The present qualitative study sought to explore the relationship between English language learning and identity reconstruction from the viewpoints of Iranian language learners. The data were collected by means of focus-group interviews with forty-five male intermediate learners of English as a foreign language (EFL). To define the concept of…

The pedagogical innovation of this study is self-reflexive inquiry into language, culture, and identity. This work was conducted in a course on Cultural Diversity and Education serving 76 culturally and linguistically diverse undergraduate students, many of whom planned to become teachers. Through analysis of a Personal Language Inventory and…

This study followed a mixed-methods sequential explanatory design. Phase I involved the collection of quantitative data to examine inservice teachers' (N = 69) attitudes about language and linguistic diversity as well as their teacher education coursework. All participants were graduates from the same teacher education program. Phase II included…