say. They are dialogue journals in a most basic form: students write about whatever interests them (daily events, pop culture, special activities, etc.) and the teacher responds to what the student wrote; during the next writing session the student is then able to respond to the teacher to continue the dialogue, or she may write something else. In this teacher’s experience, such an approach to writing as invoking the right to speak and be heard has resulted in noticeably increased motivation in the classroom. In addition, students were inclined to write about social issues prominent in their lived experience, namely bullying and linguistic difference. Students often transferred their written dialogue to classroom discussion, a practice that led to a shared critical consciousness on issues of language, identity, and power.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL"},{"id":55515,"name":"Multilingual Education","url":"https://www.academia.edu/Documents/in/Multilingual_Education"},{"id":98795,"name":"Literacy Education","url":"https://www.academia.edu/Documents/in/Literacy_Education"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Dissertation" id="Dissertation"><h3 class="profile--tab_heading_container">Dissertation by Tyler Glodjo</h3></div><div class="js-work-strip profile--work_container" data-work-id="62776362"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/62776362/UNDERGRADUATE_STUDENTS_IDENTITY_WORK_AND_CRITICAL_ENGAGEMENT_IN_A_BATESOL_PROGRAM_A_SHORT_STORY_NARRATIVE_ANALYSIS"><img alt="Research paper thumbnail of UNDERGRADUATE STUDENTS’ IDENTITY WORK AND CRITICAL ENGAGEMENT IN A BATESOL PROGRAM: A SHORT STORY NARRATIVE ANALYSIS" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/62776362/UNDERGRADUATE_STUDENTS_IDENTITY_WORK_AND_CRITICAL_ENGAGEMENT_IN_A_BATESOL_PROGRAM_A_SHORT_STORY_NARRATIVE_ANALYSIS">UNDERGRADUATE STUDENTS’ IDENTITY WORK AND CRITICAL ENGAGEMENT IN A BATESOL PROGRAM: A SHORT STORY NARRATIVE ANALYSIS</a></div><div class="wp-workCard_item"><span>ProQuest</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities and developmental complexities of undergraduate pre-service language teachers. The following study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of this group. I used qualitative research methods coupled with short story narrative analysis (Barkhuizen, 2016) among a group of BATESOL students at a religiously-affiliated university to explore the impact of their engagement with the program’s critical pedagogy on present notions of self and the teachers they imagine becoming. Using Barkuizen’s (2017a) scales of context and Wenger’s (2010) modes of identification, I analyzed six short stories from Andrea, Charlotte, Devin, Emma, Lydia, and Ruby that addressed the influence of religious institutional contexts, critical engagement, and personalidentity and goal shift. I found that BATESOL student identities were informed by the marginalized English learner archetype and a fear of public education; they conceptualized TESOL as a tool for ideological purposes but struggled to integrate theory and practice holistically; and they experienced personal and interpersonal disruption and transformation through their critical engagement. The findings from this study have implications for innovating LTI research in TESOL and SLA, utilizing critical pedagogy in undergraduate language teacher education, and adding to the complex dialogue between Christians and critical educators in English language teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="62776362"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="62776362"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62776362; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62776362]").text(description); $(".js-view-count[data-work-id=62776362]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62776362; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='62776362']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 62776362, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=62776362]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":62776362,"title":"UNDERGRADUATE STUDENTS’ IDENTITY WORK AND CRITICAL ENGAGEMENT IN A BATESOL PROGRAM: A SHORT STORY NARRATIVE ANALYSIS","translated_title":"","metadata":{"abstract":"Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities and developmental complexities of undergraduate pre-service language teachers. The following study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of this group. I used qualitative research methods coupled with short story narrative analysis (Barkhuizen, 2016) among a group of BATESOL students at a religiously-affiliated university to explore the impact of their engagement with the program’s critical pedagogy on present notions of self and the teachers they imagine becoming. Using Barkuizen’s (2017a) scales of context and Wenger’s (2010) modes of identification, I analyzed six short stories from Andrea, Charlotte, Devin, Emma, Lydia, and Ruby that addressed the influence of religious institutional contexts, critical engagement, and personalidentity and goal shift. I found that BATESOL student identities were informed by the marginalized English learner archetype and a fear of public education; they conceptualized TESOL as a tool for ideological purposes but struggled to integrate theory and practice holistically; and they experienced personal and interpersonal disruption and transformation through their critical engagement. The findings from this study have implications for innovating LTI research in TESOL and SLA, utilizing critical pedagogy in undergraduate language teacher education, and adding to the complex dialogue between Christians and critical educators in English language teaching.","more_info":"ProQuest #28153451","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"ProQuest"},"translated_abstract":"Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities and developmental complexities of undergraduate pre-service language teachers. The following study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of this group. I used qualitative research methods coupled with short story narrative analysis (Barkhuizen, 2016) among a group of BATESOL students at a religiously-affiliated university to explore the impact of their engagement with the program’s critical pedagogy on present notions of self and the teachers they imagine becoming. Using Barkuizen’s (2017a) scales of context and Wenger’s (2010) modes of identification, I analyzed six short stories from Andrea, Charlotte, Devin, Emma, Lydia, and Ruby that addressed the influence of religious institutional contexts, critical engagement, and personalidentity and goal shift. I found that BATESOL student identities were informed by the marginalized English learner archetype and a fear of public education; they conceptualized TESOL as a tool for ideological purposes but struggled to integrate theory and practice holistically; and they experienced personal and interpersonal disruption and transformation through their critical engagement. The findings from this study have implications for innovating LTI research in TESOL and SLA, utilizing critical pedagogy in undergraduate language teacher education, and adding to the complex dialogue between Christians and critical educators in English language teaching.","internal_url":"https://www.academia.edu/62776362/UNDERGRADUATE_STUDENTS_IDENTITY_WORK_AND_CRITICAL_ENGAGEMENT_IN_A_BATESOL_PROGRAM_A_SHORT_STORY_NARRATIVE_ANALYSIS","translated_internal_url":"","created_at":"2021-11-30T18:06:35.091-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"thesis_chapter","co_author_tags":[],"downloadable_attachments":[],"slug":"UNDERGRADUATE_STUDENTS_IDENTITY_WORK_AND_CRITICAL_ENGAGEMENT_IN_A_BATESOL_PROGRAM_A_SHORT_STORY_NARRATIVE_ANALYSIS","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities and developmental complexities of undergraduate pre-service language teachers. The following study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of this group. I used qualitative research methods coupled with short story narrative analysis (Barkhuizen, 2016) among a group of BATESOL students at a religiously-affiliated university to explore the impact of their engagement with the program’s critical pedagogy on present notions of self and the teachers they imagine becoming. Using Barkuizen’s (2017a) scales of context and Wenger’s (2010) modes of identification, I analyzed six short stories from Andrea, Charlotte, Devin, Emma, Lydia, and Ruby that addressed the influence of religious institutional contexts, critical engagement, and personalidentity and goal shift. I found that BATESOL student identities were informed by the marginalized English learner archetype and a fear of public education; they conceptualized TESOL as a tool for ideological purposes but struggled to integrate theory and practice holistically; and they experienced personal and interpersonal disruption and transformation through their critical engagement. The findings from this study have implications for innovating LTI research in TESOL and SLA, utilizing critical pedagogy in undergraduate language teacher education, and adding to the complex dialogue between Christians and critical educators in English language teaching.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education"},{"id":50025,"name":"Teacher Identity","url":"https://www.academia.edu/Documents/in/Teacher_Identity"},{"id":57022,"name":"PhD Thesis","url":"https://www.academia.edu/Documents/in/PhD_Thesis"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_"},{"id":1253063,"name":"Applied Linguistics/TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_TESOL-1"}],"urls":[{"id":14746669,"url":"https://www.proquest.com/openview/c081c742ba9eceb2a0cf856f595e5fcb/1?pq-origsite=gscholar\u0026cbl=18750\u0026diss=y"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="11109835" id="publications"><div class="js-work-strip profile--work_container" data-work-id="62776795"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/62776795/Language_Teacher_Diffraction_and_Sociomaterial_Narrative_Teacher_Scholar_Becoming_Through_Pedagogy_of_the_Oppressed"><img alt="Research paper thumbnail of Language Teacher Diffraction and Sociomaterial Narrative: Teacher-Scholar Becoming Through Pedagogy of the Oppressed" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/62776795/Language_Teacher_Diffraction_and_Sociomaterial_Narrative_Teacher_Scholar_Becoming_Through_Pedagogy_of_the_Oppressed">Language Teacher Diffraction and Sociomaterial Narrative: Teacher-Scholar Becoming Through Pedagogy of the Oppressed</a></div><div class="wp-workCard_item"><span>(Forthcoming) English Language Teacher Education and Development (ELTED) Journal</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Conversations about posthumanism and new materialism in TESOL can seem abstract and pedagogically...