Given the need to explore the nature of language teacher educator (LTE) identities, this duoethnography centers the identity journeys of three language teacher educators--Lu, Yuseva, and Zhenjie--as they evolved together and in dialogue with their advisor, Francis. To this end, they began with the central identity task, the Language Use…

In this article, our focus will be on two Hispanic Serving institutions (HSI's) located on the US/Mexico Border and their bilingual teacher preparation faculty because they enroll a significant population of bilingual Latinx preservice teachers. We specifically ask What policies, ­practices and ideologies does bilingual teacher faculty use to…

Contextualized within our "Projects in Humanization" in language teacher education and part of our on-going collaborative self-study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers--Daniel, Yuseva, and…

Introduction: Today, classes made up of learners with different linguistic backgrounds are a reality in many countries, including South Africa. Thus, this study was driven by the need to explore the various preconditions that must be met for the inclusion of home languages in an English First Additional Language context in the Further Education…

Teachers in France working with (emergent) bilingual pupils often not only feel ill-equipped to provide the specific support these learners require, but also find it difficult to accept that languages other than French have a right and role as learning resources in the classroom. Challenging such monolingual mindsets whilst helping teachers to…

Teaching English Learners with exceptional needs requires educators to tackle a complex and multidimensional task of (a) providing quality core or content area instruction, (b) supporting students' academic language and literacy development in English, and (c) addressing differences in learning. While educational research and practice search for…

This case study explores how bilingual teacher candidates (BTCs) in a Texas dual language teacher education program reflect on their mathematics teaching experiences through a translingual, transcultural, and transdisciplinary lens. By analyzing bilingual teacher narratives, the study investigates how translanguaging and reported speech shape…

Preservice teachers need to be prepared to meet the diverse linguistic and cultural needs of their students in terms of both their content and language learning. One way they can support multilingual students is using students' home language in the classroom, regardless of whether the preservice teacher speaks the language or not. Biliteracy and…

In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees' accounts…

The recent trend of the internationalization of higher education has increased the significance of English as a medium of instruction and communication on campus in non-English speaking countries. Within this context, this study explores emotional vulnerability of teachers of Korean as a second language (KSL) over their foreign language…

Developing intercultural communicative competence has become an inevitable need within 21st-century demands, mobilizing global efforts to promote unity through diversity. However, within the Colombian context and supported by an economic interest in bilingualism, most English language teaching programs still advocate educational practices that…

This study examined a group of English as a New Language teacher candidates' (TCs') pedagogical knowledge (PK) of translanguaging in a teacher preparation course. We deep-dived into exploring how their translanguaging stance and design knowledge evolved over a course of a semester. Using a participatory research approach, data were collected…

Translanguaging pedagogies support student writers in expressing themselves using their full language repertoires, writing for authentic audiences, and connecting to their identities. However, many teachers, particularly those who identify as "monolingual" and teach in English-medium classrooms, may not know how to introduce…

The preservice preparation for instructors of adult emergent bi/multilingual learners (EBLs) in the United States has been characterized as lacking uniformity, consistent academic rigor, and practical application to bolster instructors' feelings of self-efficacy and agency in addressing their students' complex psycho-social-emotional and learning…

Teacher preparation programs throughout the United States have begun to include issues of second language teaching and learning in their curriculum in an effort to better prepare their teacher candidates to meet the needs of the increasingly linguistically and culturally diverse student population in K-12 schools. In this article, we argue for the…