TY - JOUR
T1 - Beyond Native and Nonnative
T2 - Translingual Dispositions for More Inclusive Teacher Identity in Language and Literacy Education
AU - Lee, Eunjeong
AU - Canagarajah, A. Suresh
PY - 2019/11/2
Y1 - 2019/11/2
N2 - This article proposes translingual dispositions as a way to move beyond the NES/NNES dichotomy in understanding language teacher identity. Recent scholarship in TESOL and Applied Linguistics has problematized the NES/NNES binary from a poststructuralist perspective, highlighting how NES/NNES subjectivities are discursively and performatively (co-)constructed and negotiated. Despite the efforts to empower NNESs, the very binary reifies monolingual ideologies. This article argues that translingual dispositions can help move beyond the binary and complicate theorization of teachers’ identities and practice. To illustrate, we report an ethnographic case study of a “NES” teacher, Daphne, and examine how Daphne’s translingual dispositions shape her teaching and facilitate her students’ creative negotiation of monolingual norms in a writing course. We conclude by discussing future research directions and the implications for language teacher education in fostering translingual dispositions.
AB - This article proposes translingual dispositions as a way to move beyond the NES/NNES dichotomy in understanding language teacher identity. Recent scholarship in TESOL and Applied Linguistics has problematized the NES/NNES binary from a poststructuralist perspective, highlighting how NES/NNES subjectivities are discursively and performatively (co-)constructed and negotiated. Despite the efforts to empower NNESs, the very binary reifies monolingual ideologies. This article argues that translingual dispositions can help move beyond the binary and complicate theorization of teachers’ identities and practice. To illustrate, we report an ethnographic case study of a “NES” teacher, Daphne, and examine how Daphne’s translingual dispositions shape her teaching and facilitate her students’ creative negotiation of monolingual norms in a writing course. We conclude by discussing future research directions and the implications for language teacher education in fostering translingual dispositions.
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U2 - 10.1080/15348458.2019.1674148
DO - 10.1080/15348458.2019.1674148
M3 - Article
AN - SCOPUS:85075758849
SN - 1534-8458
VL - 18
SP - 352
EP - 363
JO - Journal of Language, Identity and Education
JF - Journal of Language, Identity and Education
IS - 6
ER -