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Conversations about posthumanism and new materialism in TESOL can seem abstract and pedagogically inaccessible to language educators (Pennycook, 2018; Porter & Griffo, 2021). In this article, I explore the theoretical and pedagogical importance of posthumanism by complicating teacher reflection through the practice of diffraction. I illustrate diffractive practice through a narrative of my own affective entanglements with a copy of Paulo Freire’s Pedagogy of the Oppressed, which presents the text as a physical artifact that evokes professional, intellectual, and spiritual transformation. This diffractive telling offers a deeper understanding of my own teacher-scholar becoming that centers difference and tension over reflective response.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="62776795"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="62776795"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62776795; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62776795]").text(description); $(".js-view-count[data-work-id=62776795]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62776795; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='62776795']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 62776795, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=62776795]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":62776795,"title":"Language Teacher Diffraction and Sociomaterial Narrative: Teacher-Scholar Becoming Through Pedagogy of the Oppressed","translated_title":"","metadata":{"abstract":"Conversations about posthumanism and new materialism in TESOL can seem abstract and pedagogically inaccessible to language educators (Pennycook, 2018; Porter \u0026 Griffo, 2021). In this article, I explore the theoretical and pedagogical importance of posthumanism by complicating teacher reflection through the practice of diffraction. I illustrate diffractive practice through a narrative of my own affective entanglements with a copy of Paulo Freire’s Pedagogy of the Oppressed, which presents the text as a physical artifact that evokes professional, intellectual, and spiritual transformation. This diffractive telling offers a deeper understanding of my own teacher-scholar becoming that centers difference and tension over reflective response.","publication_name":"(Forthcoming) English Language Teacher Education and Development (ELTED) Journal"},"translated_abstract":"Conversations about posthumanism and new materialism in TESOL can seem abstract and pedagogically inaccessible to language educators (Pennycook, 2018; Porter \u0026 Griffo, 2021). In this article, I explore the theoretical and pedagogical importance of posthumanism by complicating teacher reflection through the practice of diffraction. I illustrate diffractive practice through a narrative of my own affective entanglements with a copy of Paulo Freire’s Pedagogy of the Oppressed, which presents the text as a physical artifact that evokes professional, intellectual, and spiritual transformation. This diffractive telling offers a deeper understanding of my own teacher-scholar becoming that centers difference and tension over reflective response.","internal_url":"https://www.academia.edu/62776795/Language_Teacher_Diffraction_and_Sociomaterial_Narrative_Teacher_Scholar_Becoming_Through_Pedagogy_of_the_Oppressed","translated_internal_url":"","created_at":"2021-11-30T18:12:54.201-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"Language_Teacher_Diffraction_and_Sociomaterial_Narrative_Teacher_Scholar_Becoming_Through_Pedagogy_of_the_Oppressed","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Conversations about posthumanism and new materialism in TESOL can seem abstract and pedagogically inaccessible to language educators (Pennycook, 2018; Porter \u0026 Griffo, 2021). 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This diffractive telling offers a deeper understanding of my own teacher-scholar becoming that centers difference and tension over reflective response.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":3115,"name":"Posthumanism","url":"https://www.academia.edu/Documents/in/Posthumanism"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education"},{"id":76626,"name":"New Materialism","url":"https://www.academia.edu/Documents/in/New_Materialism"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_"},{"id":506417,"name":"Personal Narratives","url":"https://www.academia.edu/Documents/in/Personal_Narratives"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49774303"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49774303/Critical_Pedagogy"><img alt="Research paper thumbnail of Critical Pedagogy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49774303/Critical_Pedagogy">Critical Pedagogy</a></div><div class="wp-workCard_item"><span>The TESOL Encyclopedia of English Language Teaching</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Entry under Teacher Training and Professional Development. Collection edited by J. I. Liontas</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49774303"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49774303"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49774303; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49774303]").text(description); $(".js-view-count[data-work-id=49774303]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49774303; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49774303']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49774303, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=49774303]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49774303,"title":"Critical Pedagogy","translated_title":"","metadata":{"abstract":"Entry under Teacher Training and Professional Development. 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Liontas","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL"},{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education"}],"urls":[{"id":10411064,"url":"https://www.wiley.com/en-us/The+TESOL+Encyclopedia+of+English+Language+Teaching,+8+Volume+Set-p-9781118784228"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="47240480"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/47240480/Deconstructing_Social_Class_Identity_and_Teacher_Privilege_in_the_Second_Language_Classroom"><img alt="Research paper thumbnail of Deconstructing Social Class Identity and Teacher Privilege in the Second Language Classroom" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/47240480/Deconstructing_Social_Class_Identity_and_Teacher_Privilege_in_the_Second_Language_Classroom">Deconstructing Social Class Identity and Teacher Privilege in the Second Language Classroom</a></div><div class="wp-workCard_item"><span>TESOL Journal</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Republished in Race, Identity, and English Language Teaching (2020) and TESOL 2019 Conference Vir...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Republished in Race, Identity, and English Language Teaching (2020) and TESOL 2019 Conference Virtual Issue, joint publications of TESOL Quarterly and TESOL Journal. <br /> <br />Through a pedagogical lens, this literature review highlights how social class, as a primary analytical construct for understanding identity in English language learner instruction, interacts with teacher class identity while creating implications for teaching and learning. In the past two decades, race, class, and gender have been the foci in TESOL identity research, yet race and gender have often been privileged as primary constructs of analysis while class is relegated to tertiary status. The article reviews poststructuralist identity theories in linguistics/TESOL to analyze the concept of multiple subjectivities as dynamic, shifting, conflicting, and situated in particular sociohistorical contexts. Then, through a multidisciplinary approach, the author discusses teacher identity conceptualization and draws from TESOL research on race/racial privilege to illustrate ways in which teacher privilege may result from student positionality based on social class for English language learners in primary and secondary public schools. Concluding with implications for the field, the author suggests future avenues of research on social class in the second language classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="47240480"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="47240480"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47240480; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=47240480]").text(description); $(".js-view-count[data-work-id=47240480]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 47240480; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='47240480']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 47240480, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=47240480]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":47240480,"title":"Deconstructing Social Class Identity and Teacher Privilege in the Second Language Classroom","translated_title":"","metadata":{"doi":"10.1002/tesj.273","issue":"2","volume":"8","abstract":"Republished in Race, Identity, and English Language Teaching (2020) and TESOL 2019 Conference Virtual Issue, joint publications of TESOL Quarterly and TESOL Journal.\r\n\r\nThrough a pedagogical lens, this literature review highlights how social class, as a primary analytical construct for understanding identity in English language learner instruction, interacts with teacher class identity while creating implications for teaching and learning. 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First, the authors survey the unique complexities of language teaching and learning. Then, they introduce this particular English language teacher education program and its three-pillared theoretical framework, focusing on how these pillars contribute to the program individually and integratively. The authors include examples of how this framework has manifested in program graduates' own professional practices. They conclude with considerations of the role of integration in this framework and program of study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49774198"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49774198"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49774198; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49774198]").text(description); $(".js-view-count[data-work-id=49774198]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49774198; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49774198']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49774198, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=49774198]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49774198,"title":"Navigating Complexities: An Integrative Approach to English Language Teacher Education","translated_title":"","metadata":{"volume":"33","abstract":"This article is an analysis of one undergraduate English language teacher education program's integrative theoretical framework that is structured around three pillars: interdisciplinarity, critical pedagogy, and teacher exploration. 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(Eds.) (2011). Digital discourse: Language in the new media. New York, NY: Oxford University Press.”" class="work-thumbnail" src="https://attachments.academia-assets.com/75438650/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/62776605/Book_Review_Thurlow_C_and_Mroczek_K_Eds_2011_Digital_discourse_Language_in_the_new_media_New_York_NY_Oxford_University_Press_">Book Review: “Thurlow, C., & Mroczek, K. (Eds.) (2011). Digital discourse: Language in the new media. New York, NY: Oxford University Press.”</a></div><div class="wp-workCard_item"><span>Working Papers in Composition and TESOL</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">New media sociolinguistics, the study of the everyday, banal ways in which mediated and situated ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">New media sociolinguistics, the study of the everyday, banal ways in which mediated and situated language practices construct meaning and position individuals within digital interactional contexts, is constantly in flux as new technologies emerge perpetually. This edited volume seeks to update the field while adhering to Herring's (2004) admonition that "researchers would do well to take a step back from the parade of passing technologies and consider more</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="616c2d0403f81525a7e6d37c2b4d5460" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75438650,"asset_id":62776605,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75438650/download_file?st=MTczMzkwNTMwNCw4LjIyMi4yMDguMTQ2&st=MTczMzkwNTMwNCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="62776605"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="62776605"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62776605; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62776605]").text(description); $(".js-view-count[data-work-id=62776605]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62776605; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='62776605']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 62776605, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "616c2d0403f81525a7e6d37c2b4d5460" } } $('.js-work-strip[data-work-id=62776605]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":62776605,"title":"Book Review: “Thurlow, C., \u0026 Mroczek, K. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="13089576" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="63117025"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63117025/Imagining_Futures_While_Becoming_Teachers_Student_Identities_and_Critical_Pedagogy_in_a_BATESOL_Program"><img alt="Research paper thumbnail of Imagining Futures While Becoming Teachers: Student Identities and Critical Pedagogy in a BATESOL Program" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63117025/Imagining_Futures_While_Becoming_Teachers_Student_Identities_and_Critical_Pedagogy_in_a_BATESOL_Program">Imagining Futures While Becoming Teachers: Student Identities and Critical Pedagogy in a BATESOL Program</a></div><div class="wp-workCard_item"><span>(Upcoming) American Association for Applied Linguistics Annual Conference</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Undergraduate students often undergo fluid shifts in identity as they navigate their college expe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Undergraduate students often undergo fluid shifts in identity as they navigate their college experiences as emerging adults (Abes, Jones, & McEwen, 2007; Stringer & Kerpelman, 2010). This phenomenon extends to undergraduate pre-service language teachers, whose complex and dynamic development are rarely explored in language teacher identity research. In a field that is calling for new theoretical and methodological approaches to studying language teacher identity (de Costa & Norton, 2017; Varghese, Motha, Park, Reeves, & Trent, 2016), understanding the developmental distinctives of undergraduate students can offer novel insights into language teacher education and our preparation of future teachers at varying academic levels. This qualitative study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of a group of BATESOL students at a religiously-affiliated university in the southern United States. Framed by Clandinin & Connelly’s (2000) three-dimensional narrative spaces, I use Barkhuizen’s (2017) scales of context and Wenger’s (2010) modes of identification to analyze short story excerpts from interviews with six BATESOL students addressing the influences of religious institutional context, critical pedagogy, and teaching practicums on their personal identities as current students and future teachers. In particular, I consider how the program’s critical framework disrupts and transforms students’ notions of self, the types of teachers they want to become, and the pedagogical practices they plan to enact. I share findings from my analyses and conclude with a discussion on the implications this study has for innovating LTI research in TESOL and SLA, with particular concern for the experiences and training of undergraduate pre-service language teachers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63117025"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63117025"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63117025; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63117025]").text(description); $(".js-view-count[data-work-id=63117025]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63117025; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63117025']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63117025, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63117025]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63117025,"title":"Imagining Futures While Becoming Teachers: Student Identities and Critical Pedagogy in a BATESOL Program","translated_title":"","metadata":{"abstract":"Undergraduate students often undergo fluid shifts in identity as they navigate their college experiences as emerging adults (Abes, Jones, \u0026 McEwen, 2007; Stringer \u0026 Kerpelman, 2010). This phenomenon extends to undergraduate pre-service language teachers, whose complex and dynamic development are rarely explored in language teacher identity research. In a field that is calling for new theoretical and methodological approaches to studying language teacher identity (de Costa \u0026 Norton, 2017; Varghese, Motha, Park, Reeves, \u0026 Trent, 2016), understanding the developmental distinctives of undergraduate students can offer novel insights into language teacher education and our preparation of future teachers at varying academic levels. This qualitative study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of a group of BATESOL students at a religiously-affiliated university in the southern United States. Framed by Clandinin \u0026 Connelly’s (2000) three-dimensional narrative spaces, I use Barkhuizen’s (2017) scales of context and Wenger’s (2010) modes of identification to analyze short story excerpts from interviews with six BATESOL students addressing the influences of religious institutional context, critical pedagogy, and teaching practicums on their personal identities as current students and future teachers. In particular, I consider how the program’s critical framework disrupts and transforms students’ notions of self, the types of teachers they want to become, and the pedagogical practices they plan to enact. I share findings from my analyses and conclude with a discussion on the implications this study has for innovating LTI research in TESOL and SLA, with particular concern for the experiences and training of undergraduate pre-service language teachers.","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"(Upcoming) American Association for Applied Linguistics Annual Conference"},"translated_abstract":"Undergraduate students often undergo fluid shifts in identity as they navigate their college experiences as emerging adults (Abes, Jones, \u0026 McEwen, 2007; Stringer \u0026 Kerpelman, 2010). This phenomenon extends to undergraduate pre-service language teachers, whose complex and dynamic development are rarely explored in language teacher identity research. In a field that is calling for new theoretical and methodological approaches to studying language teacher identity (de Costa \u0026 Norton, 2017; Varghese, Motha, Park, Reeves, \u0026 Trent, 2016), understanding the developmental distinctives of undergraduate students can offer novel insights into language teacher education and our preparation of future teachers at varying academic levels. This qualitative study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of a group of BATESOL students at a religiously-affiliated university in the southern United States. Framed by Clandinin \u0026 Connelly’s (2000) three-dimensional narrative spaces, I use Barkhuizen’s (2017) scales of context and Wenger’s (2010) modes of identification to analyze short story excerpts from interviews with six BATESOL students addressing the influences of religious institutional context, critical pedagogy, and teaching practicums on their personal identities as current students and future teachers. In particular, I consider how the program’s critical framework disrupts and transforms students’ notions of self, the types of teachers they want to become, and the pedagogical practices they plan to enact. 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This phenomenon extends to undergraduate pre-service language teachers, whose complex and dynamic development are rarely explored in language teacher identity research. In a field that is calling for new theoretical and methodological approaches to studying language teacher identity (de Costa \u0026 Norton, 2017; Varghese, Motha, Park, Reeves, \u0026 Trent, 2016), understanding the developmental distinctives of undergraduate students can offer novel insights into language teacher education and our preparation of future teachers at varying academic levels. This qualitative study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of a group of BATESOL students at a religiously-affiliated university in the southern United States. Framed by Clandinin \u0026 Connelly’s (2000) three-dimensional narrative spaces, I use Barkhuizen’s (2017) scales of context and Wenger’s (2010) modes of identification to analyze short story excerpts from interviews with six BATESOL students addressing the influences of religious institutional context, critical pedagogy, and teaching practicums on their personal identities as current students and future teachers. In particular, I consider how the program’s critical framework disrupts and transforms students’ notions of self, the types of teachers they want to become, and the pedagogical practices they plan to enact. I share findings from my analyses and conclude with a discussion on the implications this study has for innovating LTI research in TESOL and SLA, with particular concern for the experiences and training of undergraduate pre-service language teachers.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":5539,"name":"Language and Ideology","url":"https://www.academia.edu/Documents/in/Language_and_Ideology"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL"},{"id":23944,"name":"Student Identity","url":"https://www.academia.edu/Documents/in/Student_Identity"},{"id":50025,"name":"Teacher Identity","url":"https://www.academia.edu/Documents/in/Teacher_Identity"},{"id":50433,"name":"Narrative Research","url":"https://www.academia.edu/Documents/in/Narrative_Research"},{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63113432"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63113432/A_Literacy_of_Race_Culture_and_Identity_in_the_ESL_Classroom"><img alt="Research paper thumbnail of A Literacy of Race, Culture, and Identity in the ESL Classroom" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63113432/A_Literacy_of_Race_Culture_and_Identity_in_the_ESL_Classroom">A Literacy of Race, Culture, and Identity in the ESL Classroom</a></div><div class="wp-workCard_item"><span>TESOL International Annual Conference</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The ESL classroom is a politicized space in which academic language learning carries implications...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The ESL classroom is a politicized space in which academic language learning carries implications for student and teacher identity development along issues of gender, class, race, language, and culture. These multiple, intersecting, and sometimes conflicting positionalities have the potential to promote growth and learning, or they can constrict it. This session draws from Cummins' (1994) reconceptualization of Vygotsky's Zone of Proximal Development as a metaphor for the dynamic negotiation of identity and knowledge between teachers and students. Within this framework, educators who challenge societal and institutional discriminatory practices increase learner potential for identity formation and critical inquiry. Conversely, teachers who adopt dominant structures that silence student voices and experience constrict the zone, minimizing the potential for learning and formation. Thus, in the second language classroom, interactions between students and teachers are paramount for identity construction and academic development. The teacher’s ability to navigate this dynamic space competently will inform the content, practices, and pedagogy of the classroom most appropriate for student flourishing.<br /><br />After overviewing the theoretical foundations for student and teacher identity in the ESL classroom, this presentation will include demonstrated pedagogical examples for 1) encouraging critical teacher reflection and 2) implementing critical practices as means of facilitating student ownership of knowledge, as well as possible social action. Educators from majority groups often live and teach within dominant discourses blind to the diverse perspectives and experiences that exist within their classrooms. This presenter takes the position that in order to foster student critical engagement, teachers must first be critically engaged. Participants in this session will interact with a visual text individually and within groups in order to promote critical reading and engagement with academic content in a way that promotes the respect of language, culture, and race in ESL classrooms.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63113432"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63113432"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63113432; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63113432]").text(description); $(".js-view-count[data-work-id=63113432]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63113432; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63113432']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63113432, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63113432]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63113432,"title":"A Literacy of Race, Culture, and Identity in the ESL Classroom","translated_title":"","metadata":{"abstract":"The ESL classroom is a politicized space in which academic language learning carries implications for student and teacher identity development along issues of gender, class, race, language, and culture. These multiple, intersecting, and sometimes conflicting positionalities have the potential to promote growth and learning, or they can constrict it. This session draws from Cummins' (1994) reconceptualization of Vygotsky's Zone of Proximal Development as a metaphor for the dynamic negotiation of identity and knowledge between teachers and students. Within this framework, educators who challenge societal and institutional discriminatory practices increase learner potential for identity formation and critical inquiry. Conversely, teachers who adopt dominant structures that silence student voices and experience constrict the zone, minimizing the potential for learning and formation. Thus, in the second language classroom, interactions between students and teachers are paramount for identity construction and academic development. The teacher’s ability to navigate this dynamic space competently will inform the content, practices, and pedagogy of the classroom most appropriate for student flourishing.\n\nAfter overviewing the theoretical foundations for student and teacher identity in the ESL classroom, this presentation will include demonstrated pedagogical examples for 1) encouraging critical teacher reflection and 2) implementing critical practices as means of facilitating student ownership of knowledge, as well as possible social action. Educators from majority groups often live and teach within dominant discourses blind to the diverse perspectives and experiences that exist within their classrooms. This presenter takes the position that in order to foster student critical engagement, teachers must first be critically engaged. Participants in this session will interact with a visual text individually and within groups in order to promote critical reading and engagement with academic content in a way that promotes the respect of language, culture, and race in ESL classrooms.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"TESOL International Annual Conference"},"translated_abstract":"The ESL classroom is a politicized space in which academic language learning carries implications for student and teacher identity development along issues of gender, class, race, language, and culture. These multiple, intersecting, and sometimes conflicting positionalities have the potential to promote growth and learning, or they can constrict it. This session draws from Cummins' (1994) reconceptualization of Vygotsky's Zone of Proximal Development as a metaphor for the dynamic negotiation of identity and knowledge between teachers and students. Within this framework, educators who challenge societal and institutional discriminatory practices increase learner potential for identity formation and critical inquiry. Conversely, teachers who adopt dominant structures that silence student voices and experience constrict the zone, minimizing the potential for learning and formation. Thus, in the second language classroom, interactions between students and teachers are paramount for identity construction and academic development. The teacher’s ability to navigate this dynamic space competently will inform the content, practices, and pedagogy of the classroom most appropriate for student flourishing.\n\nAfter overviewing the theoretical foundations for student and teacher identity in the ESL classroom, this presentation will include demonstrated pedagogical examples for 1) encouraging critical teacher reflection and 2) implementing critical practices as means of facilitating student ownership of knowledge, as well as possible social action. Educators from majority groups often live and teach within dominant discourses blind to the diverse perspectives and experiences that exist within their classrooms. This presenter takes the position that in order to foster student critical engagement, teachers must first be critically engaged. Participants in this session will interact with a visual text individually and within groups in order to promote critical reading and engagement with academic content in a way that promotes the respect of language, culture, and race in ESL classrooms.","internal_url":"https://www.academia.edu/63113432/A_Literacy_of_Race_Culture_and_Identity_in_the_ESL_Classroom","translated_internal_url":"","created_at":"2021-12-03T06:20:05.998-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"A_Literacy_of_Race_Culture_and_Identity_in_the_ESL_Classroom","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The ESL classroom is a politicized space in which academic language learning carries implications for student and teacher identity development along issues of gender, class, race, language, and culture. These multiple, intersecting, and sometimes conflicting positionalities have the potential to promote growth and learning, or they can constrict it. This session draws from Cummins' (1994) reconceptualization of Vygotsky's Zone of Proximal Development as a metaphor for the dynamic negotiation of identity and knowledge between teachers and students. Within this framework, educators who challenge societal and institutional discriminatory practices increase learner potential for identity formation and critical inquiry. Conversely, teachers who adopt dominant structures that silence student voices and experience constrict the zone, minimizing the potential for learning and formation. Thus, in the second language classroom, interactions between students and teachers are paramount for identity construction and academic development. The teacher’s ability to navigate this dynamic space competently will inform the content, practices, and pedagogy of the classroom most appropriate for student flourishing.\n\nAfter overviewing the theoretical foundations for student and teacher identity in the ESL classroom, this presentation will include demonstrated pedagogical examples for 1) encouraging critical teacher reflection and 2) implementing critical practices as means of facilitating student ownership of knowledge, as well as possible social action. Educators from majority groups often live and teach within dominant discourses blind to the diverse perspectives and experiences that exist within their classrooms. This presenter takes the position that in order to foster student critical engagement, teachers must first be critically engaged. Participants in this session will interact with a visual text individually and within groups in order to promote critical reading and engagement with academic content in a way that promotes the respect of language, culture, and race in ESL classrooms.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":50025,"name":"Teacher Identity","url":"https://www.academia.edu/Documents/in/Teacher_Identity"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_"},{"id":132736,"name":"Race and Education","url":"https://www.academia.edu/Documents/in/Race_and_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63114342"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63114342/Resistance_and_Reproduction_in_the_Social_Construction_of_a_Tragedy_A_Critical_Discourse_Analysis_of_CharlestonShooting"><img alt="Research paper thumbnail of Resistance and Reproduction in the Social Construction of a Tragedy: A Critical Discourse Analysis of #CharlestonShooting" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63114342/Resistance_and_Reproduction_in_the_Social_Construction_of_a_Tragedy_A_Critical_Discourse_Analysis_of_CharlestonShooting">Resistance and Reproduction in the Social Construction of a Tragedy: A Critical Discourse Analysis of #CharlestonShooting</a></div><div class="wp-workCard_item"><span>American Association for Applied Linguistics Annual Conference</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">New media sociolinguistics is an emerging field that studies language practices in digital spaces...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">New media sociolinguistics is an emerging field that studies language practices in digital spaces, yet tension remains between the fetishization of new technologies and the importance of studying human interaction. Research in this field often centers one over the other, and thus present language practices irrespective of their digital emergence, or new technology regardless of its bearing on human language use. In this paper, I complicate such dichotomy by exploring the social construction of online discourse in the days following a national tragedy. I discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets to considering the historical social relations from which they emerge. In order to do this, I perform a critical discourse analysis of tweets containing “#CharlestonShooting” to examine how discursive naming patterns reflect multiple epistemologies that construct both the perpetrator and crime within conflicting ideological discourses. The data was collected by running a Google script that captured tweets in real-time as they were posted within a 24-hour period two days after the shooting. Findings indicate that users valued moral judgment when naming and describing the tragedy, representing both reproduction of and resistance to dominant ideological discourses. Political commentary surrounding the naming patterns of politicians and news media, however, explicitly contested dominant ideologies and expressed disaffiliative sentiments that centered the concerns of marginalized groups over those in power. I conclude with a discussion on the relevance and implications of this research for new media discourse analysis, with particular concern for the potential of multiple theoretical approaches and methods to provide further insight into interaction about social issues in digital spaces.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63114342"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63114342"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63114342; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63114342]").text(description); $(".js-view-count[data-work-id=63114342]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63114342; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63114342']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63114342, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63114342]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63114342,"title":"Resistance and Reproduction in the Social Construction of a Tragedy: A Critical Discourse Analysis of #CharlestonShooting","translated_title":"","metadata":{"abstract":"New media sociolinguistics is an emerging field that studies language practices in digital spaces, yet tension remains between the fetishization of new technologies and the importance of studying human interaction. Research in this field often centers one over the other, and thus present language practices irrespective of their digital emergence, or new technology regardless of its bearing on human language use. In this paper, I complicate such dichotomy by exploring the social construction of online discourse in the days following a national tragedy. I discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets to considering the historical social relations from which they emerge. In order to do this, I perform a critical discourse analysis of tweets containing “#CharlestonShooting” to examine how discursive naming patterns reflect multiple epistemologies that construct both the perpetrator and crime within conflicting ideological discourses. The data was collected by running a Google script that captured tweets in real-time as they were posted within a 24-hour period two days after the shooting. Findings indicate that users valued moral judgment when naming and describing the tragedy, representing both reproduction of and resistance to dominant ideological discourses. Political commentary surrounding the naming patterns of politicians and news media, however, explicitly contested dominant ideologies and expressed disaffiliative sentiments that centered the concerns of marginalized groups over those in power. I conclude with a discussion on the relevance and implications of this research for new media discourse analysis, with particular concern for the potential of multiple theoretical approaches and methods to provide further insight into interaction about social issues in digital spaces. ","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"American Association for Applied Linguistics Annual Conference"},"translated_abstract":"New media sociolinguistics is an emerging field that studies language practices in digital spaces, yet tension remains between the fetishization of new technologies and the importance of studying human interaction. Research in this field often centers one over the other, and thus present language practices irrespective of their digital emergence, or new technology regardless of its bearing on human language use. In this paper, I complicate such dichotomy by exploring the social construction of online discourse in the days following a national tragedy. I discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets to considering the historical social relations from which they emerge. In order to do this, I perform a critical discourse analysis of tweets containing “#CharlestonShooting” to examine how discursive naming patterns reflect multiple epistemologies that construct both the perpetrator and crime within conflicting ideological discourses. The data was collected by running a Google script that captured tweets in real-time as they were posted within a 24-hour period two days after the shooting. Findings indicate that users valued moral judgment when naming and describing the tragedy, representing both reproduction of and resistance to dominant ideological discourses. Political commentary surrounding the naming patterns of politicians and news media, however, explicitly contested dominant ideologies and expressed disaffiliative sentiments that centered the concerns of marginalized groups over those in power. I conclude with a discussion on the relevance and implications of this research for new media discourse analysis, with particular concern for the potential of multiple theoretical approaches and methods to provide further insight into interaction about social issues in digital spaces. ","internal_url":"https://www.academia.edu/63114342/Resistance_and_Reproduction_in_the_Social_Construction_of_a_Tragedy_A_Critical_Discourse_Analysis_of_CharlestonShooting","translated_internal_url":"","created_at":"2021-12-03T06:25:34.802-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"Resistance_and_Reproduction_in_the_Social_Construction_of_a_Tragedy_A_Critical_Discourse_Analysis_of_CharlestonShooting","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"New media sociolinguistics is an emerging field that studies language practices in digital spaces, yet tension remains between the fetishization of new technologies and the importance of studying human interaction. Research in this field often centers one over the other, and thus present language practices irrespective of their digital emergence, or new technology regardless of its bearing on human language use. In this paper, I complicate such dichotomy by exploring the social construction of online discourse in the days following a national tragedy. I discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets to considering the historical social relations from which they emerge. In order to do this, I perform a critical discourse analysis of tweets containing “#CharlestonShooting” to examine how discursive naming patterns reflect multiple epistemologies that construct both the perpetrator and crime within conflicting ideological discourses. The data was collected by running a Google script that captured tweets in real-time as they were posted within a 24-hour period two days after the shooting. Findings indicate that users valued moral judgment when naming and describing the tragedy, representing both reproduction of and resistance to dominant ideological discourses. Political commentary surrounding the naming patterns of politicians and news media, however, explicitly contested dominant ideologies and expressed disaffiliative sentiments that centered the concerns of marginalized groups over those in power. I conclude with a discussion on the relevance and implications of this research for new media discourse analysis, with particular concern for the potential of multiple theoretical approaches and methods to provide further insight into interaction about social issues in digital spaces. ","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics"},{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism"},{"id":3932,"name":"Digital Rhetorics","url":"https://www.academia.edu/Documents/in/Digital_Rhetorics"},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63115412"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63115412/_Transcultural_Hashtags_A_Sociolinguistic_Analysis_of_Trending_Topics_in_Digital_Spaces"><img alt="Research paper thumbnail of “Transcultural Hashtags: A Sociolinguistic Analysis of Trending Topics in Digital Spaces" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63115412/_Transcultural_Hashtags_A_Sociolinguistic_Analysis_of_Trending_Topics_in_Digital_Spaces">“Transcultural Hashtags: A Sociolinguistic Analysis of Trending Topics in Digital Spaces</a></div><div class="wp-workCard_item"><span>American Association for Applied Linguistics Annual Conference</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Conceptualizing movement is central to many definitions of globalization, yet the nature of what ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Conceptualizing movement is central to many definitions of globalization, yet the nature of what moves and how it moves varies across disciplines. Language movement is one such phenomenon. With the emergence of digital communication technologies, especially popular microblogging sites such as Facebook and Twitter, language that is at one time constrained to a particular location near-instantaneously transcends its original space and is recontextualized in <br />new sociocultural contexts. In this paper, I draw on research from multiple disciplines to explore the dynamic transcultural flow of trending topics online by answering the following research question: How do trending Twitter hashtags move across time and space, and how are such hashtags recontextualized in new localized, cultural contexts? In order to answer these questions, I review theoretical frameworks employed within new media sociolinguistics in the analysis of digital discourse as everyday situated and mediated language practices, such as heteroglossia, multimodality, and stance. I then discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets (i.e. the hashtag and its adjoining text) to considering the historical social relations that originate, maintain, and facilitate the movement of trending topics online. I look at mediatized depictions of #Ferguson as a small case study of the transcultural flow of a trending topic, how it indexes locality and has been recontextualized in various spaces for both affiliative and disaffiliative purposes. The movement of #Ferguson is a complex discursive phenomenon, constructed both online and offline in a myriad of contexts, inextricably tied to other related hashtags, such as #BlackLivesMatter, #IfTheyGunnedMeDown, and #HandsUpDontShoot. I conclude with a discussion on the relevance and implications of this research for globalization theory within new media sociolinguistics, with particular regard for conceptualizing the movement of online discourse.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63115412"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63115412"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63115412; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63115412]").text(description); $(".js-view-count[data-work-id=63115412]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63115412; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63115412']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63115412, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63115412]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63115412,"title":"“Transcultural Hashtags: A Sociolinguistic Analysis of Trending Topics in Digital Spaces","translated_title":"","metadata":{"abstract":"Conceptualizing movement is central to many definitions of globalization, yet the nature of what moves and how it moves varies across disciplines. Language movement is one such phenomenon. With the emergence of digital communication technologies, especially popular microblogging sites such as Facebook and Twitter, language that is at one time constrained to a particular location near-instantaneously transcends its original space and is recontextualized in \nnew sociocultural contexts. In this paper, I draw on research from multiple disciplines to explore the dynamic transcultural flow of trending topics online by answering the following research question: How do trending Twitter hashtags move across time and space, and how are such hashtags recontextualized in new localized, cultural contexts? In order to answer these questions, I review theoretical frameworks employed within new media sociolinguistics in the analysis of digital discourse as everyday situated and mediated language practices, such as heteroglossia, multimodality, and stance. I then discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets (i.e. the hashtag and its adjoining text) to considering the historical social relations that originate, maintain, and facilitate the movement of trending topics online. I look at mediatized depictions of #Ferguson as a small case study of the transcultural flow of a trending topic, how it indexes locality and has been recontextualized in various spaces for both affiliative and disaffiliative purposes. The movement of #Ferguson is a complex discursive phenomenon, constructed both online and offline in a myriad of contexts, inextricably tied to other related hashtags, such as #BlackLivesMatter, #IfTheyGunnedMeDown, and #HandsUpDontShoot. I conclude with a discussion on the relevance and implications of this research for globalization theory within new media sociolinguistics, with particular regard for conceptualizing the movement of online discourse.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"American Association for Applied Linguistics Annual Conference"},"translated_abstract":"Conceptualizing movement is central to many definitions of globalization, yet the nature of what moves and how it moves varies across disciplines. Language movement is one such phenomenon. With the emergence of digital communication technologies, especially popular microblogging sites such as Facebook and Twitter, language that is at one time constrained to a particular location near-instantaneously transcends its original space and is recontextualized in \nnew sociocultural contexts. In this paper, I draw on research from multiple disciplines to explore the dynamic transcultural flow of trending topics online by answering the following research question: How do trending Twitter hashtags move across time and space, and how are such hashtags recontextualized in new localized, cultural contexts? In order to answer these questions, I review theoretical frameworks employed within new media sociolinguistics in the analysis of digital discourse as everyday situated and mediated language practices, such as heteroglossia, multimodality, and stance. I then discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets (i.e. the hashtag and its adjoining text) to considering the historical social relations that originate, maintain, and facilitate the movement of trending topics online. I look at mediatized depictions of #Ferguson as a small case study of the transcultural flow of a trending topic, how it indexes locality and has been recontextualized in various spaces for both affiliative and disaffiliative purposes. The movement of #Ferguson is a complex discursive phenomenon, constructed both online and offline in a myriad of contexts, inextricably tied to other related hashtags, such as #BlackLivesMatter, #IfTheyGunnedMeDown, and #HandsUpDontShoot. I conclude with a discussion on the relevance and implications of this research for globalization theory within new media sociolinguistics, with particular regard for conceptualizing the movement of online discourse.","internal_url":"https://www.academia.edu/63115412/_Transcultural_Hashtags_A_Sociolinguistic_Analysis_of_Trending_Topics_in_Digital_Spaces","translated_internal_url":"","created_at":"2021-12-03T06:34:53.222-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"_Transcultural_Hashtags_A_Sociolinguistic_Analysis_of_Trending_Topics_in_Digital_Spaces","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Conceptualizing movement is central to many definitions of globalization, yet the nature of what moves and how it moves varies across disciplines. Language movement is one such phenomenon. With the emergence of digital communication technologies, especially popular microblogging sites such as Facebook and Twitter, language that is at one time constrained to a particular location near-instantaneously transcends its original space and is recontextualized in \nnew sociocultural contexts. In this paper, I draw on research from multiple disciplines to explore the dynamic transcultural flow of trending topics online by answering the following research question: How do trending Twitter hashtags move across time and space, and how are such hashtags recontextualized in new localized, cultural contexts? In order to answer these questions, I review theoretical frameworks employed within new media sociolinguistics in the analysis of digital discourse as everyday situated and mediated language practices, such as heteroglossia, multimodality, and stance. I then discuss Twitter’s hashtag function as a semiotic marker for interaction within a particular discourse community, and argue for moving beyond analyzing the form of tweets (i.e. the hashtag and its adjoining text) to considering the historical social relations that originate, maintain, and facilitate the movement of trending topics online. I look at mediatized depictions of #Ferguson as a small case study of the transcultural flow of a trending topic, how it indexes locality and has been recontextualized in various spaces for both affiliative and disaffiliative purposes. The movement of #Ferguson is a complex discursive phenomenon, constructed both online and offline in a myriad of contexts, inextricably tied to other related hashtags, such as #BlackLivesMatter, #IfTheyGunnedMeDown, and #HandsUpDontShoot. I conclude with a discussion on the relevance and implications of this research for globalization theory within new media sociolinguistics, with particular regard for conceptualizing the movement of online discourse.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media"},{"id":1439,"name":"Globalization","url":"https://www.academia.edu/Documents/in/Globalization"},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics"},{"id":3932,"name":"Digital Rhetorics","url":"https://www.academia.edu/Documents/in/Digital_Rhetorics"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63116083"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63116083/Beginning_Early_Honoring_Diversity_and_Multilingualism_in_a_Third_Grade_ESL_Classroom"><img alt="Research paper thumbnail of Beginning Early: Honoring Diversity and Multilingualism in a Third Grade ESL Classroom" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63116083/Beginning_Early_Honoring_Diversity_and_Multilingualism_in_a_Third_Grade_ESL_Classroom">Beginning Early: Honoring Diversity and Multilingualism in a Third Grade ESL Classroom</a></div><div class="wp-workCard_item"><span>American Educational Research Association Annual Conference</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Presented as part of the panel for "World Englishes as Local Practices: Pedagogies for Multilingu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Presented as part of the panel for "World Englishes as Local Practices: Pedagogies for Multilingual and Multi-Epistemic Justice Across the Educational Spectrum."<br /><br />Dialogue journals are often promoted as a means to a specific end: a scaffolding strategy for helping English learners acquire standard written English. In the context of this speaker’s classroom, dialogue journals serve a Bourdieusian purpose of practicing “the right to speak” (Bourdieu, 1991). By participating in dialogic journal writing, students impose reception on the classroom authority, the teacher, by using language to reflect their vision of social realities without fear of critique or correction, resulting in a transformation of knowledge for both students and teacher (Cummins, 1994). For a population of students who are culturally and linguistically silenced in a standards-based public education system, the right to speak and be heard is a practice of liberation. For the teacher as well, engaging students through dialogue journals becomes a way to read the word and the world through the eyes of the disenfranchised (Freire and Macedo, 1987).<br /><br />In this speaker’s context as an ESL teacher in an urban, high-poverty elementary school, such use of dialogue journals honors student linguistic and cultural diversity through the expression of voice in academic English, AAVE, and the L1. Students are encouraged to write in their journals because they know they will be heard. This practice has created  many opportunities for students and the teacher to discuss social issues relevant to the students’ lived experiences, enabling them to “deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 1970). In practice, this teacher’s use of dialogue journals has avoided prompts and genre conventions that may constrict what the student has to say. They are dialogue journals in a most basic form: students write about whatever interests them (daily events, pop culture, special activities, etc.) and the teacher responds to what the student wrote; during the next writing session the student is then able to respond to the teacher to continue the dialogue, or she may write something else. In this teacher’s experience, such an approach to writing as invoking the right to speak and be heard has resulted in noticeably increased motivation in the classroom. In addition, students were inclined to write about social issues prominent in their lived experience, namely bullying and linguistic difference. Students often transferred their written dialogue to classroom discussion, a practice that led to a shared critical consciousness on issues of language, identity, and power.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63116083"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63116083"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63116083; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63116083]").text(description); $(".js-view-count[data-work-id=63116083]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63116083; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63116083']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 63116083, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63116083]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63116083,"title":"Beginning Early: Honoring Diversity and Multilingualism in a Third Grade ESL Classroom","translated_title":"","metadata":{"abstract":"Presented as part of the panel for \"World Englishes as Local Practices: Pedagogies for Multilingual and Multi-Epistemic Justice Across the Educational Spectrum.\"\n\nDialogue journals are often promoted as a means to a specific end: a scaffolding strategy for helping English learners acquire standard written English. In the context of this speaker’s classroom, dialogue journals serve a Bourdieusian purpose of practicing “the right to speak” (Bourdieu, 1991). By participating in dialogic journal writing, students impose reception on the classroom authority, the teacher, by using language to reflect their vision of social realities without fear of critique or correction, resulting in a transformation of knowledge for both students and teacher (Cummins, 1994). For a population of students who are culturally and linguistically silenced in a standards-based public education system, the right to speak and be heard is a practice of liberation. For the teacher as well, engaging students through dialogue journals becomes a way to read the word and the world through the eyes of the disenfranchised (Freire and Macedo, 1987).\n\nIn this speaker’s context as an ESL teacher in an urban, high-poverty elementary school, such use of dialogue journals honors student linguistic and cultural diversity through the expression of voice in academic English, AAVE, and the L1. Students are encouraged to write in their journals because they know they will be heard. This practice has created many opportunities for students and the teacher to discuss social issues relevant to the students’ lived experiences, enabling them to “deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 1970). In practice, this teacher’s use of dialogue journals has avoided prompts and genre conventions that may constrict what the student has to say. They are dialogue journals in a most basic form: students write about whatever interests them (daily events, pop culture, special activities, etc.) and the teacher responds to what the student wrote; during the next writing session the student is then able to respond to the teacher to continue the dialogue, or she may write something else. In this teacher’s experience, such an approach to writing as invoking the right to speak and be heard has resulted in noticeably increased motivation in the classroom. In addition, students were inclined to write about social issues prominent in their lived experience, namely bullying and linguistic difference. Students often transferred their written dialogue to classroom discussion, a practice that led to a shared critical consciousness on issues of language, identity, and power.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"American Educational Research Association Annual Conference"},"translated_abstract":"Presented as part of the panel for \"World Englishes as Local Practices: Pedagogies for Multilingual and Multi-Epistemic Justice Across the Educational Spectrum.\"\n\nDialogue journals are often promoted as a means to a specific end: a scaffolding strategy for helping English learners acquire standard written English. In the context of this speaker’s classroom, dialogue journals serve a Bourdieusian purpose of practicing “the right to speak” (Bourdieu, 1991). By participating in dialogic journal writing, students impose reception on the classroom authority, the teacher, by using language to reflect their vision of social realities without fear of critique or correction, resulting in a transformation of knowledge for both students and teacher (Cummins, 1994). For a population of students who are culturally and linguistically silenced in a standards-based public education system, the right to speak and be heard is a practice of liberation. For the teacher as well, engaging students through dialogue journals becomes a way to read the word and the world through the eyes of the disenfranchised (Freire and Macedo, 1987).\n\nIn this speaker’s context as an ESL teacher in an urban, high-poverty elementary school, such use of dialogue journals honors student linguistic and cultural diversity through the expression of voice in academic English, AAVE, and the L1. Students are encouraged to write in their journals because they know they will be heard. This practice has created many opportunities for students and the teacher to discuss social issues relevant to the students’ lived experiences, enabling them to “deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 1970). In practice, this teacher’s use of dialogue journals has avoided prompts and genre conventions that may constrict what the student has to say. They are dialogue journals in a most basic form: students write about whatever interests them (daily events, pop culture, special activities, etc.) and the teacher responds to what the student wrote; during the next writing session the student is then able to respond to the teacher to continue the dialogue, or she may write something else. In this teacher’s experience, such an approach to writing as invoking the right to speak and be heard has resulted in noticeably increased motivation in the classroom. In addition, students were inclined to write about social issues prominent in their lived experience, namely bullying and linguistic difference. Students often transferred their written dialogue to classroom discussion, a practice that led to a shared critical consciousness on issues of language, identity, and power.","internal_url":"https://www.academia.edu/63116083/Beginning_Early_Honoring_Diversity_and_Multilingualism_in_a_Third_Grade_ESL_Classroom","translated_internal_url":"","created_at":"2021-12-03T06:42:22.365-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"conference_presentation","co_author_tags":[],"downloadable_attachments":[],"slug":"Beginning_Early_Honoring_Diversity_and_Multilingualism_in_a_Third_Grade_ESL_Classroom","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Presented as part of the panel for \"World Englishes as Local Practices: Pedagogies for Multilingual and Multi-Epistemic Justice Across the Educational Spectrum.\"\n\nDialogue journals are often promoted as a means to a specific end: a scaffolding strategy for helping English learners acquire standard written English. In the context of this speaker’s classroom, dialogue journals serve a Bourdieusian purpose of practicing “the right to speak” (Bourdieu, 1991). By participating in dialogic journal writing, students impose reception on the classroom authority, the teacher, by using language to reflect their vision of social realities without fear of critique or correction, resulting in a transformation of knowledge for both students and teacher (Cummins, 1994). For a population of students who are culturally and linguistically silenced in a standards-based public education system, the right to speak and be heard is a practice of liberation. For the teacher as well, engaging students through dialogue journals becomes a way to read the word and the world through the eyes of the disenfranchised (Freire and Macedo, 1987).\n\nIn this speaker’s context as an ESL teacher in an urban, high-poverty elementary school, such use of dialogue journals honors student linguistic and cultural diversity through the expression of voice in academic English, AAVE, and the L1. Students are encouraged to write in their journals because they know they will be heard. This practice has created many opportunities for students and the teacher to discuss social issues relevant to the students’ lived experiences, enabling them to “deal critically and creatively with reality and discover how to participate in the transformation of their world” (Freire, 1970). In practice, this teacher’s use of dialogue journals has avoided prompts and genre conventions that may constrict what the student has to say. They are dialogue journals in a most basic form: students write about whatever interests them (daily events, pop culture, special activities, etc.) and the teacher responds to what the student wrote; during the next writing session the student is then able to respond to the teacher to continue the dialogue, or she may write something else. In this teacher’s experience, such an approach to writing as invoking the right to speak and be heard has resulted in noticeably increased motivation in the classroom. In addition, students were inclined to write about social issues prominent in their lived experience, namely bullying and linguistic difference. Students often transferred their written dialogue to classroom discussion, a practice that led to a shared critical consciousness on issues of language, identity, and power.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL"},{"id":55515,"name":"Multilingual Education","url":"https://www.academia.edu/Documents/in/Multilingual_Education"},{"id":98795,"name":"Literacy Education","url":"https://www.academia.edu/Documents/in/Literacy_Education"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="13051670" id="dissertation"><div class="js-work-strip profile--work_container" data-work-id="62776362"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/62776362/UNDERGRADUATE_STUDENTS_IDENTITY_WORK_AND_CRITICAL_ENGAGEMENT_IN_A_BATESOL_PROGRAM_A_SHORT_STORY_NARRATIVE_ANALYSIS"><img alt="Research paper thumbnail of UNDERGRADUATE STUDENTS’ IDENTITY WORK AND CRITICAL ENGAGEMENT IN A BATESOL PROGRAM: A SHORT STORY NARRATIVE ANALYSIS" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/62776362/UNDERGRADUATE_STUDENTS_IDENTITY_WORK_AND_CRITICAL_ENGAGEMENT_IN_A_BATESOL_PROGRAM_A_SHORT_STORY_NARRATIVE_ANALYSIS">UNDERGRADUATE STUDENTS’ IDENTITY WORK AND CRITICAL ENGAGEMENT IN A BATESOL PROGRAM: A SHORT STORY NARRATIVE ANALYSIS</a></div><div class="wp-workCard_item"><span>ProQuest</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities and developmental complexities of undergraduate pre-service language teachers. The following study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of this group. I used qualitative research methods coupled with short story narrative analysis (Barkhuizen, 2016) among a group of BATESOL students at a religiously-affiliated university to explore the impact of their engagement with the program’s critical pedagogy on present notions of self and the teachers they imagine becoming. Using Barkuizen’s (2017a) scales of context and Wenger’s (2010) modes of identification, I analyzed six short stories from Andrea, Charlotte, Devin, Emma, Lydia, and Ruby that addressed the influence of religious institutional contexts, critical engagement, and personalidentity and goal shift. I found that BATESOL student identities were informed by the marginalized English learner archetype and a fear of public education; they conceptualized TESOL as a tool for ideological purposes but struggled to integrate theory and practice holistically; and they experienced personal and interpersonal disruption and transformation through their critical engagement. The findings from this study have implications for innovating LTI research in TESOL and SLA, utilizing critical pedagogy in undergraduate language teacher education, and adding to the complex dialogue between Christians and critical educators in English language teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="62776362"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="62776362"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 62776362; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=62776362]").text(description); $(".js-view-count[data-work-id=62776362]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 62776362; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='62776362']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 62776362, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=62776362]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":62776362,"title":"UNDERGRADUATE STUDENTS’ IDENTITY WORK AND CRITICAL ENGAGEMENT IN A BATESOL PROGRAM: A SHORT STORY NARRATIVE ANALYSIS","translated_title":"","metadata":{"abstract":"Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities and developmental complexities of undergraduate pre-service language teachers. The following study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of this group. I used qualitative research methods coupled with short story narrative analysis (Barkhuizen, 2016) among a group of BATESOL students at a religiously-affiliated university to explore the impact of their engagement with the program’s critical pedagogy on present notions of self and the teachers they imagine becoming. Using Barkuizen’s (2017a) scales of context and Wenger’s (2010) modes of identification, I analyzed six short stories from Andrea, Charlotte, Devin, Emma, Lydia, and Ruby that addressed the influence of religious institutional contexts, critical engagement, and personalidentity and goal shift. I found that BATESOL student identities were informed by the marginalized English learner archetype and a fear of public education; they conceptualized TESOL as a tool for ideological purposes but struggled to integrate theory and practice holistically; and they experienced personal and interpersonal disruption and transformation through their critical engagement. The findings from this study have implications for innovating LTI research in TESOL and SLA, utilizing critical pedagogy in undergraduate language teacher education, and adding to the complex dialogue between Christians and critical educators in English language teaching.","more_info":"ProQuest #28153451","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"ProQuest"},"translated_abstract":"Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities and developmental complexities of undergraduate pre-service language teachers. The following study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of this group. I used qualitative research methods coupled with short story narrative analysis (Barkhuizen, 2016) among a group of BATESOL students at a religiously-affiliated university to explore the impact of their engagement with the program’s critical pedagogy on present notions of self and the teachers they imagine becoming. Using Barkuizen’s (2017a) scales of context and Wenger’s (2010) modes of identification, I analyzed six short stories from Andrea, Charlotte, Devin, Emma, Lydia, and Ruby that addressed the influence of religious institutional contexts, critical engagement, and personalidentity and goal shift. I found that BATESOL student identities were informed by the marginalized English learner archetype and a fear of public education; they conceptualized TESOL as a tool for ideological purposes but struggled to integrate theory and practice holistically; and they experienced personal and interpersonal disruption and transformation through their critical engagement. The findings from this study have implications for innovating LTI research in TESOL and SLA, utilizing critical pedagogy in undergraduate language teacher education, and adding to the complex dialogue between Christians and critical educators in English language teaching.","internal_url":"https://www.academia.edu/62776362/UNDERGRADUATE_STUDENTS_IDENTITY_WORK_AND_CRITICAL_ENGAGEMENT_IN_A_BATESOL_PROGRAM_A_SHORT_STORY_NARRATIVE_ANALYSIS","translated_internal_url":"","created_at":"2021-11-30T18:06:35.091-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":17416608,"coauthors_can_edit":true,"document_type":"thesis_chapter","co_author_tags":[],"downloadable_attachments":[],"slug":"UNDERGRADUATE_STUDENTS_IDENTITY_WORK_AND_CRITICAL_ENGAGEMENT_IN_A_BATESOL_PROGRAM_A_SHORT_STORY_NARRATIVE_ANALYSIS","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Language teacher identity (LTI) research in TESOL has neglected to consider the dynamic realities and developmental complexities of undergraduate pre-service language teachers. The following study draws from poststructural and sociocultural theories to explore the identity work and critical engagement of this group. I used qualitative research methods coupled with short story narrative analysis (Barkhuizen, 2016) among a group of BATESOL students at a religiously-affiliated university to explore the impact of their engagement with the program’s critical pedagogy on present notions of self and the teachers they imagine becoming. Using Barkuizen’s (2017a) scales of context and Wenger’s (2010) modes of identification, I analyzed six short stories from Andrea, Charlotte, Devin, Emma, Lydia, and Ruby that addressed the influence of religious institutional contexts, critical engagement, and personalidentity and goal shift. I found that BATESOL student identities were informed by the marginalized English learner archetype and a fear of public education; they conceptualized TESOL as a tool for ideological purposes but struggled to integrate theory and practice holistically; and they experienced personal and interpersonal disruption and transformation through their critical engagement. The findings from this study have implications for innovating LTI research in TESOL and SLA, utilizing critical pedagogy in undergraduate language teacher education, and adding to the complex dialogue between Christians and critical educators in English language teaching.","owner":{"id":17416608,"first_name":"Tyler","middle_initials":null,"last_name":"Glodjo","page_name":"TylerGlodjo","domain_name":"memphis","created_at":"2014-09-26T04:14:56.358-07:00","display_name":"Tyler Glodjo","url":"https://memphis.academia.edu/TylerGlodjo"},"attachments":[],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education"},{"id":50025,"name":"Teacher Identity","url":"https://www.academia.edu/Documents/in/Teacher_Identity"},{"id":57022,"name":"PhD Thesis","url":"https://www.academia.edu/Documents/in/PhD_Thesis"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_"},{"id":1253063,"name":"Applied Linguistics/TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_TESOL-1"}],"urls":[{"id":14746669,"url":"https://www.proquest.com/openview/c081c742ba9eceb2a0cf856f595e5fcb/1?pq-origsite=gscholar\u0026cbl=18750\u0026diss=y"}]}, dispatcherData: dispatcherData }); 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